1 volcanoes - macmillan young learners · •spot and correct mistakes in a text ... 1.01...

18

Listening

•listentoastoryabouthistoryandmatchittopictures

•listentoadescriptionanddraw

•understandaconversationwithatourguideandfindthepeople

•listenforkeyfactsandspecialinformation

•listenandcompletenotes

Speaking

•tellastoryingroups

•readapoem

•speakaboutdifferenttypesofvolcano

•speakabouteverydayactivities

•giveaminipresentationaboutvolcanoes

Writing

•writeshortnotesaboutatopic

•writeadifferentendingtoastory

•usenotestowriteanemailtoafriend

ObjectivesInthisunitpupilswill:

•learnandgiveinformationaboutvolcanoes

•identifypersonalpronounsandthepresentsimpleoftheverbto beandotherverbs

•usethisknowledgetoplanandwriteanemail

Vocabulary

•wordsrelatedtovolcanoes:crater, magma, vent, ash, lava, volcanic eruption, volcanic bomb, volcanic gas

•typesofvolcanoes:active, dormant, extinct

•verbsrelatedtovolcanoes:erupt, explode, shake, escape, cover

•Geography:mountain, ground, earthquake, air, cloud, surface, plate, geyser

•Computers:file, edit, view, insert, tools, message, subject, attach

•othertopics:hobbies and interests, jobs, excursions, families, legends

Language

•personalpronouns

•presentsimpleofto be

•presentsimpleofotherverbs

•workoutrules

Reading

•understandanemailfromafriendabouthisorherinterests

•putpartsofanemailinthecorrectorder

•understandastoryabouthistory

•readapoem

•spotandcorrectmistakesinatext

•understandafactualtext

•readandunderstandalegend

1 Volcanoes

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© Macmillan Publishers Limited 2011 www.macmillanyounglearners.com

Unit 1

19

INTRODUCTION STEP2,Pupil’sbookpage5

1 1.01 Listenandread

EncouragepupilstousetheLearningtolearnstrategyR1,listedbothonpage5oftheirpupil’s

bookandhereforyourreference.Alsoreferthemtopage66oftheiractivitybookwheretheycanfinddetailedexplanationsoftheicons.Onpage68,theycanfindanactivitywhichspecificallytrainsR1.

1 Readand answer/Listenandanswer1 Askthepupilstojustlookatthepagewithoutreading

thetext.Pointtothemessageandask:What’s this? Is it a letter? An email? A text message?

2 Thenaskquestionssothatthepupilshavetoquicklyreadthetextforgistinordertogetthe

informationrequired:T:Who is sending the message? Who is she writing to?

3 Askthepupilstoclosetheirbook.Explainthatyouwantthemtolistentothemessageandfind

answerstothefollowingquestions:How old is Paola? Where does she live? What does she want to know about?PlayCD1Track01.Checkthepupils’answers.

4 PlayCD1Track01again.Asksomemorequestionsaboutthetext,e.g.What is Vesuvius? Is Naples near the volcano or far away? How many people live near Mount Vesuvius today?,etc.

5 PlayCD1Track01againandaskthepupilstolistentoitwhilefollowingthewrittentextintheirpupil’sbook.Thenaskthemtoidentifyanywordsorexpressionsthatneedclarification.

6 TellthepupilstoworkinpairsandtaketurnstoreadPaola’smessageoutloudtoeachother.

2 Listenforgist/Listenfordetail1 Pointtothemessageandaskthepupils:What’s this? Is

this a letter? Is it an email message? Is it a text message?Ask:Who is the message from?Donotencouragethepupilstoreadthemessageatthisstage.

Materialsoverview

Pictureofavolcano 1.011.1

1.1

STEP1,Warmupguessinggame

1 Findandcoveranillustrationofavolcanoandshowjustaverysmallpartofittothepupilswhilekeepingtherestcovered.

Asktheclass:What’s this?EncouragethepupilstogivetheiranswersinEnglish.

2 Showalittlemoreofthevolcanoandcontinuetoelicitanswers.Forexample:P1:(It’s) a mountain.T:Yes. It’s a mountain. A special type of mountain. Any ideas?Ifapupilsays‘volcano’inL1,providethewordinEnglish(/vɒl'keInəυ/).Writethewordontheboard.T:Yes, it is a volcano.

3 Showasmallpartofthecrater(/'kreItə/)andfollowthesameprocess.Writetheword‘crater’ontheboard.

4 Continuebyuncoveringtheeruption(/I'rpʃn/)ofthevolcanofollowingthesamestepsasin2and3.

5 Repeatthisforlava(/'lɑvə/)andash(/ʃ/).6 Askthepupilsiftheycanguesswhattheunitwillbe

about.7 Pointtothewordsontheboardandencouragethe

pupilstosaytheminchorus,payingattentiontopronunciation:volcano, crater, eruption, lava, ash.

O Insteadofusingthevolcanopicture,youcandrawthesmallpartsofthevolcanoontheboardasdescribed:firstalittlepartoftheslope,thenthecompletemountain,thecrater,etc.

8 Attheendoftheactivity,askapupiltodrawonesmallpartofavolcanoontheboard.Thepupilaskstheclass:What’s this?Thepupilwhoguessescorrectlydrawsthenextwordandasksthequestion.Repeattheprocesstwoorthreemoretimes.

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Unit1

20

2 Askthepupilstoclosetheirbook.Writethefollowingthreesentencesontheboardandcheck

thatthepupilsunderstandthem: a Paola wants to know more about Mount Vesuvius. b Paola wants to know more about volcanoes. c Paola is going on a school trip to Mount Vesuvius.3 Explainthatthepupilsaregoingtolistentothe

messageandfindoutwhichofthesentencesiscorrect(b).Makesurethatpupils’booksarestillclosedandplayCD1Track01.

4 Askthepupilswhichisthecorrectsentence.Ifthereislotsofvariationintheiranswers,writethenumberofvotesalongsideeachone.

5 Asksomemorecomprehensionquestions,e.g.How old is Paola? Where does she live? What is Vesuvius? Is Naples near the volcano or far away? How many people live near Mount Vesuvius today?,etc.

6 PlayCD1Track01again.Thistimethepupilsreadthetextintheirbookastheylisten.Checktheiranswerstothequestionontheboardandtotheothercomprehensionquestionsyouasked.Clarifyanyothervocabularythattheydonotunderstand.

1.01 Transcript

Dear friends,My name is Paola. I am 12 years old. I live in Naples in Italy. Naples is a city near the volcano Mount Vesuvius. I am interested in volcanoes. I think that they are fascinating. Are there any volcanoes in your country? I know about Vesuvius but I want to know more about volcanoes in general because I need to do a presentation at school. Can you help me? Thank you very much.PaolaPS I am attaching two pictures: Mount Vesuvius and Naples. I hope you like them. Mount Vesuvius is an active volcano. The last big eruption was in March 1944.Today about three million people live near MountVesuvius.

STEP3,Activitybookpage2

1Readandcircle

1 Askthepupilstoreadthesentencesontheirown.Pointoutthatthisactivityislinkedtopupil’sbookpage5,activity1.Ifnecessary,askthemtoreadthetextinthatactivityagain.

2 Checkthatthepupilsunderstandwhattheyhavetodotocompletetheactivity.Refertotheexamplegiven.

3 Asktheclasstocompletetheactivitybyworkingindividually.

Slowerlearnerscancheckthepupil’sbookiftheyneedto.

4 Tellthepupilstocheckanswerswithapartner.5 Correcttheactivitywiththewholeclass.6 AskearlyfinisherstodotheSuperTouractivity1.

Checktheirsummariesandencouragethemtoreadthemoutloudtoanotherearlyfinisherintheclass.

