Cross curricular unit 3. Treasure and Heritage
| T opic | Treasure maps | |||||
| Learning objective s | 4.1.3.1 Understand the main points of short supported talk on an increasing range of general and some curricular topics 4.2.6.1 Take turns when speaking with others in a growing range of short, basic exchanges | |||||
| Assessment criteria | · Identify the main points of short talk on different topic · Speak with others in basic exchanges | |||||
| Level of thinking skills | Knowledge and comprehension Application | |||||
| Task 1. Listen to the story. Answer the questions. Go to this link:http://learnenglishkids.britishcouncil.org/en/short-stories/the-treasure-map Teacher can read the transcript below.
Example: Did Sanjay see a bottle in the sea? - Yes, he did.
1. Did they find a talking parrot? 2. What did they find? 3. What was there inside the bottle? 4. Did the pirate took all his jewels? 5. What did the pirate want to buy? Task 2. Choose a partner and tell your story about the treasure map. You may use pictures, words and expressions or sentences from Task 1 to support your story.
| ||||||
Transcript
Sanjay saw a bottle floating in the sea. There was something inside it. He took it out. ‘What is it?’ asked Sarah. ‘It’s a map! It’s a map!’ They looked round and saw a talking parrot. ‘Buried treasure! Buried treasure!’ ‘Wow! A treasure map! Let’s follow it.’ ‘Maybe it’s gold!’ ‘Or silver?’ ‘Or jewels?’ ‘OK. We are here and the treasure is here.’ ‘Let’s go! I’ll read,’ said the parrot. ‘Walk 80 meters north.’ ‘1, 2, 3 … 78, 79, 80.’ ‘Turn right at the big coconut tree and go straight on until the crocodile pond. Cross the bridge, turn to the left and keep walking. Turn right in front of the big, round rock. Walk straight ahead for 50 meters.’ ‘1, 2, 3 … 48, 49, 50.’ ‘Go through the cave. Mind the bats! Mind the bats! Walk straight on until the beach. Go along the beach for 200 meters. The treasure is behind the square rock. ‘Over there! Over there!’ Parrot shouted. ‘It’s empty!’ cried Sarah. Inside there was an old note. Dear Finder, Sorry, but I took my gold. I needed to buy a new pirate ship. Bye, Captain Redbeard. ‘Well, at least we had a nice walk,’ said Sanjay. ‘Yes, and we made a new friend!’
| Descriptor: Task 1 Task 2 | A learner · answers the questions; · works in a pair; · speaks about the treasure map. |
|
|
|
| T opic | Treasure maps |
| Learning objective | 4.4.1.1Plan, write and check sentences with support on a range of basic personal, general and some curricular topics 4.5.14.1 Use prepositions of location, position and direction: at, in, on, behind, between, in front of, near, next to, opposite, above, up, down, on the right, on the left; use prepositions of time: in, on, at, before, after; use with / without to indicate; accompaniment with for instrument and for to indicate recipient |
| Assessment criteria | · Write a plan · Make up sentences on personal, general and some curricular topics with support · Use at, in, on, behind, between, in front of, near, next to, opposite, above, up, down, on the right, on the left to indicate where objects and people are · Check the sentences |
| Level of thinking skills | Application |
|
Task . Imagine you are a pirate. Look at the map. There is an ‘X’ to show where your treasure is. Write directions to find your treasure! Use prepositions at, in, on, behind, between, in front of, near, next to, opposite, above, up, down, on the right, on the left. Check your sentences.
Example: 1. Come ashore. 2. Go straight to the palm trees. 3. Turn left. | |
| Descriptor: | A learner · provides clear directions to find the treasure; · writes correct sentences using prepositions of place; · checks the sentences for grammar and punctuation errors. |
| T opic | Treasure and numbers | ||||
| Learning objective | 4.2.5.1 Pronounce an increasing range of words, short phrases and simple sentences intelligibly | ||||
| Assessment criteria | · Say words, short phrases and simple sentences clearly | ||||
| Level of thinking skills | Application | ||||
| Task . Name the objects and tell their coordinates.
Example: The octopus is 1 – 1.
| |||||
| Descriptor: | A learner · names the objects; · identifies coordinates of objects on the map and tells them; · pronounces words/ phrases/ sentences clearly. | ||||
|
|
|
| T opic | Treasure and numbers |
| Learning objective | 4.2.5.1 Pronounce an increasing range of words, short phrases and simple sentences intelligibly 4.5.5.1 Use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions on growing range of familiar topics |
| Assessment criteria | · Say words, short phrases and simple sentences clearly · Ask questions with who, what and where, how many, how much, how often, how big, what kind of |
| Level of thinking skills | Application |
| Task . Look at the picture and make up 7 questions. Use who, what and where, how many, how much, how often, how big, what kind of. You can use: Shark Reef, Pirate Cove, Lava Rock, Alligator alley.
