Bentley kay primary curriculum box part 1

Bộ giáo trình tiếng anh cho học sinh của trường Cambridge. Tài liệu trình bày phương pháp dạy và truyền đạt tiếng Anh cho học sinh từ tiểu học tới đại học. Các bạn có thể thấy phương pháp dạy của cambridge rất chú trọng vào các đối tượng học, phát huy tính sáng tạo của người học một cách tích cực nhất.

Kay Bentley

_ Co _ _ t _ _ _ t _ s •

Aro nd our school

2.1 Rubbish and recycling

2.2 Places game

2.3 Reading maps

2 4 Where canwe build?

Around our local area

2 5 Water we use

LevellLevel 2

Level 3

1.6 Animals hexagon game

1.7 Identification keys

LevellLevel 2

LevellLevel2/3Level2Level 3

2.6 Helping hands

2.7 Sound story

Around our world

2.8 Habitats around the world

2.9 Would you like to be ?

2.10 Endangered animal leaflets

Level 51Level 2/3 53Level 3 56

Level 2 47Level 3 4

LevellLevel 2Level 3Level 3

Designing mouse mats

Children's Day cards

Level 108 5.7 Recipe for a healthy sandwich oLevel2 120

Levell 110 5.8 Art facts and opinions e Level 2/3 123Levell 112 5.9 Making a spider's web 0 Level 3 125Levell 114 5.10 Writing acrostic poems 0 Level 3 127Level2 116 5.11 Alternative energy fact files 0 Level 3 129Level 2 118 5.12 Reading drama Level 3 131

5.5 Visit the sports centre 0

5.6 Poems for maths @

Game templates Wordlists

CD track listing

133140144

stating facts

comparing with a partner

senses and five sense

organs Theyhelp usto be

aware of our environment

We feel with our skin

We hearwith our ears

We seewith our eyes

We smell with our noses

We tastewith our tongues

I Finding outAsk pupils to say sixparts of the body (e.g head , arm, leg , neck , foot, hand).

As they say the words tell the rest ofthe class to point to that part oftheir own body Thenask the pupils to stand up and do the actions Say Wave your arms , Clap your hands three times , Shake your head , Stand on one leg Then say Wave your head! , Clap your feet!andask the pupils to make more crazy suggestions

2 Say eyes, ears, nose , tongue , skinand point to them on your own body Say the wordsagain and this time the pupils point to their eyes, ears, nose, tongue and skin Draw an eye,

an ear, a nose, a tongue and a hand on the board Pointto the pictures as you say We s ee with oureyes, we hear with our ears , we smell with our noses , we taste with our tongues

and we feel w ith our skin Tell them these are the five senses

3 Tell pupils to look around the classroom and say something they can see, hear, smell, taste

or feel Write the suggestions on the board in a chart:

4 Give outworksheet 1.1 to each pupil Say Look at the five senses ; see , hear , smell , feel and taste. Read the first word, plant , and tell pupils to point to the senses they use.Ask for theirideas Tell them they are all correct Continue with some more examples, then tell pupils todraw lines matching the words and the senses Tell them more than one senseispossible

When they finish, put the pupils into pairs and tell them to compare their answers Ask Are

they thesame? What ' s different? Check answers with the class

K e 1 see,smell, feel 2see, feel, taste 3see, hear, feel (smell also possible) 4 see

5 see, feel 6 see, feel, taste, smell 7 see, hear, feel (smell also possible) 8 see (feel alsopossible) 9 see, feel, taste, smell lOsee, hear (feel and taste also possible) 11 see,

hear, feel, smell 12see, feel, taste 13 see,feel, taste, smell 14see, hear, feel, taste

15 see, feel, taste, smell 16 see, feel

5 Ask Which are living things? (plant , tree, baby , cat , dog , butterfl y , fish , bird).Tell pupils todraw a red circle round them Then ask Which are non - li v ing things? (water , cheese , stars ,

the sun , apple, bread , eggs , onion). Tell pupils to draw a blue circle round them