1b,2d,3c,4d,5a,6b,7a,8a


2Writeinorder

1 Tellpupilstolookatthewrittensentencesandreadtheminsilence.

2 Askdifferentpupilstoreadthesentencesoutloudtotheclass.

3 Tellthepupilstoworkindividuallytoputtheinformationintoalogicalorder.Theymustnumberthesentencesfrom1to5.

4 Askpupilstocomparetheirworkwithapartner.5 Askdifferentpupilstoreadtheirresponsesoutloud

andgivereasonsfortheirchoice.6 Confirmthecorrectorderandaskthepupilstowrite

thefinaltextonthelinesprovided.7 Makepupilsawareoftheimportance

ofsequencinginformationinawrittentextinanappropriatewaysothatitshowscohesion.Demonstratethisbywritingthesentencesontheboardandelicitingthereasonsforonetofollowanother,e.g.allthepersonaldetailsaboutPaolatogether.ShereferstodetailsaboutPaola.OnesentenceendswithNaplesandanotherbeginswithNaples,sothismarksthetransitionfrominformationaboutPaolatothataboutNaples.NapleslinkstoVesuvius.

8 Finally,askthepupilstosaywhatPaolawantsandwhy.

1Paola is an Italian girl.2Sheis12yearsold.3ShelivesinNaples.4NaplesisnearthevolcanoMountVesuvius.5Paolawantstoknowmoreaboutvolcanoes.


3Whatdoyouknowaboutvolcanoes?Writenotes

1 Withbooksclosed,brainstormwhatthepupilsalreadyknowaboutvolcanoes,usingthelistinexercise3asaprompt.

2 Askthepupilstoopentheirbookandreadtheitemsinthelist.Checktheirunderstanding

oftheitemsandencouragethemtowritenotesalongsideeachprompt.Helpthemwithvocabulary,ifnecessary.

3 Explaintothepupilsthattheywilllearnmoreaboutvolcanoesintheunitandencouragethemtonameotherresourceswheretheycanfindthenamesofvolcanoes:websites,geographybooks,etc.

STEP6,Projecttask

1 Tofinishtheintroductionsection,remindpupilsthatPaolaasksquestionsinheremailonpage5ofthepupil’sbook.Attheendoftheunit,theywillbeaskedtowriteananswertothesequestions.

2 Handoutworksheet1.1.Pupilsusethis1.11.1

sheettotakenotesthroughouttheunit.Attheendoftheunit,theywilluse theirnotestoanswerPaola’semail.

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Unit 1

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STORYPRESENTATION:

ThelastdayofPompeiiMaterialsoverview

Storycards 1.021.2

1.2

STEP1,Pupil’sbookpages6–8

2 1.02 Look,listenandread

Referpupilstopage66oftheiractivitybookwheretheycanfinddetailedexplanationsoftheicons.On

page68,theycanfindanactivitywhichspecificallytrainsR2.

1 Withbooksclosed,focusthepupils’attentiononMountVesuvius.

T:Where’s Mount Vesuvius? Is it in the United States? In Switzerland? In Italy?

Is Mount Vesuvius a volcano? Volcanoes can be very dangerous. Are you ready for a story about Vesuvius?

2 Tellthepupilsthattheyaregoingtohearastory.Explainthatyouwantthemtolistenandanswerthefollowingquestions:What’s the name of the city in the story? What year is it? What’s the weather like? Is the city important? Does the city exist now? What was it like to be there on the day?

Askonlysomeofthequestionsdependingontheabilityoftheclass.

3 PlayCD1Track02,ortellthestoryyourself,andshowthestorycardswhilethepupilslisten.Thendiscusstheanswerstothequestionsyouasked.

4 Asksomemoregeneralcomprehensionquestionsandpointtotheappropriatestorycardtogive

hintswhenelicitinganswers,forexample: Who is Marcus Cornelius? Who is Cornelia? Who

is Marcia? Where do they live? What does Marcus Cornelius do? What happened? Is it true that Vesuvius erupted in AD 79?,etc.

5 Playthetrackagain.Thepupilslistenandfollowthetextintheirbook.Checktheiranswerstothecomprehensionquestions.

1.03 Storycardlistening1 Spreadthestorycardsoutinjumbledorderwhere

alltheclasscanseethem.RemoveFrame10(themap).Dividetheclassintotwoteamsandaskthemtochooseanameforthemselves,e.g.relatingtovolcanoesorthestory.Writetheteamnamesontheboard.Explainthatthepupilswillhearthestorytextinjumbledorderandeachteamwillhavetoidentifythecardthatmatchesthetexttheyhear.

2 PlaythefirstframeofthestoryfromthebeginningofCD1Track03.PausetheCDand

inviteavolunteerfromthefirstteamtocometotheboardandidentifythecorrespondingstorycard.Ifthepupilchoosesthecorrectcard,theytakeitbacktotheirteam.Givetheteamapoint.Repeatfortheotherteam.Continuelikethisuntilallthecardshavebeenclaimed.Allowthemembersofeachteamtoconfer,ifnecessary.Ifthepupilchoosesthewrongcard,theycannottakeit,andtheirteamisnotgivenapoint.Theteamwiththemostpointsisthewinner.

SeebracketednumbersinthetranscriptforCD1Track03.

NoteTellthepupilsthatPompeiiwascompletelyburiedbytheeruptionofMountVesuviusinAD79.In1534andthenin1689workmenfoundsomeremainsofRomanbuildingsbutdidnotknowwhattheywere.Itwasnotuntil1861thattheexcavationsweretakenseriously.Todaytherediscoveredcitycanbevisited.

O1.2

1.2

ReadingGiveoutworksheet1.2andexplainthatthepupilsshouldreadthespeechbubblesandmatchthemtothecorrectpictureframesfromthestorybywritingtheletterofthebubbleinthecorrectframe.Pupilsthenchecktheiranswersagainstthepupil’sbook.

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Unit1

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N: It is 11 am but it is dark. A cloud of ash and stones covers the sun. The air smells of sulphur. It is almost impossible to breathe. Big rivers of lava run down the slopes of Mount Vesuvius.

MC: Let’s hurry up. We’re almost at the harbour. The wind is blowing south. It’s taking the ash to Surrentum. So we must go north-west.

C: How can we sail? The sea is really rough! MC: We must try. It’s our only hope. Look! There’s our

boat! N: The family must escape to Misenum to survive. On

the boat, Marcia looks back at the terrible scene. She is sad and afraid.

M: What’s happening to our beautiful city? Why are the gods angry with the people of Pompeii?

1.03 Transcript(5)N: Marcus Cornelius is very scared. He calls his wife

and his daughter.MC: Cornelia! Marcia! Let’s go! Hurry up! The mountain

has exploded! (1)N: Pompeii is a commercial Roman city. There are

many rich people in Pompeii. Trading is very important. Today is 24th August AD 79. It is early in the morning and the sun is shining.

(9)MC: Let’s go to the harbour. We can escape by boat

and go far away.M: Far away? But where?C: We can go south to Surrentum or north-west to

Misenum. Don’t be afraid, Marcia. It’s going to be OK.(2)N: Marcus Cornelius is a rich man. He lives in a very

big house with his wife and daughter. He produces olive oil and exports it. Today he is going to the harbour.

MC: Goodbye, Cornelia. I’m taking some oil to the harbour. One of my boats is ready to leave tomorrow. Goodbye, Marcia. Be a good girl.

M: Yes, Dad. See you this evening. (6)C: The mountain? But the ground is shaking. It’s an

earthquake!MC: No, it’s the mountain. You can see it from the road.

Look at the ash and smoke!(12)N: There is chaos in the streets. PP1: My son! Where’s my son?PP2: It’s the end of the world!PP3: Help! (7)C: Quick! We must pack the gold and take some

water and clothes. MC: There’s no time to take anything! We must escape!

Come on! Let’s get out of here!

1.02 Transcript

N=narrator,MC=MarcusCornelius,C=Cornelia,M=Marcia,PP=differentpeopleinthestreets.

N: Pompeii is a commercial Roman city. There are many rich people in Pompeii. Trading is very important. Today is 24th August AD 79. It is early in the morning and the sun is shining.

Marcus Cornelius is a rich man. He lives in a very big house with his wife and daughter. He produces olive oil and exports it. Today he is going to the harbour.

MC: Goodbye, Cornelia. I’m taking some oil to the harbour. One of my boats is ready to leave tomorrow. Goodbye, Marcia. Be a good girl.

