Documente Academic
Documente Profesional
Documente Cultură
3 Material world
page 80
Describing an action;
writing an additional scene
Present Simple questions: Is it made of (silver)?
Do you wear it on your (finger)?
Alternative spellings for ie five, my, island, light
Countries and their natural features Im going to . Were not going to . Are they going to ?
Map drawing Where/Who/When/What are you going ?
4 Expeditions
page 104
Imagining scenery;
writing a postcard
I need a but I dont need a .
8 Plugged in
page 200
Designing gadgets
Writing a newspaper report
Past tense: She sent me an email.
Did you (do the school work)?
Living and non-living things (grass, bamboo, water lily, beetle, The Serpentine in Hyde Park
pondweed, snail, dragonfly)
Life cycle (breathe, lay, eat, become, live, lungs, gills, tadpoles)
Language for observing nature: Can you hear that? What is it?
I think its a . Look! Theres a .
Countries (China, Ethiopia, Australia, Iran, Mexico) The legend of King Arthur
Animals (dragon, lion, horse, snake, monster, bird)
Animal body parts (horns, wings, feathers, tongue, fins, claws)
Language for describing a theme park: There were some fantastic rides.
It was so scary. The best ride of all was the . That was brilliant.
Inventions (printing press, light bulb, computer program) School science competitions
Vehicle parts (wings, blades, mirror, solar panel, parachute)
Dates (1847, 1400, 3rd March)
Language for describing gadgets: Its a for my bedroom. Turn it off.
How does it work? Turn it down. The (red) button doesnt work.
Parts of a ship (cabin, masts, deck, crows nest, sails) Captain Cook
Clothes (trousers, hat, wig, turban, tunic)
Facial features (hair, beard, long, curly) Language for sharing opinions: What did you think? Did you like it?
He was brilliant. I loved it. No way!
I think his last film was better. I dont think so.
Creative St
Cultural Strand CLIL Object
ra nd
s:
Language Objective recycling. To design a
iv e:
rn the language fo r p iece of jewe
To lea llery.
lk about Language O
To understand and ta b
jectives:
in the UK. To learn the
a recycling schedule words for je
wellery.
To describe
a jewel using
It is made of the structure
(leather).
Functional Strand
Language Objectives:
To learn the functional
language related to sortin
g Material
material for rec ycl ing
different categories.
To talk about different
int
world
and at school.
Knowledge
CLIL Objec
Strand
To learn abo
tiv e:
ut the prop
of different erties
materials.
Literacy Strand Language O
To learn the
b
jectives:
CLIL Objectives: words for c
To describe an action. To learn the ommon ma
words to de terials.
To write an extra scene. of materials scribe the p
. roperties
Language Objectives: To learn the
words for th
To learn the e parts of a
To learn alternative spellings for the ie sound. structure C chair.
an you (ben
To write an additional scene in a story. d) it?
To learn adjectives for describing
and comparing materials.
80
Skills Objectives Teachers i-book i-book
Listening: To understand conversations about materials Use the Richmond i-tools to complete
and recycling. To isolate words with the same ie sound in the activities with the children on the IWB.
the story.
Reading: To read and understand a Venn diagram and Activities in Lead-in and i-poster provide
a crossword, and short texts about materials. To read a digital alternative to introducei-flashcards
Speaking
the children
descriptions of jewellery. To read a story and answer to the lesson.
comprehension questions.
Writing: To describe a bedroom and a piece of jewellery. Activities with + beside the rubric offer
To write crossword clues. To spell words containing the ie an additional interactive activity to reinforce
sound. the activity content:
t Lesson 3: activity 2
Speaking: To talk about materials and how we can t Lesson 4: activity 1
recycle them. To describe action scenes in a story. t Lesson 7: activity 1
t Lesson 8: activity 1
t Lesson 9: grammar
Assessment Criteria provides extra interactive practice which can be
t Children can talk and write about materials. used for Fast Finishers or as a Wrap-up activity.
t Children can describe jewellery and furniture. Alternatively, it can be used as homework:
t Children can spell the words with the ie sound. t Lesson 2: knowledge
t Children can use a wide range of adjectives and t Lesson 4: functional
can classify words into actions and objects. t Lesson 6: phonics
t Children can understand a story and add a new scene t Lesson 7: literacy
to the story. t Lesson 8: literacy
Audiovisual material:
Optional Resources t Lesson 2: Are you green?
t Lesson 5: How do they make ?