6 Round upAsk pupils tosay more examples of living and non-living objects for each sense

2 Circle the living things in red.

3 Circle the non-living things in blue.

•• COMMUNICA'l!'1I0N

comparing answers, spelling

The body has joints to help

it move.These include

wrists, elbows, knees and

2 Draw three mind maps on the board

Ask pupils to saywords they know associated with the head (e.g eye , ear, hair , nose, mouth, face, neck). Write the words on the board and add any the pupils do not say.Teach or elici elbo w , knee, ankleand w rist.Tell pupils these are called ioints. Add these tothe second diagram Next, ask pupils what parts of the body are associated with our fivesenses(eye, ear, nose, tongue, skin).Add these to the third diagram Ask Which words are

on two diagrams? (e y e, ear and nose).

3 Give out worksheet 1.2and tell pupils to complete the words When they finish, ask pupils

to compare their answers SayAre they the same? What's different? Check spelling

Key 1 eye 2ear 3 neck 4 hair 5 mouth 6 nose 7 knee 8wrist 9 elbow 10 ankle

11eye 12 s in 1 tongue 14 nose 1 ear

4 Draw a circle, square and triangle on the board and number them 1-3 Say the words asyou point to the shapes Do this a few times, then ask Which number isthe square? (2), Which number isthe circle?(1), Which number isthe triangle? (3).

5 Tell the class they are going to play bingo Explain that first the pupils need to personalisetheir bingo card Ask them to colour in four of the boxes on their bingo card

6 Tell the pupils that you will call out some words and they need to listen carefully Ifit's a wordassociated with the head, pupils can write it in a blank box in the circle row If it's a jointpupils can write it in a box in the square row If it's a word associated with senses, pupilscan write it in a box in the triangle row Remind pupils that some words can go into tworows (ear, e y e, nose), but explain that the pupils can only write the word once The winner isthe first player who completes their bingo card with words They shoutBingo! Play the game

by calling out words from worksheet 1.2until the majority of pupils have completed their·

7 Round up Tell pupils youwill say a shape (circle, square or triangle).They look at theirbingo cards and find a word inthe shape row Ask some pupils to read out their words

CO Vi • r. (US

learning about different bones

describing where bones are

body It protectsbody parts,

supportsthe bodyand

2 Give outworksheet 1.3 and ask pupils what the drawing is(askel e ton ) Translate if

necessary Point to thes ul spine, ribs, pelvis, elbows, wrists, knees and ankles on

worksheet 1.3 and saythewords Tell pupils to repeat thewords and point to the bones intheir bodies Say These are bones

3 Playa memory game D ide the clas into two teams (A and B) Two pupils from eachteam go outside theclassroom Choose sixpupils from team A to come to the front andpoint to different bones in their bodies (e.g s ull, pelvis, knee, wrist, elbow, ankle) and six

p pils from team Bto come to thefront a d say the corresponding bone words T ll them to

remember their bone ortheir word Ask the four pupils to come inside In turn, they point toone pupil at the front from team A, and one from team B.The pupils at the front either point

to the bone or saythe bone word Ask Do they match? I the bone and the word match, the

pupil whose turn itwas getsa point fortheir team Continue until all sixbone words arematched with their body parts Ask W hi ch t e am has t h e m os t po in ts? Repeat the process,

choosing different pupils to go outside

4 Ask pupils to look at the worksheet and draw linesto match the labels to the bones on theskeleton

Key 1d 2f 3 a 4g 5b 6 e 7h 8 c

5 Ask What does 'protect' mean? Mime protecting your head with your hands Write protect

o the board Say that some bones protect our body parts T llp pils to read the sentences

on the worksheet and decide if they are true or false

Key 1tr e 2true 3 false 4false 5true 6 false 7 true 8 false

6 Pupils write true sentences for 3, 4,6 and 8

7 Round upAsk pupils to say eight true body facts

Follow up

Do a class quiz Wrie the numbers 24 , 26 , 27 , 2 , 206 and 350 on the board Put the pu is

into pairs and tellthem to match thewords and the number of bones Dictate baby, adu l , r i bs,

f o ot, h and and sk u ll.