M: Yes, Dad. See you this evening.N: Marcus Cornelius and his servants start the

journey to the harbour. Suddenly, the ground shakes and there is a big

explosion. A high column of smoke appears in the sky. It is coming from the top of Mount Vesuvius.

MC: We must go back home! Come on!N: Marcus Cornelius is very scared. He calls his wife

and his daughter.MC: Cornelia! Marcia! Let’s go! Hurry up! The mountain

has exploded! C: The mountain? But the ground is shaking. It’s an

earthquake!MC: No, it’s the mountain. You can see it from the road.

Look at the ash and smoke!C: Quick! We must pack the gold and take some

water and clothes. MC: There’s no time to take anything! We must escape!

Come on! Let’s get out of here!MC: Come on, Cornelia. Stay close to me. MC: Let’s go to the harbour. We can escape by boat

and go far away.M: Far away? But where?C: We can go south to Surrentum or north-west to

Misenum. Don’t be afraid, Marcia. It’s going to be OK.

N: The harbour is about two kilometres away. The situation is getting very bad. It is raining ash and stones. One stone hits Marcus Cornelius on his head.

C: Take these cushions and cover your heads with them.

N: There is chaos in the streets.PP1: My son! Where’s my son?PP2: It’s the end of the world!PP3: Help! N: The air is thick. It is very hot and it is very difficult

to breathe. M: I can’t breathe.MC: Cover your mouth with your cloak.C: It’s impossible to get to the harbour. It’s too far

away!

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Unit 1

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(11)N: The harbour is about two kilometres away. The

situation is getting very bad. It is raining ash and stones. One stone hits Marcus Cornelius on his head.

C: Take these cushions and cover your heads with them.

(15)MC: Let’s hurry up. We’re almost at the harbour.

The wind is blowing south. It’s taking the ash to Surrentum. So we must go north-west.

(3)N: Marcus Cornelius and his servants start the

journey to the harbour.(13)N: The air is thick. It is very hot and it is very difficult

to breathe. M: I can’t breathe.MC: Cover your mouth with your cloak.C: It’s impossible to get to the harbour. It’s too far

away!(4)N: Suddenly, the ground shakes and there is a big

explosion. A high column of smoke appears in the sky. It is coming from the top of Mount Vesuvius.

MC: We must go back home! Come on!

(8)MC: Come on, Cornelia. Stay close to me. (17)N: The family must escape to Misenum to survive. On

the boat, Marcia looks back at the terrible scene. She is sad and afraid.

M: What’s happening to our beautiful city? Why are the gods angry with the people of Pompeii?

(14)N: It is 11 am but it is dark. A cloud of ash and

stones covers the sun. The air smells of sulphur. It is almost impossible to breathe. Big rivers of lava run down the slopes of Mount Vesuvius.

(16)C: How can we sail? The sea is really rough! MC: We must try. It’s our only hope. Look! There’s our

boat!

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Unit1

24

STORYFOLLOWUP:

ThelastdayofPompeiiMaterialsoverview

1.04 1.051.3

1.3

1.41.4

1.51.5 Scissors 1.06

1.11.1


4Findandcorrectsevenmistakes

1 Tellthepupilstolookatthepicturesintheactivity.Makesurethattheyrecognizethatthesepicturesarepartofthestoryinthepupil’sbook.

2 Explainthatthereareninemistakesinthetexts,twoofwhichhavealreadybeencorrectedintheexample.Sotherearesevenmistakestheymustspotandcircle.

3 Askthepupilstoworkinpairs.Encouragethemtocheckthepupil’sbookasmuchastheyneedto.

Supportpupilswhiletheyareworkingassomepupilsmayfindthisactivitydemanding.

Challengefasterlearnerstocompletetheactivity withoutusingtheirpupil’sbook.

4 Correctthispartoftheactivityorallywiththewholeclassandthenasktheclasstowriteacorrectversionofeachtextonthelineprovided.Allowthemtocheckthepupil’sbookasmuchastheyneedto.

5 Correcttheactivitybyaskingdifferentpupilstoreadouttheiranswers.

1 Pompeii is a commercial Roman city. Trading is very

important.2 Thereisabigexplosion.Ahighcolumnofsmoke

appearsinthesky.3 Let’sgototheharbour.Wecanescapebyboatand

gofaraway.4 Itis11ambutitisdark.Acloudofashandstones

coversthesun.Itisalmostimpossibletobreathe.BigriversoflavarundowntheslopesofMountVesuvius.


5 1.04 Listenand matchthepicturestothesentences

1 Askthepupilstolookatthepicturesintheactivityinsilence.

2 PlaythewordsonCD1Track04.PausetheCDaftereachwordtoallowthepupilstofindtheframewhichillustratestheword.

3 Sayawordandaskthepupilstogiveyouthenumber.Repeatwithotherwords.

4 Sayanumberandasktheclasstosaythewordthatcorrespondstothatnumber.Repeatwithothernumbers.

5 Askapupiltogiveyouanumber.Youoranotherpupilanswerbygivingtheword.

6 Donotreadthedefinitionsofthewordsintheactivitytotheclass.Askthepupilstoreadthetextsinsilenceandfindwhichtextcorrespondstoeachword.

7 Correcttheactivitywiththewholeclass.Readthefirstdefinitionoutloudandaskthepupilstoprovidethewordforit.Dothesamefortheremainingdefinitions.

8 Drawthepupils’attentiontothesimilarityofsomeofthewordsinthisactivityinEnglishand

intheirownL1,intermsofspellingand/orsound.Youcandothis,forexample,byreadingonewordandelicitingthatwordinL1.

a5 harbour,b3explosion,c8shake,d1ash,e2breathe,f4export,g6rough,h7scared

1.04 Transcript

explosion harbour ash breathe export shakerough scared

O 1 Readandscan

Askthepupilstolookatthestoryintheirpupil’sbook.Saythefirstwordintheactivitybook

exerciseabove,ash,andaskthemtofindtheframeinwhichitappears.Continuewiththeotherwords.

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Unit 1

25

4 Makealistofearlyfinisherswhocompletethetaskcorrectly.Youmaywishtousethisinformationforassessingpupils.

5 Correcttheactivitywiththewholeclass.

O Tellthepupilstoclosetheirbookandelicitthewordsthatappearintheactivityfrommemory.Encouragethepupilstosaythemeaningofthewordstheyrememberwithyoursupport.

E X P L O S I O N ST Q E S F P Z M E HH R M E N I X A O AA O U X S C A R E DR A C P H G C T P RB H E O A S H J K EO J O R K Q V S W UU K A T E W B A X GR B R E A T H E A T

Themissingwordisrough.

O1.4

1.4 Writeasummaryfromnotes

Giveoutworksheet1.4.Explainthatthepupilsshouldusethewordsintheboxtowriteasummaryofthestory.Letthepupilslookbacktothestoryintheirpupil’sbook,ifnecessary. Providethebeginningofsentencesontheboard

oronsheetsofpaper,e.g.:It is 24th August AD 79. Marcus Cornelius exports …He goes … There is …Marcus is …

STEP4,Pupil’sbookpage9

3Tellthestoryingroups

1 Readthestory1 Organizetheclassintogroupsoffive.Givearoleto

eachofthepupilsinthegrouporletthemchoose:1narrator,2MarcusCornelius,3Cornelia,4Marcia,5prompter. Itisadvisabletoassignmoredifficultandlonger

roles(prompter,narrator,MarcusCornelius)tofasterlearners.

2 Telleachgrouptoarrangetheirdesksinacircle.AskeachpupiltoproduceasimplenamecardbyfoldinganA4sheetofblankpaper.Tellthepupilstowritetheirroleonthenamecardandplaceitinfrontofthem.

3 Telltheclassthateachpersonwillreadthestoryaccordingtotheirrole.– Theroleoftheprompterineachgroupistofollow

thewrittentext,checkthatthereadingisdone

2Readandcomplete

Giveoutworksheet1.3.Askthepupilsto

1.31.3

usethewordsintheactivitybookexerciseabovetocompletethetexts.Askthemtochecktheiranswersbyreferringbacktothestoryintheirpupil’sbook.

