Lesson aims
Students reinforce language with
a story. They also discuss the values of reusing and
recycling.
New language
hurt, rescue, rope, trap, shortcut,
leave, eagle, stuck, bridge, broken, fix, cross (v)
Recycled language
sixth, clue, strongest, bird,
should/shouldn’t, help, find, map, east, straight
ahead, Come on, trash, Let’s … , take (something)
with you, Good job, follow, across, mountains, reuse,
Good idea, carefully
Materials
CD2
|
Simple props to represent the
map, the compass, and the rope for acting out
(optional)
Warmer
•
Play a version of
Tic-tac-toe
(see page xvi), but instead
of using word cards, write these phrases in the grid:
save
energy, use cars less, save forests, save paper, save water,
be more eco-friendly, save glass, reduce waste, save
cardboard
. Students make questions with
What should
we do to … ?
and the phrases in the grid. With a stronger
class, leave out the verbs from the grid, e.g., write only
energy, cars, forests, paper
, etc.
Introduction
•
Remind students of the previous episode of the story:
Where are the children?
(
In the mountains.
)
What did
they find under the snake?
(
A letter.
)
What was on the
letter?
(
An address.
) Ask students to guess what the
children need to find in this episode. Accept any guesses.
Student’s Book page 73
1
3 Read and listen.
•
Read the clue on the tablet and present
hurt, rescue,
rope trap,
and
shortcut.
Say
Which is the strongest bird?
Let’s find out.
•
Say
Read and listen.
Play the recording. Students follow
the story in their books. At the end, students can answer
the opening question (
An eagle
). Check the meaning of
any other new words in the story, e.g.,
stuck, broken, fix
.
•
Then play the recording again, pausing to ask more
questions: Frame 2:
Which direction do the children go?
(
East/Straight ahead.
) Frame 3:
What do they take with
them?
(
Trash.
) Frame 4:
Where is the eagle stuck?
(
In
a rope trap.
)
Frame 6:
Where does the shortcut go?
(
Across the mountains.
) Frame 7:
Why can’t the children
cross the bridge?
(
Because it’s broken.
)
What do they do?
(
They fix it.
) Frame 8:
How do they fix the bridge?
(
They
reuse the rope.
)
Frame
9
:
Which is the new letter filled in
on the sign?
(
E.
) Say
The
E
is for …
(
eagle
)
.
•
Students can listen to the story again for pleasure or
you can pause after each line for students to repeat.
Encourage students to use gestures and intonation from
the story as appropriate. You could also divide the class
into three groups. Each group repeats the lines for one
character (Ruby, Jack, or Sofia).
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