Key ribs - 2 fo t - 26 hand - 2 skull- 28 adult - 206 baby - 350

SENTENCE BOX

Youranklesjoinyour feet toyour legs

Yourelbows are in the centreof your arms

Your knees are in the centre ofyour legs

Your pelvisjoinsyour legs toyour spine

Your ribsprotectyo r heart and lu gs

Yourskeleto isinsideyour body

Your skullprotects your brain

Yourspinegoes down th centre ofyour back

Yourwristsjoinyour handstoyour arms

2 Read the sentences Say ' true ' or ' false '

1 Your skull protects ~our brain ( True ~

2 Your w r ist jo i ns ~our hand to ~our arm

3 Your pelvis goes down the centre of ~our back.

4 Your elbo w is in the cent r e of ~our leg.

S Your ribs protect ~our heart and lungs.

6 Your ankle joins ~our legs to ~our spine.

7 Your ankle joins ~our foot to ~our leg.

8 Your kneecap is in the centre of ~our arm.

bee, butterfly, fish,

frog, kangaroo, parrot,

penguin, rabbit, snail

snake, whale, worm

fly, h p, ump, sl her,swim

SENTENCE BOX

Butterflies canfy

Fish canswim

Kangaroos can hop and

jump

Worms can slither

We've gota parro

Who's got a butterfly?

Animal movement games

Before class

Photocopy work s heet 1.4(A ) one per pair of pupils Copy and cut upw o rk s ee t 1.4(8 )

forthe class

up and move around the classroom intheir p irs miming the movement of their animal(flying, swimming, hopping and jumping or slithering) After a few minutes sayStop! Look at other pupils and ioin agroup whi c h moves like you. The pupils find another pair doing thesame movements Continue until the pupils have formed the four movement groups (flying,swimming, hopping and jumping, slithering) Ask pupils to saythe names of their animalsand how they move Theycan show the rest ofthe class their movements

4 Tell pupils to sitdown and match thea imals to the movements on theworksheet Explainthatsome animals can do more than one movement

Key 1 slither 2slither 3fy 4 hop/jump and swim 5 fly 6 hop/jump 7swim 8swim 9 fly and hop/jump 10 swim 11 slither and swim 12 hop/jump

5 Put the pupils into nine groups Give outa card from worksheet 1.4(B) to each group.Demonstrate with the group who have the parrot picture on their card Tell them to say whatthe animal is(We ' ve got aparrot) Next, they ask the question at the bottom (Who's got a

butterfl y ?) The group with the butterfly picture hold up their card, and repeat the process.Continue until the lastgroup asks W ho ' s got ap arrot?and the first group says We have!

6 Round up Draw two Venn diagrams on the board Ask pupis to tell you animals to write

inthe different circles (e.g bees can fl y , fr o s c an hop and i ump , fish can s wi m , s nails c an

sl i the r ) Some animals can do more than one movement (e.g parrots c an f y and hop / iump ,

snakes can sw im a nd s l ther) Wrie these animals in the space where the circles overlap

Follow up

Use the cards like dominoes Pupils can take turns to put them in acircle on the floor or stickthem onto the board inorder

Animal movement games

I I 1 1 1

1

1 1

Who's got a rabbit?

I

1 I 1 1

2 Write mamma l s, b i rds, fish, i nsects a d reptiles onthe board Explain that these are groups

of animals Ask pupils to suggest animals for each of the groups and wrie theanimalsunder the headings Alternatively, use questions tohelp the pupils:

What is acat? (mamma~ What is a butterfly? (insect) What is achicken? (bir~ What is a snake? (reptile) What is ago l dfish? (fish)

3 Give out worksheet 1.5 to each pupil Tell them to match the pictures and theanimal words

4 Teach feathers, fins, fur, scales a d wings by pointing at the pictures onthe worksheet As

What's 'blood ' ? (the red liquid in our bodies; we see it ifwe cutaF i nger).Put the pupils intopairs Tell them to look at the mind maps and complete themwith the animals When they

fnish, put pairs together toform groups offour and ask them to compare their answers

Key birds - chicken, duck, pe guin fish- salmon, goldfish, shark insects - butterfly,

ladybird, a t mammals - h rse, lion, panda reptiles - snake, crocodile, lizard

5 As What isthe same about the groups of animals? (e.g birds and mammals hav warm

b l ood, fish and reptiles have cold bloo~, Wh t isdifferent about the groups? (e.g fish have sca l es, birds have feathers).