3 1.05 Listenandcomplete

1 Explainthatthepupilswillhearsomelinesofdialoguefromthestorybutthewordsusedintheexerciseabovehavebeenreplacedbyabeep.Ifnecessary,allowthepupilstolistentoandreadthestoryagainbeforedoingthis(CD1Track02).

2 Withpupil’sbooksclosed,playCD1Track05forthepupilstolistentoallthesentences.

Thenplaythetrackagain,pausingaftereachsentenceforthepupilstosaythemissingword.Alternatively,askthemtowriteeachwordintheirnotebook.Checktheanswersbyplayingthetrack,pausingaftereachlineforthepupilstofindthecorrectsentenceintheirpupil’sbook.

1.05 Transcript

[Beeped out words are bracketed below.]N: Marcus Cornelius is a rich man. He lives in a very

big house with his wife and daughter. He produces olive oil and [exports] it.

N: Suddenly, the ground [shakes] and there is a big [explosion].

N: Marcus Cornelius is very [scared]. He calls his wife and daughter.

MC: You can see it from the road. Look at the [ash] and smoke!

C: It’s impossible to get to the [harbour]. It’s too far away.

N: The air smells of sulphur. It is almost impossible to [breathe].

C: How can we sail? The sea is really [rough]!


6Findsevenofthewords.Whichwordismissing?

1 Askthepupilstoreadtherubricoftheactivityinsilence.Thenaskapupiltoreadoutloudthelistofwords.

2 Askthepupils: T:How many words are there in the list? How many are

there in the wordsearch? OK, so there are eight words in the list but only seven in

the wordsearch. There is one word in the list that is not in the wordsearch.

3 Givethepupilsafixedamountoftimetocompletetheactivity.Thosewhofinishbefore

timeisovershouldnotsharetheiranswerswiththeclassyet.Askthepupilstoshowtheresulttoyouonly.

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Unit1

26

6 Playthetrackagainandencouragepupilstojoinin.7 Splittheclassintwogroups.GroupAsaysthe

questionsinthefirstverse.GroupBsaysthe‘shakes,shakes,shakes’parts.Theneveryonejoinstosaytherestofthepoem.

8 Swaprolesandencouragetheclasstoreadthepoem again.

9 Encouragevolunteerpupilsto‘lead’thepoemwhiletherestoftheclassjoininthechorus.

O Askallpupilstostandinacircleandsaythepoem,movingtotherhythmofthewords.

1.06 Transcript

What do you do when the ground shakes, shakes, shakes, shakes?What do you do when the mountain shakes,shakes, shakes, shakes?What do you do when the house shakes,shakes, shakes, shakes?

You escape, escape, escape!You escape when the ground shakes.

Escape from your room!Escape from your house!Escape from your school!Escape from your town!

You escape, escape, escape!You escape when the ground shakes.

STEP6,Projecttask1.1

1.1 Givethepupilstimetolookatworksheet1.1

andseeiftheycanaddtotheirnotesandfindmoreinformationfortheiremailstoPaola.Allowthemtimetolookbackthroughthepupil’sbookandactivitybookandmakenotesontheirworksheet.Alternatively,letthemdothisathome.

accuratelyandremindtheotherpupilsinthegroupwhattexttoreadiftheydonotrememberatsomepointduringthereading.

– Thepupilactingasthenarratorshouldpresentthestoryandintroducethedifferentcharacters,e.g.This is the story of The Last Day of Pompeii. This is Marcus Cornelius,etc.

– AllpupilsinthegroupcantaketheroleofthepeopleinFrame12.

4 Ifnecessary,playCD1Track02sothateachpupilcanfocustheirattentionontheirtexts.

5 Solveanypronunciationissuesthatthepupilsmayhave.Encouragethepupilstousetherighttoneofvoiceandvariedintonationaswellasgesturesandmimeaccordingtowhattheyarereading.

6 Whilethepupilsaredoingthetask,walkaroundtheclassroomcheckingtheirperformancesandgivingyoursupporttothegroups.

O Afterthefirstreading,pupilschangeroleswithineachgroup.Askvolunteergroupstoperforminfrontoftheclass.

2 Tellthestorywithprompts1 Organizetheclassintogroupsas

1.51.5

describedinstages1–3above.Giveeachgroupacopyofworksheet1.5andaskthemtocutoutthepromptsentences,readthemanddistributethemtothecharactersinthestorywhosaythem.Insteadofreadingthestoryfromtheirpupil’sbook,thecharactersusethepromptstoproducethetexts.Onlythepupilplayingtheroleofthepromptershouldhaveacopyofthepupil’sbookopentofollowthestoryandprompttheothersasnecessary.

2 Followstages4–6andtheoptionabove.

3 TellthestoryfrommemoryFollowRoute2abovebutremovesomeofthepromptssothatthepupilshavetocreatemoreof

thestoryfrommemory.

O Invitevolunteergroupstoperformfrommemory.


4 1.06 Readthepoem

1 Withbooksclosed,writethewordsshakeandescapeontheboardandelicitthemeanings.

2 PlayCD1Track06andletthepupilslistentoit.3 Playthetrackagain.Thistimethepupilsmustwrite

downanywordsorchunksoflanguagetheyunderstandinthepoem.

4 Tellpupilstositingroupsofthreeandcomparethenotestheyhavewritten.

5 Withbooksopen,encouragepupilstocheckhowmanywordstheyunderstood.

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thattheydonotunderstand.PausetheCDandencouragevolunteerpupilstoprovidethemeaninginL1.Supporttheclassatallstages:bypointingtotheillustrations,byparaphrasing,etc.

7 Askdifferentpupilstoreadasentenceatatime.Thenplaythecorrespondingpartofthetracksothatpupilscancompare.

Itwillbeenoughforslowerlearnerstorecognize thekeywordsandrelatethemtothepicture.

2 Readandmatch1 Followstages1–3ofRoute1.2 Thendividetheclassintopairswithonepupil’sbook

perpair.Askthemtocoverthetextbelowthepictureswithanotebookorasheetofpaper.

3 Giveoutaphotocopyofworksheet1.6toeach1.61.6

pair.Askthemtoreadthedefinitionsandlookforthemissingwords.Theywritetheirchosenwordsinpencilinthegaps.

4 Whenthepupilshaveallcompletedthesentences,askthemtoclosetheirpupil’sbookandchecktheanswersasaclassbyplayingCD1Track07.Pauseaftereachsentenceandaskthepupilstoputtheirhandsupiftheycompleteditwiththecorrectword.Thenaskthosewhogotthewronganswertoputtheirhandsup.Thiswillenableyoutoseewhichsentenceswerethemostchallengingfortheclass.

5 Finally,thepairschecktheiranswersagainstthetextintheirpupil’sbook.Askwhichwords

helpedthemtofindthecorrectanswerandwhichwordsmadeitmoredifficult.

1.07 Transcript

[First listening] Whyvolcanoeserupt

This is a pressure cooker. Steam escapes through a valve. A volcano is a pressure valve of the Earth. When a volcano erupts, excess energy inside the Earth comes to the surface. It pushes out through the crater of a volcano.

ABOUTVOLCANOESMaterialsoverview

1.071.6

1.6 1.08 1.09 1.10 1.11


1 1.07 Readandlisten

1 Listenandanswer1 Askthepupilstolookatthetitleandthefirst

twopictures.Askthemtoreadtheaccompanyingtextindividuallyandfindanswerstothefollowingquestions:What escapes from a pressure cooker? What escapes from a volcano?

Afterfasterlearnershaveidentifiedsteamand excess energy,ask:How does steam/excess energy escape?

2 PlaythefirstpartofCD1Track07.Pupilslistenandfollowthetextintheirbook.

3 Focusattentionontheillustrationofthecrosssectionofthevolcano.Say:There is a lot of energy beneath the Earth that escapes in the form of volcanoes. Look at the volcano!Readthewordsintheillustrationtotheclass:magma, lava, ash, an ash cloud, a volcanic vent, a crater, volcanic bombs, volcanic gas.

