10 – revision-portfolio-diploma 2 pp102-105

8/20/2019 10 – Revision-Portfolio-Diploma 2 Pp102-105

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Activity 1

1 Give children a few moments to look at

the pictures.

Ask about the rst photo. Is this a rainy

place? Elicit, e.g. No, there are no trees

or plants. It is hot, there are rocks, etc.

Ask Who is in the story? two boys, a

man and a woman

Ask about the second photo. What

can you see? owers and plants What

colours are they? purple, yellow, white

Play CD B track 17. Children listen and

follow in their books.

2 Ask questions about the story. Children

may look back at the text to help them

nd answers.

Where did Ben go? to America

Who lived there? Ben’s Uncle Bob, Aunt

Sue and his cousin Joe

What did they do when Ben arrived?

went for a drive

What did they see? a river

Was there any water? No, there wasn’t

any water.

Were there any plants? No, thereweren’t any plants.

Extra activities

Class games

Play in teams. Make statements. Children

tell you which of the two photographs it

matches – picture 1, picture 2 or pictures 1

and picture 2, e.g.

There aren’t any plants. Picture 1

There aren’t any trees. Picture 1 and picture 2There is a car. Picture 1

Revision 2

Revision 2, Project 2

3 What happened when they were

driving home? there was thunder and

lightning

What happened when they got home?

it started to rainDid it rain for a long time? yes, for

hours

Where did they go a few days later? to

the same valley

What did they see? lots of plants and

owers

Why couldn’t Ben believe his eyes?

because it was brown and dry before

Why did the valley change? because

the rain fell and the plants grew

quickly

Activity 2

Children listen to track 17 again.

Let volunteers act the story. If children

enjoy this activity, let them practise in

groups of ve or six (four characters and

one or two narrators). Let as many groups

as possible act the story for the rest of the

class.

Use these statements if you wish; add

others of your own:

There aren’t any clouds. 1, 2

There are people. 1

There are purple owers. 2

There aren’t any people. 2

There isn’t any water. 1, 2



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Before starting

Unit 7 you may wish

children to complete

PDF test 2.Summary box

Lesson aim Revision

Lesson targets Children:

• listen to a story, understand it and act it out

• talk about sequences of change• draw and write about sequences of change

• show and read out information about changes

Resource box

Portfolio

If you wish, this project may

be included in children’s

portfolio of written work.

Project 2

Changes

In this project children draw and write

about sequences of change.

Children who are interested in science may

choose ideas of their own from the natural

world. Encourage them to think of their

own ideas if they wish.

Alternatively, children choose from the

sequences shown on the page.

This project may be done in a group

with several children choosing different

sequences and putting them on one poster.

Activity 1

Talk with the class about the sequences,

e.g. bright sunny sky, cloudy sky, darkrainy sky .

Go through the sequence with the class,

helping them to form complete sentences.

Ask What happens rst, then, after that,

etc. Elicit, e.g. First the sky is bright and

sunny. It is blue and the sun is shining.

Then there are clouds. They are white and

thick. The sun does not shine always. After

that the clouds are thicker and darker.

There isn’t any sunshine and it rains.

2 Do the same with the other sequences.

Talk about the things people change.

Ask questions. What does the potter do

rst? next? then?, etc. Elicit sentences,

e.g. First a potter takes some clay. Next

he makes/shapes it into a pot. Then he

paints the pot.Do the same with the other sequences,

e.g. First the wool is on the sheep. The

weaver gets wool from the sheep , etc.

First the cook gets some vegetables. He

chops/cuts the vegetables, etc.

3 Children work at their own level. Some

will just do the three stages. Other

children may wish to put in more

stages, e.g. a rainbow after the rain orstorm.

Activity 2

Children read out their work to the class.

Display the work and encourage children

to read each other’s posters or writing.



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4 These pages may be taken out

of the Workbook and kept in

children’s individual portfolios of

work along with a few examples

of children’s best work from

Units 4–6.

Portfolio 2 and Diploma 2: Units 4–6

4 Tell children who are not entirely condent

to spend extra time learning key words for

Units 4–6. They should also read again the PC

kids' speech bubbles on the grammar pages to

help them learn and revise the key grammar

structures.