6 Round upIn their pairs, tell pupils to say one thing which is the same and one thing which

is different about the groups totheir partner

saying favourite animals

Big groups are divided into

smaller groups Mammals,

birds, fish and reptiles

all belong to a bigger

group of animals called

vertebrates.

Follow up

Playa guessing game Ask What amJ?Putthepupils intogroups and tellthem to listen and say

the animal group name

J have warm blood and wings (bir~

J have scales and fins (fish) Jhav wings and six legs (insect)

Optional activity In pairs, pupils think of sentences Therestof the class guess the animal

Jhave legs and scales (reptile) Jhave hair and warm blood (mamma~

ant, butterfly, chicken,

crocodile, dolphin, duck,

goldfish, horse, ladybird,

lion, lizard, panda,

penguin, salmon, shark,

Fishh vefins and scales

Insects have six legsa d three body parts.Mammals haveh ir

Mammals havewarm blood

Reptieshavecold blood

Re tiles havescales an legs

_ _ _ _ G_r_o~u~ animals

0~01i ~~~~~~ '" ..-v ,- ~ 1

have warm blood

flSh4tac

have fms have scales

reptiles C ~

have l egs ""

have scales

Animals hexagon game

CONTEN FOCUS

recognising animal groups

and parts ofanimals

The smallest mammal is a

batwhich weighs 2g

The fastest mammal is the

cheetah

The slowest mammal is the

sloth

The biggest and the

loudest animal is the blue

whale

birds: chicken, dove, duck,

eagle, owl, penguin

fish: goldfish, salmon,

shark,swordfish, tuna

insects:ant, bee, butterfly,

animal parts: beak,

feathers, fin, lung, scales,

2 Putthe pupils into groups of four and give one game worksheet 1.6 and the blank game

worksheet from page 136 to each group Give the pupils a number 1,2, 3 or 4 Explainthat pupils 1-3 play the game Pupil4 plays the role of the teacher

3 Say You ha v e to c ros s t he board The w inner i s the f i rs t to finish SayLook at the k y

Demonstrate how to play by throwin a dice Say the number (e.g fi v e). Ask Wha t is number fi v e? (rep t iles) Explain that thismeans pupis can move their counter to a hexagon

with a reptile word Saythat two pupils can't have counters onthe same hexagon If theycan't play, they wait untilthe others have had a turn, then try again It's Pupil4's role tocheck that the group only speak English Pupil4 also writes any words the pupils don't know

inthe corresponding hexagon on the blank hexagon game worksheet The pupils take turns

to throw the dice and move around the board

4 After pupils finish playing, askPupi 4 from each group totel you any words the groupdidn't understand Wrie them on the board and check understanding

Opt i onal activity Ask pupils towrite three sentences about thewords their counterslanded on (e.g Apanda and agiraffe are mammals , Birds have beaks , w ings and feathers).

5 Round upSay categories (e.g mammals, birds, anima l parts ) and ask the pupils to callout five examples

Follow up

Wrie mammals on the board Inone column write bigges t , s mallest , tallest , fastes t , slo w e s t ,

smellies t and in another column write cheetah , blue w hale , bat , skun k , sloth , giraffe Tell pupils

to match thewords with the animals Encourage pupils to usetheir dictionaries to find thetranslation for animals they don't know (e.g skun k )

K e biggest - bluewhale smallest - bat tallest - giraffe fastest - cheetah slowest - slothsmelliest - skunk

Identification keys

CONT NT FOCUS

identifying animals using a key

writing anidentifcation key

birds, fish, nsects,

mammals, reptiles,eggs,

feathers, fins, fur, ha ,

Does it live in the jungle?

Does itslither?