4 Encouragepupilstothinkabout

wordstheyalreadyunderstand.Thenaskthemtofocusonnewwordsandthinkaboutthemeaning.Firstly,theycanlookatthepictureandtrytoguessthemeanings.Theycouldthenthinkaboutsimilarwordsintheirownlanguageandtryandworkoutthemeaninginthisway.Iftheyarestillnotsure,encouragethemtoguessthemeaningfromthecontext.

5 Playthesecondpartofthetrackandaskthepupilstofollowthewrittentextwhilelistening.

6 Playthetrackasecondtimeandaskthepupilstoraisetheirhandswhentheyfindawordorexpression

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[Second listening]

Magma is the hot molten (liquid) rock and gas inside the Earth. Lava is the magma that comes out of the Earth in a volcanic eruption. Lava can be over 1,200º C!Ash is pieces of lava or rock smaller than two millimetres in diameter.An ash cloud is a cloud of ash formed by volcanic explosions.A volcanic vent is the channel for magma to travel up towards the surface.A crater is the mouth of a volcano around a volcanic vent. It is usually circular.Volcanic bombs are rocks bigger than 64 millimetres in diameter.Volcanic gas is the gas that goes into the atmosphere when there is volcanic activity. Some gases are toxic and can kill people.


1Writethepartsofthevolcano

1 Askpupilstolookagainatthecrosssectionofthevolcanoandreadthetextbelowitonpupil’sbookpage10beforestartingthisactivity.

2 Organizetheclassintopairs(AandB).Tellpupilstolookatthecrosssectionofthevolcanointheillustrationonactivitybookpage6.Theydonothavetowriteanythingatthisstage.Askpairstotaketurnsandsaythewordsthatcorrespondtoeacharrowinthepicturewhilepointingtoitinthepicture.

Forexample: PupilA(pointingtomagma):Number 8 is magma. PupilB(pointingtolava):Number 6 is lava.3 Askpairstosayallthenamestogetherwhilepointing

totheappropriatepartofthepicture.Forexample: PA+PB(pointingtomagma):Number 8 is magma.4 AskpupilAtopointtoeachpartoftheillustration

andsaythecorrespondingwords.PupilBlistensandsupportsA.Thentheyswaproles.

5 Finally,askpupilstowritethecorrespondingwordsbelowthepicture.

6 Encouragepupilstocheckthespellingofthewordsinthepupil’sbook.


1volcanic gas,2ash,3ashcloud,4crater,5volcanicbombs,6lava,7volcanicvent,8magma

O Ask:Which of these things do not come out of avolcano?(Key:magma, craterandvolcanic vent)

SuperTour4,Activitybookpage6Discusswiththepupilswheretheymightlooktofindmoreinformationaboutfeaturesofvolcanoes,e.g.theInternet,geologyandgeographybooks.


2 1.08 Write,listenanddraw

ReferpupilstotheLearningtolearnsectionof theiractivitybook,page71,wheretheycanfindanactivitywhichspecificallytrainsL5.

1 Askthepupilstoreadthetextandthinkaboutwhichwordsshouldgointhegaps.

2 Ask:Who wrote this text? A boy? A girl? Do we know? Where is the person who wrote the text? What is he/she looking at?

3 Askthepupilstoreadthetextagainand completethegapsinpencil.

4 Whentheyhavecompletedthetext,askpupilstoworkinpairstocomparetheiranswers.PupilAasksaquestionandBgivestheanswer,e.g.

A: What’s number 1? B: I think number 1 is ‘smoke’. What do you think?, etc.5 PlayCD1Track08forthepupilstochecktheir

answers.Playitagainifnecessaryandwritethemissingwordsontheboardforthepupilstochecktheirspellings.

6 Tellthepupilstodrawapicturetoillustratethetextasaccuratelyaspossible.

7 Walkaroundtheclasswhilethepupilsareworkingandaskthemquestionsabouttheirdrawing.Forexample:Is this a volcano? Where’s the column of smoke? What colour is the smoke? What’s the weather like this morning?,etc.

1smoke,2mountain,3volcano,4sky,5wakes,6tourists

O Askindividualpupilstoreadthetextoutloudtoyou.Allowthosepupilstolistentothetrackiftheywishbeforereadingthetexttoyou.

1.08 Transcript

From my window

The little column of yellow smoke at the top of the mountain reminds me that it is not just a mountain. It is a volcano. This morning the sun is shining and the sky is bright blue. At the bottom of the mountain, only eight kilometres away, the city wakes up. A group of tourists are getting on a bus to visit the volcano. A new day ahead!


2 1.09 Listenandspeak

1 Finishthesentences1 PlayCD1Track09andtellthepupilstolistenand

followthetextintheirbook.2 Saythewordsactive, dormant, extinctandelicitthe

wordsinL1fromtheclass.

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an extinct volcano?PP:No, it isn’t. It’s dormant.T: Is it in Italy?PP:No, it isn’t. It’s in Spain.Writeexampleswithboth‘yes’and‘no’answersontheboard.

6 Dividetheclassintopairsandencouragethemtopractisethedialoguesbasedontheinformationintheirpupil’sbook.Goaroundhelpingasneeded.Ifnecessary,playthedialogueagain.

1.10 Transcript

Child A: Is Mount Saint Helens an active volcano?Child B: Yes, it is.Child A: Where is it?Child B: It’s in the USA.



ReferpupilstotheLearningtolearnsectionoftheir activitybook,page71,wheretheycanfindanactivitywhichspecificallytrainsL4.

1 Tellpupilstoreadthetextinsilence.Thenaskquestionsorprovideopportunitiestoshowthat

theyunderstandthetexts.Forexample:T:How many active volcanoes are there? Where’s the ‘Ring of Fire’? How much of the Earth’s surface is volcanic in origin? Do you know what a geyser(/'gi:zə/or/'gaIzə/)is?Have you ever seen a geyser? And a fumarole (/'fjumə,rəυl/)?

NoteGeysersarehotspringsthatintermittentlythrowuptallcolumnsofwater.Fumarolesareopeningsinthegroundinornearvolcanoesthroughwhichhotvapoursescape.

2 PlayCD1Track11.Thepupilslistenandfollowthetextintheirbook.

3 Givetheclassasentencethatcontainsinformationwhichisincorrectaccordingtothetextandaskthepupilstocorrectyou.Forexample:T:What’s wrong in this sentence? Listen: There are more than 5,000 active volcanoes in the world.

PP:There are more than 500 active volcanoes in the world.

4 Ifyou,orapupilintheclass,havevisitedavolcanicarea,explaintheexperience.

5 Playthetrackagain.Encouragepupilstoreadalongwiththetrack.

1.11 Transcript

When the plates under the Earth’s surface move, they sometimes crash. There is a lot of pressure under the surface.There are more than 500 active volcanoes in the world. Many of these volcanoes are in the ‘Ring of Fire’ in the Pacific Ocean. About 80% of the Earth’s surface is volcanic in origin, including the sea bed and many mountains.Geysers and fumaroles are also signs of volcanic activity.

3 Askcomprehensionquestionstotheclass.Forexample:How many types of volcano are there? What is an active/dormant/extinct volcano? Is Vesuvius an active volcano? What’s Akaroa? Where is Akaroa?,etc.

4 Organizetheclassintogroupsofthree.Askthepupilstotaketurnstogivethenameofavolcano:

theotherssaywhatkinditis.

1.09 Transcript

There are three different types of volcano:

1ActiveThe volcano is ‘alive’. Eruptions are frequent.

Examples• Mount Saint Helens in

the USA• Popocatépetl in Mexico• Vesuvius in Italy

2DormantThe volcano is ‘asleep’. The last eruption was a very long time ago, but it may erupt again.

Examples• Teide in Spain• Mauna Kea in Hawaii

3ExtinctThe volcano was ‘alive’ many years ago, but after many thousands of years there are no signs of activity at all.