Completed Diploma 2

Exercise 1 cloth, candle, poster,

programme, caterpillar, leaves,

buttery, chick

Exercise 2 1 came in, stood up,

worked, opened 2 will be, will

not rain 3 something, anything,

Everything, nothing 4 either ice

cream or cake, either apples or

bananas 5 baby, lolly, coin, oil,

paw, claw

Portfolio 2 and Diploma 2: Units 4–6

3 Children receive a sticker for

each task completed and one

more when they have nished

the page.

2 This contains a representative

task from each eld of work. It

is not a formal test.

1 When children are condent with all the elements

of the work on page 131, they may complete the

Diploma page.

3 Check through the completed

Portfolio page with each child.

Some children may take a little

longer to feel condent with the

work that has been covered.

It is not necessary for the whole

class to complete everything onthis page before moving on to

Unit 7.

1 When children have completed all the work in Units

4–6, they turn to page 131 in their WB.

2 This page allows children to make their own

assessment of what they have learned in English.

Vocabulary

Tell children to tick each box only

when they are condent that

they know the key words in each

category. Some children may be

condent of a wider vocabulary.

Grammar

Make sure children have looked back

at all the work they have done.

Phonics

Encourage children to test themselves

or test each other in pairs.



Check-up 4 WB pp40–41

Exercise 1 2 When Sally went to the mall, she

bought a dress.

3 When Joe came home from school, hehad a sandwich.

4 When Lucy opened the box, she found

a computer.

5 When the children went to the café,

they ate pizzas.

6 When Sam went shing, he caught a

crab.

Exercise 2 1 something

2 anything

3 everything

4 nothing

5 anythingExercise 3 Children use the pictures and the

question in Activity 3 to help them write

a complete story in one paragraph.

Encourage able children to add in extra

detail or extra sentences. Examples are in

brackets.

Exercise 4 Children’s writing may differ. Example

writing:

The (funny) clown was wearing a very

big hat. It was enormous. When the

children looked in the hat, there was

nothing inside. (“It’s empty,” they said.)

The clown put the hat on the table. He

put a cloth over the hat. When he put

the cloth over the hat, he counted one,

two, three. There was something in the

hat. When the clown pulled the cloth

away, a (beautiful, white) rabbit jumped

out of the hat.


Exercise 1 2 were sleeping, was falling.

3 was cooking, was eating (a banana).

4 were playing football, were playingbasketball.

5 was picking owers, was reading.

Exercise 2 2 The boys can either play football or

basketball.

3 We can either travel by bus or (by)

train.

4 You can choose either a pizza or a

burger.

Exercise 3 Children use the pictures and the

questions in Activity 3 to help them write

the story.

Exercise 4 Example writing: It was half past three.Mum was in the kitchen. She was

cooking. While she was cooking the twins

were playing football. While the twins

were playing football, Grandma and

Grandpa were driving to their house.

It was four o’clock. The twins were in

the bathroom. They were washing their

hands. While they were washing their

hands, Grandma and Grandpa were

knocking at the door. It was quarter

past four. Everyone was singing. It was a

birthday party for the twins.


Exercise 1 1 will change

2 will sleep

3 will become4 will have

5 Will … send

6 will … hurt

Exercise 2 1 I think … are better.

2 I think … are worse

3 I think … is the best town in our / my

country.

4 I think … is the best pupil in our / my

class.

5 I think … is the worse subject at school.

6 I think … is the worst programme on

TV.Exercise 3 Children use the picture and the

questions to write a complete paragraph

about the weather on the island

tomorrow. Children’s writing may vary a

little. Accept sentences that are accurate

and grammatically correct.

Exercise 4 Example writing: The weather will be

cold in the north. There will be snow

on the mountains. The weather will be

better in the east. (It will be warmer.)

It will be windy. In the west it will be

warm. It will be cloudy and rainy / it

will rain. The best weather will be in the

south. It will be sunny and hot.

Answers to Check-ups: Units 4–6

Answers to Check-ups: Units 4–6

10 – revision-portfolio-diploma 2 pp102-105

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