Example: Where is the Shark Reef?
| |
| Descriptor: | A learner · asks questions using the map; · uses who, what and where, how many, how much, how often, how big, what kind of in questions; · follows word order in questions; · pronounces words/phrases/sentences clearly. |
| T opic | Our planet’s treasure | ||||
| Learning objective s | 4.2.3.1 Give short, basic description of people and objects on a limited range of general and some curricular topics; begin to describe past experiences on an increasing range of general and some curricular topics 4.4.4.1 Write with support a sequence of short sentences in a paragraph to give basic personal information | ||||
| Assessment criteria | · Describe people and objects in short basic sentences on a curricular topic · Describe past experiences on different topics · Write basic personal information in short sentences organizing them in a paragraph | ||||
| Level of thinking skills | Application | ||||
| Task 1. Look at the picture and talk to your partner. Describe people and objects in it.
Example: This is a museum. You can see sceletons of dinosaurs at the museum. There are children and a teacher in the picture. There is a sceleton of T-Rex at the museum.
Task 2. Write sentences to describe the picture.
Example: It was Sunday. The children went to the museum. There was a teacher and seven pupils. The saw a sceleton of dinosaur. It is big sceleton. It has got white colour. Children like to go to the mesuem.
| |||||
| T opic | Our planet’s treasure | ||
| Learning objective | 4.1.8.1 Understand short, supported narratives on an increasing range of general and some curricular topics 4.2.8.1 Express basic likes and dislikes; recount short, basic stories and events on a limited range of general and some curricular topics | ||
| Assessment criteria | · Identify general idea of short narratives · Tell about basic likes and dislikes · Retell short stories on different topics | ||
| Level of thinking skills | Knowledge and comprehension Application | ||
| Task 1. Listen to the story and put the sentences in right order. You will listen twice. The first sentence is marked for you as an example. Follow the link to listen to the story: https://learnenglishkids.britishcouncil.org/en/short-stories/dinosaur-dig
_____ She picked up a golden bone that was hidden under a bush. _____ ‘What will happen if the dinosaur catches us?’ ‘Well, the game is over!’ ___1_ It was Sonia’s birthday. She had a new game. _____ Sonia was at home, sitting at her computer. ‘Hmmm. Maybe I’ll play a different game.’ _____ ‘You’re in Dinosaur Dig. We have to find old dinosaur bones.’ _____ They heard a dinosaur roar. Sonia and the boy hid behind a bush. _____ She decided to try her new game. She clicked on the icon. _____ There was the same icon that she saw on her computer. Sonia touched the icon.
Task 2. Now retell the story. Use the above sentences.
Answer the questions: 1. Do you like the story? Why?
2. Would you like to play the “Dinosaur Dig” game and meet a real dinosaur? | |||
| Descriptor: Task 1 Task 2 | A learner · puts the sentences into correct order; · writes the number before the sentences; · retells the story using sentences; · answers the questions; · expresses basic likes and dislikes. | ||
| T opic | Our planet’s treasure |
| Learning objective s | 4.3.5.1 Understand the main points of short simple texts on a growing range general and some curricular topics by using contextual clues 4.5.5.1 Use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions on growing range of familiar topics |
| Assessment criteria | · Identify the main points of short texts on different topics · Ask questions using who, what and where, how many, how much, how often, how big, what kind of to ask questions |
| Level of thinking skills | Knowledge and comprehension Application |
| Task . Read the story and ask questions. Use who, what and where, how many, how much, how often, how big, what kind of. Example: Whogot a birthday gift?
It was Sonia’s birthday. She had a new game ‘Dinosaur Dig!’ This was what she wanted. She switched on the computer. A strange icon appeared. Sonia clicked on the icon. FLASH! She was in Dinosaur Dig. There was a boy. She picked up a golden bone that was hidden under a bush. ‘No!’ shouted the boy. ‘You mustn’t pick the golden ones up! Now watch out for the dinosaur!’ Suddenly they heard a noise. The ground began to shake. They heard a roar. ‘RUN!’ Sonia and the boy ran fast through the bushes. There was the same icon that she saw on her computer. Sonia touched it. FLASH! Sonia was at home.
| |
| Descriptor: | A learner · asks questions according to the text; · uses who, what and where, how many, how much, how often, how big, what kind of. |
Дата добавления: 2019-09-08; просмотров: 1348; Мы поможем в написании вашей работы! |
Мы поможем в написании ваших работ!