Examples• Akaroa in New Zealand• Puy de Dôme in France

2 1.09 1.10 Askaboutvolcanoes1 Telltheclassthatyouaregoingtothinksomemore

aboutvolcanoes.Say:There are three different types of volcano.Drawthreevolcanoshapesontheboard.Showthefirstoneerupting.Drawaquestionmarkoverthecraterofthesecondone.Markacrossoverthecraterofthethirdone.Usethedrawingstoelicittheconceptsofactive,dormantandextinctvolcanoesbyaskingpupilstoguesswhateachpicturerepresents.Toconfirmtheirguesses,oriftheyneedmorehelp,pointtothevolcanoesinturnandsay:This is an active volcano. This is a dormant volcano. This is an extinct volcano.

2 Say:Let’s listen and read about active, dormant and extinct volcanoes.Tellthepupilstoopentheirpupil’sbook.PlayCD1Track09.Thepupilslistenandfollowthetextintheirbook.SeeRoute1forthetranscript.

3 Checkcomprehensionofthemainconcepts,e.g.Which type of volcano is ‘asleep’? Which type of volcano erupts? Which type of volcano doesn’t erupt?,etc.

4 Explainthatthepupilsaregoingtoheartwopupilsaskingeachotheraboutthevolcanoesonthepage.Say:Let’s listen to the dialogue.PlayCD1Track10.

5 Askthepupilsquestionsbasedonthoseinthedialogue,e.g.T:Is Akaroa an extinct volcano?PP:

Yes, it is.T:Where is it?PP:It’s in New Zealand.PractisesomequestionswheretheanswerisNo,e.g.T:Is Teide

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1.12 Transcript

Mr B 5 MrBarnes, RJ 5 RichardJones, HJ 5 HelenJones

Sandra: Hello, Mr Barnes. You’re the geography teacher, aren’t you? Pleased to meet you. My name’s Sandra. I’m the group leader.

Mr B: Pleased to meet you. We’re all very excited about visiting the volcano.

Sandra: Good. Let me introduce the others … This is Joanna. She’s my assistant. She’s going to help on the trip.

Joanna: Hello, everybody.Sandra: That is Mr Smith. He’s the bus driver. And this

is our bus. It’s new! You’re the first group to travel in it. Now, before we go, let me check the names on my list. So … you’re from Greendale School.

Children: Yes, that’s right.Sandra: Let’s see … You’re David. David: Yes.

LANGUAGESTOPMaterialsoverview

1.121.1

1.1


1 1.12 Listenandfindthepeople

1 Askthepupilstoreadtherubricandlookattheillustration.Asktheclass:T:What are these children doing? What is happening in the picture? Are they going on an excursion? Where do you think they are going?PP:To see a volcano.

2 Readthenamesatthetopoftheactivityoutloud.Tellthepupilsthatthesearethenamesofsomeofthepeopleintheillustration.Say:But who is who?Drawtheirattentiontothenamebadgesthatsomeofthechildrenarewearing.

3 Explainthatthepupilsaregoingtolistentoadialogueandtheyshouldlistentoseeiftheycanidentifysomeofthepeople.PlayCD1Track12.Thepupilslistenandlookatthepicture.Afterlistening,askthepupilstoraisetheirhandsiftheyalreadyknowsomeofthenames,butdonotaskthemwhich.

4 Playthetrackasecondtime.Askthepupilstoraisetheirhandsiftheynowknowwhoiswho,

orwhosomeofthecharactersare.Ifnecessary,playtherecordingforathirdtime.

5 Holdyourpupil’sbookopensothattheclasscanseeit.Pointtooneofthecharacters,orapairofcharacters,andsay,e.g.She is Sandra.Asktheclassiftheyagree:Do you agree?(Yes/No)Inviteindividualvolunteerstocomeoutandcontinueidentifyingcharacters:He is … / She is … / It is … / They are …Checkthattheotherpupilscanseeclearlyandaskiftheyagree.

Joanna

MrBarnes

Helen Laura Peter

Richard

MrSmith

Sandra

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a7,b3,c5,d6,e2,f8,g4,h11 I am the group leader.2 Hello.Youarethegeographyteacher.3 Heisthebusdriver.4 Sheismyassistant.5 Itisourbus.6 WeareHelenandRichardJones.7 YouarefromGreendaleSchool.8 Theyarelate.


2Choosefiveverbsfromthebox.Completethechart

1 Askthepupilstolookatthechartandchoosefiveoftheverbsfromtheboxaboveittocompletethespaces.TellthemtorefertothetableintheGrammarstop(activitybookpage74)tocheckthattheyareusingthecorrectformsoftheverbs.

2 Checktheanswersanddealwithanyqueriesasawholeclass.

Alltheformsarethesameasthoseinthebox,exceptforthehe/she/itformswhichare: comes, cries, does, drives, eats, goes, helps, leads, likes, plays, reads, says, takes, writes.

STEP5,Projecttask

Givethepupilstimetolookatworksheet1.1 andseeiftheycanaddtotheirnotesandfindmoreinformationfortheiremailtoPaola.Allowthemtimetolookbackthroughthepupil’sbookandactivitybookandmakenotesontheirworksheet.Alternatively,letthemdothisathome.

Sandra: You’re Mike. Mike: Right.Sandra: And you’re Alison. Alison: That’s me. Sandra: OK. … Helen Jones and Richard Jones?HJ+RJ: We’re Helen and Richard Jones! Sandra: Right. You’re Helen and Richard. Good. … And

Laura Moore and Peter Turner? Are they here?RJ: They’re late.HJ: Look! There they are! They’re coming.Sandra: Great. OK, everybody. Are you ready for an

adventure?Children: Yes! Great!


2Readandanswer

1 Askthepupilstofocusonthesentencesandreadthemindividually.Thenaskforvolunteerstoreadthemoutloud.

2 WritethepersonalpronounsI, You, He, She, It, We, You, Theyontheboardandaskthepupils:What kind of words are these?PP:Personal pronouns.Askthepupilstofocusonthewordsinblue.Ask:What kind of words are these?PP:Verbs.

3 Askthepupilstolookatthequestionsinthespeechbubble.Readthemonebyoneandinvite

pupilstoanswer.Checkthatthepupilsareclearthattheverbfinishesin-sor-eswiththethirdpersonpronounsHe/She/It.Finally,discusshowthispresentsimplethirdpersonformcomparestothatintheirownlanguage.

GrammarstopUnit1(Activitybookpage74)YoumaywishtolookattheGrammarstopwiththepupils,orreferthemtoit,forhelpwiththisactivityorthoseintheactivitybookbelow.Inanycase,showthepupilstheGrammarstopandexplainthatitcontainsnotesforthemaingrammarpointsofeachunit.

SuperTour3,Pupil’sbookpage12Askvolunteerstomakesentencesaboutthemselvesandtheirclassmatesandsaythemaloudinclass.Forexample,Stefanie plays tennis. Paul and Matthias watch football. We live in (name of town). I like maths.Asktheirclassmatestocheckthattheyareusingthecorrectformsoftheverbs.


1Matchthepicturestothesentences.Writethefullformoftheverbto be

1 Askthepupilstomatchthesentencestothepictures.Showthemtheexampleandtellthem

tocontinuewritingthesentencenumbersintheboxes.Thepupilswillneedtoidentifywhichpersonalpronounfitstheillustration.

2 Pupilswritethesentencesusingthefullformoftheverbto be.TheyrefertotheGrammarstop(activitybookpage74)tochecktheiranswers.Thenchecktheanswersasawhole-classactivity.

1.11.1

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DOYOUKNOWTHAT…?Materialsoverview

1.13 1.7

1.7



1 Listenandcount1 Withbooksclosed,askthepupilswhattheyknow

aboutvolcanoes.Askthem,forexample:What do you already know about volcanoes? Do you remember the name of any volcanoes? Where is that volcano?,etc.

2 PlayCD1Track13andtellthepupilstocountthenumberofvolcanoesmentionedinit.Thenask

them,forexample:How many volcanoes did you hear about on the CD? Good, eight! Do you remember the names of those volcanoes?Encouragetheclasstosaythenames.Thenask:What do you know about Vesuvius? What do you know about any of the other volcanoes?