Before class

Photocopy wo r ksh e et 1 7, one per pupil Write birds , fish , insects , mammals and reptilesonfive different pieces of paper Copy theword box onto the board and underline the five animalgroups (inse ct s , birds , fi sh , mammals , rep t ile s )

In class

1 Finding outTell pupils to look at the 16 words on the board Read them aloud Ask Which words are ne w ? (e.g fur , lungs , feathers , scoles) Put a circle round them Tell pupils theywill find out about them from theworksheet Ask Wh y are f iv eofthe w ord s underlined? (the y are animal groups)

2 Divide theclass into fi e groups Give each group one of the pieces of paper with ananimal group on it.Tell pupils to decide which words on the board are associated with theanimals in the group they have After five minutes, ask the groups to share their ideas withthe class

Key mammals - water, land, s in, hair, fur, lungs

reptiles - water, land, skin, eggs, scalesinsects - wings, water, land, eggsAsk Which word is thesame for each group? (water).

3 Put pupils into pairs and give outworksheet 1.7 to each pupil Tell pupils to choose anotheranimal group individually Pupil 1reads the questions until Pupil2says Yes.Both pupils then

1 says Yes Both pupils then write the name of the animal group in that box Tellthe pupils tocontinue by thinking of more animal groups and asking questions

Key 1 fish 2 insects 3 birds 4 reptiles 5 mammals

4 Tell pupils tochange partners and think of five different questions to identify the animals on

Optional activity For pupils who need support, provide ideas for questions, e.g Does

it li v e in the ;ungle? , Does i t slither? , Does i t s w im ? , Can it fl y ? , Does i t li v e in w ater and on land?

5 Round upWrite tiger , frog , worm , shark and bee on the board Ask some pupils toread their questions while the rest of the class listen and identify the animals Ask W hich quest i ons w ere g o od f o r i d ent i y ing animals?

3 Do the~ have lungs, feathers and la~ egg s wi t h Y e s I I

hard shells ? No Go to qu esti o 4

4 Do the~ llve most of the tim e on l a n d, h ave s cal es Yes I I

and la~ eg g s on land ? N o Go to question 5

5 Do t he~ have lun gs, bod~ hair or fu r a nd fee d their Yes I I

Trees,grassand flowers

are all examples of

flo ering plants

book, can, flower, fork,

jar, key,p p r clip, pen,

pencil, ruler,spoon, stone

dull, hard, natural, plastic,

rough, shiny,smooth,soft

Photocopy worksheet 1.8 ,one per pupil Bringtoclass the following objects: a pencil, a pen,

a book, a paper clip, a fork, aspoon, a glass jar,a drink can, a ruler,a key,a stone and a flower.Make two big circles by tying two pieces of string together or bring two hula hoops to class

In class

1 Finding outAsk pupils to stand around a table so they can see the twelve objects (pencil,

pen, book, paper clip, fork, spoon, jar, can, ruler, key,stone, flower) Ask pupils the wordsthey know, and teach the other words, pointin atthe objects

2 Ask pupils to think of away to group the objects (e.g hard / 50f t, s hin y / dull , rough / smooth)

Translate if necessary Place the two circles of string or hula hoops on the desk to represent

a Venn diagram (A) Ask the pupils to put the objects into the two different groups Ifsome

objects have features ofb th adjectives, overlap the two circles (B).A

3 Repeat the process with different ways of grouping the objects (e.g 50ft / hard , smooth /

rough , shiny / dull , natural / manufactured , plastic / not plastic), asking pupils where to puttheobjects Draw pupils' attention to any objects which have both qualities e.g Do an y ob;ects have s ome part s plastic and s o me part s not plastic? Put these inthe overlap between thecircles

4 Give out worksheet 1.8 to each pupil Tell them to choose how to group the objects (e.g

5 ft / hard , smooth / r o ugh , s h i n y / dull , natural / not na t ural , plastic / not plastic)and usethe

word box towrite the labels above the two diagrams Then they can draw one object ineach part of the two diagrams

Optional activity In a mixed-ability class, some pupils may be able to draw only oneobject Other pupis may be able toclassif additional objects from the classroom, addingthese to their diagrams