3 Tellthepupilstoopentheirbookandlookatthepicturesthere.

4 PlayCD1Track13again,pausingaftereachsection.Askthepupilstofollowthetextintheirbookandtolookatthecorrespondingpictures.

5 Encouragethepupilstoaskforthemeaningofthewordstheydonotknow.Before

paraphrasingthemeaningofunknownwords,e.g.AD means Anno Domini or after the birth of Christ. BC means before the birth of Christ,asktherestoftheclasswhattheythinkthespecificwordmeansbylookingatthecontext.

2 Listenanddecide–trueorfalse1 Withbooksclosed,giveacopyofworksheet1.7

1.7

1.7toeachpupil.Focustheirattentiononthelistofstatements.Readthemtogethertocheckunderstanding.Explainthattheyshouldlistenandmarkwhetherthestatementsaretrueorfalse.

2 PlayCD1Track13.Thepupilsbegintomarkwhetherthestatementsaretrueorfalseasthey

listen.Ifnecessary,playthetrackagaininsections,pausingaftereachoneforthemtocompletetheirworksheet.

3 Askthepupilstoopentheirpupil’sbook.PlaytheCDforthepupilstolistenastheyreadthetext.Thenaskthemtochecktheanswerstheygaveontheworksheetagainstthetextintheirbook.

4Checktheanswersasaclass.5 Followstage5inRoute1.

1.13 Transcript

1 The word volcano comes from the name of Vulcan, the god of fire in Roman mythology.

2 There are volcanoes on land and under the sea. About 80 volcanoes under the sea are erupting now or will erupt in the next few years.

3 The Hawaiian islands, in the Pacific Ocean, are volcanic. Mauna Loa, on the island of Hawaii, is the largest and most active volcano on Earth. The last time it erupted was in 1984. The Hawaiian name Mauna Loa means longmountain.

4 Most European volcanoes are on the Mediterranean coast. Santorini, on the island of Thira, erupted in 1470 BC and destroyed the civilization of Crete.

Vesuvius, in Italy, erupted in AD 79 burying the towns of Pompeii and Herculaneum.

Mount Etna, on the island of Sicily, is the largest active volcano in Europe and one of the most active in the world. The last eruption was in May 2008.

5 Eolic is the name of a group of small Italian islands to the north of Sicily. All the Eolic islands are volcanic. The eruptions of Stromboli and Vulcano created the two beautiful islands with the same names. Jules Verne is the author of the famous novel JourneytotheCentreoftheEarth.The Journey begins at the volcano Snæfellsjökull in Iceland and ends at Stromboli.

6 There are 35 active volcanoes in Iceland, an island in the Atlantic Ocean. Eyjafjallajökull is one of those

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33

volcanoes. It erupted in April 2010. A large ash cloud went into the sky above Europe and planes could not fly over Britain, France, Germany, Switzerland and many other countries for about six days. There was chaos at many airports!

SuperTour4,Pupil’sbookpage13Activity1:Remindthepupilswhatamindmapisbydrawinganexampleontheboard.Activity2:Thiscouldbedoneinstages,e.g.1 Groupsresearchanddecidewhichvolcanotofocuson.2 Groupsmeettothinkabouttheirstory.Theycandecide

iftheywanttomakeapicturestoryliketheoneintheunitorsimplyusetext.

3 Iftheydecidetocreateapicturestory,theymaywanttoselectoneormorepupilstobetheartist.Alternatively,theymayallocateanumberofframesforeachmemberofthegroup.Thentheybegintomakeastoryboard.

4 Theymountthestoryoncard.Theymaywishtoaddanyadditionalpiecesofinformationorpicturestheyhavefound.

5 Theyrecordthestoryand/orperformittotheclass.


1Writethemissingwords

1 Askthepupilstolookatthepicturesandreadthetextsonpupil’sbook,page13.Thenaskthemtoclosetheirpupil’sbook.

Ifnecessary,playCD1Track13oncemore.2 Askthepupilstolookatthesentencesintheiractivity

bookandreadtheminsilence.Thenencouragethemtowriteasmanymissingwordsastheycanwithoutlookingattheirpupil’sbook.Askthemhowmanymissingwordstheyremembered.Whilethepupilsareworking,walkaroundandsupportthem.

3 Tellthepupilstofindthewordstheydonotrememberintheirpupil’sbook.


1Pacific,2Thira,3Vulcan,4MountEtna,5underthesea,6fire,7April2010,8Stromboli,9island,10longmountain

O Listenandread1 Arrangetheclassintogroupsofthreeorfour

pupils.Askeachgrouptotakeapieceofpaperandwritenumbers1to10inacolumn.Thenaskthemtochooseareporterforeachgroup.Tellthemthattheyhavetofindsomespecificinformationinthepupil’sbooktextandthereporterhastowriteitnexttothecorrespondingnumber.Givethemnomorethanfifteensecondstofindandwriteeachanswer.Ifnecessary,givethemanexampleofwhattodo.

2 Say:Find and write …1 the name of the Roman god of fire (Vulcan)2 the number of volcanoes under the sea (about 80)3 the name of three active volcanoes (Mauna Loa,

Mount Etna, Eyjafjallajökull)4 the name of Jules Verne’s famous novel (Journey

totheCentreoftheEarth)5 the name of the volcano that erupted in 1470

BC (Santorini)6 the date of Mount Etna’s last eruption (May

2008)7 what was in the sky over Europe in April 2010

(a large ash cloud)8 the country where the volcano erupted in

Europe in April 2010 (Iceland)9 where most European volcanoes are (on the

Mediterranean coast)10 what the name Mauna Loa means (long

mountain)

3 Askthegroupsatrandomtoreadtheiranswers–oneanswerpergroup.Askthegroupstowrite✓iftheiransweriscorrector✗ifitisnotcorrect.

4 Askeachgrouptosayhowmanyanswerstheyhave.Congratulatethem.


2Speakaboutthevolcanoes

ReferpupilstotheLearningtolearnsectionoftheiractivitybook,page72,wheretheycanfindachecklist

touseforthisactivity,whichspecificallytrainsS1.

1 Askthepupilstolookatthemapandthelistofpointsbelowit.Readthemtotheclassorinvite(a)volunteer(s)toreadthem.Checkunderstanding.

2 Focusthepupils’attentionontheexampleinthefirstspeechbubble.Readitaloudoraskavolunteertoreadit.Askforideasastohowtocompletethegap.Ifpupilsneedhelp,suggestthattheylookatthespeechbubblebelowitasanexample.Explainthatbylookingatthesecondspeechbubbleitwillhelpthemtoknowwhichinformationtoincludeinthefirstsentenceandviceversa.

3 Dividetheclassintopairs.AskPupilAtosaythefirstsentenceandPupilBtodothesecond,andsoon,foroneofthevolcanoesonthemap.Tellthepupilsthattheymayneedtolookagainatpage13intheirpupil’sbooktofindthemissinginformation.

4 Askpupilstoeachchooseanothervolcanoandtoprepareaminipresentationaboutitwhichcovers

allthepointslisted.Theythendothepresentationtotheirpartner,whocheckstheinformation.

Encouragemoreablepupilstoresearchmore informationandincludeitintheirpresentationto

theirpartner.5 Invitesomepupilstodotheirpresentationtotheclass.

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SKILLSTICKETMaterialsoverview

1.14 1.15 1.1

1.1


1 1.14 Listenandwrite

ReferpupilstotheLearningtolearnsectionoftheiractivitybook,page70,wheretheycanfindan

activitywhichspecificallytrainsL2.

1 Withactivitybooksclosed,explaintothepupilsthattheyaregoingtoreadastoryintheirpupil’sbookcalledThe legend of Popocatépetl and the princess,butbeforedoingso,theyaregoingtolistentosomebackgroundinformation.ThenaskthepupilswhattheythinkPopocatépetlis,forexample:Is Popocatépetl the name of a place? What kind of place? Is it the name of a man or a woman? Or is it the name of an object? Why? Encouragethepupilstomakeguesses.

2 PlayCD1Track14,whichisabouttwovolcanoes,andaskthepupilsagain:What’s Popocatépetl? Good! It’s a volcano! Where’s Popocatépetl? And what’s Iztaccíhuatl?

3 Tellthepupilstoopentheiractivitybookandlookatthemapthere.AskthemtofindMexicoCity,bothvolcanoesandtheoceansoneachsideofMexico.