5 Round upAsk pupils to look around th classroom Tellthem to point to something hard,

something soft something shiny, something plastic an so on

Follow up

Ask pupils tocut out pictures of objects made of different materials from magazines In groups,

pupils can make different material pictures Tellthem to add labels to describe the materials

e.g.50ft th i ng s, hard things , plastic things , shin y things

" = ~:>

, ) ,'

1 Write labels above the di agram U se the words in the box.

natural H not natural plastic H no t ' plas ti c shiny H dull smooth H rough s oft H hard

2 Draw two objects in the diagram.

3 Look at th e next diagram and write labels Use the words

in the box

Some metalsarea racted

to magnets.They areiron

(Fe)and nickel(Nil Mixes

of these metals are also

attracted e.g steel For

recycling, tincans stick to

magnets but aluminium

onesd n't

WORD BOX (V i m

book, can, coin, fork,

jar, key, paper clip, pen,

pencil spoon, stone,straw

It sticks to the magnet

Itwill stic to the magnet

, Finding out Put pupils into groups of four Give each group a plain piece of paper Say

Write d wn the names of metal objects in the classroom or at home. Circulate and translate

words as necessary After five minutes, askthe groups to share their ideas with the restofthe class

2 Show the class the twelve objects (pencil, pen, straw, paper clp, can, jar, coin, fork, spoon,

b ok, key, stone)a d ask pupils which words they know Say words pu ils don't know a dask them to repeat Ask Which objec t s are sof t/ hard / ight / heavy? Which are made of

wo d/plastic/metal? Show pu ils the magnet and teach theword ma net. Teachmagnetic

and non-magnetic by demonstrating with two classroom objects, one magnetic and one not

As Does it stick to the magnet?

3 Give o t worksheet 1.9(A) to each pupi Demonstrate with a pencil Say Think Will the pencil stick to the magnet? Explain that if they think it wil, pupils put atck in the magneticsection inthe mypredic t ion column If they think itwo 't they put a tic in the non-magnetic

sec on inthemyprediction column Then say Look!Testthe pencil with themagnet and ask

Does it stick?Tellpupils to record their observation in the columns with the eyes (putting a

tick in themagn tic section if it stcks, and the non-magnetc section i it doesn't)

4 Put pupils into pairs Ask What w ill happen w ith t he other objects? Are they magnetic? T l

p pils to record their predictions for each object in the mypredictio columns Ask the pairs

to share some of their ideas with the rest of the class Say Which objects do you think are magnetic? Which objects do you think are not magne t ic?

5 Give outworksheet 1.9(B) to each pupil Tell them to draw two objects they think wi stick to

the magnet ineach of the boxes 1 and 2

6 Ask pupils to stand around one table so they can see.Test the pupils' predictions about the

o jects wih the magnet Tell pu ils to record their observatons on worksheet 1.9(A) by

tcking the columns with the eyes

7 Tellp pils to record observations about four different objects in number 3onworksheet 1.9(B)

8 Round u Tell pupils tothink about the test.Ask What w as asurprise?

Follow up

Pupils find three more objects from theclassroom and test them AskAre they magnetic?

Pupilslook again at worksheet 1 9(B) and record their findings Tell them to draw or write one

magnetic object, one non-magnetic object and one object which is both Ask them to wrie the

words under the pictures

CONTENT FOCUS

learning about th properties

of plastic

comparing the benefits and

problems of plastic

writing a diary about pu is'

own use of plastic

Plastic is made from oil

Plasticis usefulbecause

it's strong,light, flexible

and a good insulator

However, mostare non

-biodegradable and many

can't be recycled

WORD BOX G ) m

biodegradable, cold,

coloured, fexible, hot

light, non-biodegradable,

non-recyclable, opaque,

recyclable, strong,

transparen waterproof

Is plastic fantastic?

Before class

Photocopy work sheet 1 10 , one per pupil Bring to classa selection of everyday plastc

objects to represent its different properties (e.g a shopping bag (f l e ible) , a bank card (stron g ) ,

sunglasses (transpare n t) , a lunch box (coloured) , a plastic fork/spoon/knife (light ) ,a rain hat or

jacket (waterproof)) Provide a sheet of plain paper for every pair of pupils

In class

1 Fi n i ng out Show the classth plastic objects Ask W hat do the ob j ects have in common?

Accept several answers and lead pupils to The y are all made of p last i c or They a ll have part s made of p l ast i c As pupils to name five or six more objects made of plastic

2 Write fantastic plastic an the b ard As I s p l a stic natural o r m a nufactured? (manufa c ture d ) ,

Tell pupis i is made from oil Put pupils into pairs Tell pupils to think of three reasons whyplastic is a good material for making pens (e.g i t's light , i t' s trong , i t c an be man y colour s)

Ask pupils for their ideas and write keyp ints on theboard

3 Give out worksheet 1.10.Ask pupils to look at pictures a-I Tell them you will saythe names

of the objects and they write down the le e 1nec k l a ce (h),2 ba ll(k),3 kit e(c),4 bag (g),

5 lunch bo x (i), 6helme t (e), 7pai nt p o t (f), 8sun g lasses (j), 9s w ing s and s l de (I),10p an handle (a), 11 ra i ncoa t (d), 12 cable (b) Tell pupis to read the reasons why plastic is agood material for these objects and match the objects tothe reasons Some reasons apply

to morethan one object

8 R o n d up Ask pupils to look intheir schoolbags Ask Ho w m a y pla st ic object s do y ou

Many plastics are non-biodegradable

Many plasticscan't berecycled

Plastic canbe coloured

Plastic canb transparent

Plastic doesn't get hot or cold quickly

Plasticiswaterproof

Plastics are lig t,strong andflexible

!!JIlastic fantastic? e

1 Match the objects with the properties of plastic.

2 Read the diary Underline all the plastic objects

Monday

~~

I tooK my new lunch bo x to school I dropped my schoo/bag and my pens and ruler fell out They were all dirty At lunchtime my brother gave me

a pacKet of crisps They are my favourite - cheese and onion!

~ I went to school on my biKe I put on my safety helmet

first I tooK my library books and my new library card ~

Wednesday I tooK my school things in a sports bag because we have to

play football in the afternoon I'd liKe to get new boots for

my birthday next month.

We went to the computer room and we used the new Keyboards.

I liKe the computers because we can do fun things in Eng/ish.

Friday ~ ] We h a d maths tod ay M y t ea cher has a reall y small calculator

FtB After school I went to the supermarKet My mum had three bags

£Hi of shopping In the evening I went on my sKateboard Coo/l

3 Write your diary Include plastic objects you and your family use.

CO~""'l!5NT fOCUS

completing sentences about

materials, d velopin leaner

1 Finding out Point toobjects in the classroom and ask Is it (hard , 50ft, rough , smooth ,

natural , magne t ic , strong)?

2 Put pupils into groups of three Give a copy of game worksheet 1.11 and a dice to eachgroup Explain that pupils take turns to throw the dice Then they complete the sentence forthat number If Pupil 1 throws a three, they have to make a sentence with 50fte.g asock is 50ft , ashirt i s 5 0f t When they make sentences, pupils write them in the boxes If the groupcan't complete the sente ce, they write a question mark (?) inthe square at the top of that

b x Thewinners arethe grou wh re all three players have sentences in all the boxes

first.Alternatively, stopthe game after ten minutes Thewinners are the group with most

sentences

3 Askthe class to su gest ideas tocomplete each of the sentences Make anoteof thenumbers which were difficult for the pupils for future teaching points

4 Round upAsk pupils which sentences were easy and which were difficult

Option Learners who need additional language support should be pupil 1

Follow up

Photocopy the game template on page 13 7 ,o e for each group of three pupis Putpupils

into groups of three and ask them to make asimilar g me for the restof the class Instead of

materials they think of three diferent topics e.g

1 mammals, 2b ds, 3fishlour country, 2a country with a different climate, 3a country from another continentAsk pupils to write some sentence starters and some sentence endings They can also write themiddle of some sentences Photoc;opy the games for each group of three pupils Cut the gameinto three strips (Pupil 1, Pupil 2,Pupil3).In groups of three, pupils complete the three strips

together As W hich str i pwas the easiest? W hich wasthe most difficult?