4 Askthemtolistenagainandcompletetheinformationforeachvolcano.

1Popocatépetl,2active,3Smokingmountain,4secondhighestpeakinMexico,coveredinsnowallyearround,5Iztaccíhuatl,6extinct,7Whitemountain,8coveredinsnowallyearround

1.14 Transcript

Popocatépetl, or Popo, is an active volcano and the second highest peak in Mexico. Popocatépetl is near Mexico City, next to the extinct volcano Itzaccíhuatl. Popocatépetl and Itzaccíhuatl are Náhuatl words meaning ‘Smoking mountain’ and ‘White mountain’. Náhuatl is an Aztec language that some native Mexicans still speak. Both peaks, Popocatépetl and Itzaccíhuatl, are covered with snow the whole year round.

SuperTour6,Activitybookpage9Activity2:Youmayliketousethisasanactivityfororalassessment.


1 1.15 Read

1 Withbooksclosed,explainthemeaningofthewordlegendandtellthepupilsthattheyaregoingtoreadThe legend of Popocatépetl and the princessandsay,forexample:Now you know that Popocatépetl is the name of a volcano, but what or who do you think Popocatépetl is in the legend? Where do you think the legend takes place? What do you think is the legend about?Makeanoteofanysuggestionsontheboard.

2 Say:Let’s read and find out.Askthepupilstoopentheirbookonpage14.PlayCD1Track15whilethepupilsfollowthetextintheirbook.Thenaskthequestionsinstage1againandrefertoanyoftheanswersontheboardthatthepupilsgavebeforelistening.

3 Tellthepupilstoreadthelegendinsilenceandfindoutthenameoftheemperor,theprincess,thesoldier,andthecityinwhichtheylive.

4 Thepupilsreadthelegendagainlookingforwordstheymaynotunderstand.Encouragethem

tousethecontextandtheirknowledgeofL1toworkoutthemeaning.

5 Tellthepupilstoreadthetextagainandfindthepartsofthetextthatcorrespondtothefollowing:introduction, legendandvolcanoes today.

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Unit 1

35

2 AskthepupilsiftheyrememberPaola’semail.Thenaskthem:Who is Paola? Where does she live?,etc.

3 Tellthepupilstoopentheirpupil’sbookonpage5andreadPaola’semailagain.Givethemashorttimetoreaditandthensay:Let’s write Paola an email to answer her questions.

4 Askthepupilstoopentheiractivitybookandlookatactivity2.Elicitsomesuggestionsastowhatthepupilscouldwrite:What are you going to say to Paola?Writethefollowingpromptsontheboard:

Write:•aboutyou(age/hometown)•theanswertoherfirstquestion,Are there any

volcanoes in your country?Giveinformation.•whatyouknowaboutvolcanoesingeneral•aboutthephoto•finishtheemailinafriendlyway.

5 Askpupilstouseworksheet1.1withtheir1.11.1

notesfromtheunittohelpthem.Thenletthepupilsworkontheirownwhileyouwalkaroundtheclasslookingatwhattheyaredoing.

6 Finally,tellthepupilstoincludeapictureordrawingoftheplacewheretheylive.Ifpossible,letthemfindthepictureontheInternet,printitandstickitintheirbooks.

1.15 Transcript

ThelegendofPopocatépetlandtheprincess

This legend comes from Mexico in the time when the Aztecs lived in the valley where Mexico City is today. The Aztec Emperor Tizoc, his wife and their daughter, Princess Iztaccíhuatl, lived in a beautiful palace in the city of Tenochtitlan. Izta was in love with Popocatépetl, one of her father’s soldiers. One day Popocatépetl asked Tizoc for permission to marry the princess, but the emperor did not want Popocatépetl to marry his daughter. Then the emperor had an idea. He sent Popocatépetl to war with the promise of marrying Izta if he returned victorious. Some months later, some soldiers returned to Tenochtitlan. They said that Popocatépetl was dead and that he died in battle. Izta was so sad that she died of grief.It was not true that Popocatépetl was dead. When he returned victorious to Tenochtitlan, he was very happy. He went straight to the emperor’s palace. There the emperor told him that Izta was dead. Popocatépetl went to Itza’s grave and knelt at her side. The gods covered them with snow and changed them into mountains.If someday you visit Mexico City, you will see the two beautiful volcanoes, one next to the other: Popocatépetl with Iztaccíhuatl lying at his side and always covered with snow.

STEP3,Pupil'sbookpage14

2Readandanswer–trueorfalse?

ReferpupilstotheLearningtolearnsectionoftheir activitybook,page68,wheretheycanfindanactivitywhichspecificallytrainsR3.

1 Askpupilstoreadthestatementsalongsidethestoryanddecidewhethertheyaretrueorfalse.

Letthemreadthestoryagainifnecessary,scanningthetextquicklytofindtherelevantinformation.

2 Eitherinvitevolunteerstocallouttheanswersasyoureadeachstatement,oraskthepupilstowritethemintheirnotebookandthencheckthemasawholeclass.

1true,2false,3true,4true,5false,6false

STEP4,Projecttask,Activitybookpage9

2UsenotestoanswerPaola’semail

ReferpupilstotheLearningtolearnsectionoftheiractivitybook,page73,wheretheycanfindan

activitywhichspecificallytrainsW1.

1 Withbooksclosed,askthepupilsaboutwhattheyhavelearntintheunit.Askthem,forexample:What do you remember about the story of the last day of Pompeii? What have you learnt about volcanoes? Did you like the legend at the end of the unit? What’s the name of the legend? Which two volcanoes does it describe?,etc.Encouragethepupilstosayasmuchastheycan.

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Unit1

36

A 1Naples,2magma,3eruptions,4dormant,5Crete,6MaunaLoa,7crater,8Náhuatl,9Pompeii,10shakes

B 124thAugust,2explosion,3lava,4Iceland,5Ocean,6snow,7extinct,8legend,92008,10Mediterraneancoast

STEP2,Activitybookpages10–11

Notepadroundup

1 Tellthepupilstolookatthenotepadsatthebottomofpages10and11insilence.Theideaoftheseistomakepupilsreflectonwhattheyhavelearntandtheirlearningexperience.

2 Leteachpupilwritetheiranswersandthenarrangetheclassintopairs.Askeachpairtotalktogetheraboutwhattheyhavewritten.Theymaythenwanttocomparetheirnoteswithanotherpair.

3 Finally,askseveralpupilsabouttheiranswers.

FINALSTOPMaterialsoverview

1.81.8

STEP1,Activitybookpages10–11

Volcanoquiz:PupilsAandB

1 Withbooksclosed,asksomequestionsaboutthevolcanofactsthatappearinthebook.Thentellpupilstorevisethestoryandthefactsaboutvolcanoesthatappearintheirpupil’sbook.Givethematimelimit.

2 Tellthepupilstoopentheiractivitybookonpage10.Checkthatpupilsunderstandallofthesentencesonpages10and11.Beforeaskingthepupilstoworkindividually,givethemanexampleofwhattodobywritingapairofsimilarsentencesontheboard.

3 Arrangetheclassintopairsandaskthemtoworkindividually.PupilAineachpairreadsthesentencesonpage10andwritesthemissingwords.PupilBdoesthesamewiththesentencesonpage11.Tellthemthattheycan’tlookattheirpupil’sbooktofindtheanswers.

Slowerlearnerscouldskimthroughtheirpupil’sbookiftheyhaveproblems.

4 1.81.8Givethepupilsafixedlengthoftimeandwhen

thetimeisover,handoutworksheet1.8.5 AskPupilAineachpairtoreadtheircompleted

sentences.PupilBlistensandsaysiftheirpartneriscorrectornotbylookingattheanswersontheworksheet.TheyswaprolesandthistimePupilBreadstheirsentencesandPupilAsaysiftheyarecorrectornot.

6 Finally,askthepupilsfortheirresultsandiftheyfoundtheactivityeasyorabitdifficult.

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1 volcanoes - macmillan young learners · •spot and correct mistakes in a text ... 1.01...

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