Teacher's Resource Book Photocopies:
t Lesson 1: page 43, Listening provides a visual grammar presentation:
t Lesson 4: page 35, Writing t Lesson 9: review
t Lesson 5: page 51, Speaking
t Lesson 6: page 61, Phonics Use the Vocabulary Game Generator to create
t Lesson 7: page 27, Reading your own interactive games to review the key
t Lesson 9: pages 11-12, Language vocabulary from the unit at any time.
t Evaluation: pages 79-80 or 81-82, Unit 3 test
Extras/Realia
t Lesson 2: small samples of different materials
t Lesson 3: two or three pieces of jewellery or a For ideas on how to exploit the course
jewellery catalogue resources, see our Activity Bank: pages 17-24.
t Lesson 4: plastic bottles, old newspapers, zzy drink
can, clear jam jar and any other material for recycling
t Lesson 7: plastic beads, plasticine or modelling clay,
old costume jewellery for making a kaleidoscope jewel
t Lesson 9: dice
SCC
Key Competences Social and Civic Competences:
Children are introduced to different recyclable household items.
back
arms
seat
leg
LC Children improve their listening skills in the Key competences continuous assessment
context of materials and answer the questions
about the parts of a chair. Check if children:
MST Children apply mathematical skills by doing a report 1 Are able to follow the listening to do the activity.
on the classroom and classifying the things that have 2 Are able to classify objects in a table.
components made of each material in a table. 3 Are able to write a short text about the things
IE in their bedroom.
Children show initiative in writing about the things
in their bedroom and what they are made of.
82
Unit 3 Lesson 1
Fast Finishers
CLIL Objective The children draw a picture of their bedroom labelling the
To understand a listening activity about different materials different materials.
and parts of a chair.
Wrap-up
Language Objectives Play I spy. Say: I spy with my little eye, something beginning with
To introduce the words for common materials: fabric,
(W). The children ask yes/no questions about the materials:
glass, leather, metal, paper, plastic, wood
To introduce the words for the parts of a chair: arms, Is it made of glass?
back, legs, seat
To introduce the Present Simple passive structure: Optional Resources
The (chairs) (are) made of (wood).
To revise words for furniture. Teachers Resource Book, page 43, Listening.
Materials
Teacher's i-book Flashcards for Unit 3
Initial Evaluation
CD 1 Poster for Unit 3 Check if the children can:
Name the materials introduced in the lesson.
Name the parts of a chair.
Lead-in Look at a common object and say what it is made of using
the structures presented in the lesson.
1.23 Display the ashcards and say the names of the materials.
Tell the children to take the ashcards and place them on or near
objects of that material in the classroom. Display the poster. The
children match the word cards with the poster. Explain that all
materials come from an animal, a plant or a mineral and give them Activity Book
some examples. Play the audio and the children answer the questions. Unit 3, page 25, Lesson 1. See page 240 for answer key.
(See transcript page 102.)
i-book Open the i-flashcards and say the names of the materials.
Then, open the i-poster. Children practise the materials vocabulary
dragging the words to the correct place. Explain that all materials
come from an animal, a plant or a mineral and give them some
examples. Play the audio and the children answer the questions orally.
For further practice, describe one of the items on the poster, and ask
the children to circle it using the Richmond i-tools.
83
UNIT 3 Lesson 2
LC 1 1.25 Listen and find the materials. Then, sing the song.
'$#'$#
"'$"'$
paper
leather
wood
fabric
metal
glass
'$#'$#
&&##"
'$(#
'$(# #&
#("
More
28 practice Properties of materials | Materials, Properties | Can you it? You can/cant .
2 Write your own verse with a classmate. Then, sing your verse.
The children invent a new verse and sing it for the rest of the class to
guess the material.
3 Choose two materials and write riddles. Each child writes two
riddles using the model as a guide. They get into groups and ask each
other the riddles.
85
UNIT 3 Lesson 3
1
This piece of jewellery is made of gold.
Its got a big, black stone in the shape
of a beetle. You wear it on your finger.
2
This piece of jewellery is made of silver.
bracelet
sword Its got green stones and a horses head.
You wear it at your waist.
3
This piece of jewellery is small and
made of gold. Its got two eyes.
You wear it in your ear.
ring
earrin
g
bracelet
earring
brooch
sword
ring brooch
Materials
Activity Book
Unit 3, page 27, Lesson 3. See page 241 for answer key.
Teacher's i-book Optional realia: two or three pieces
CD 1 of jewellery or a jewellery catalogue
Lead-in
Show pieces of jewellery: This is a gold ring. This is a silver earring
with a red stone. If you do not have the real thing show pictures
from a catalogue. Discuss the materials and the colours and if
the children like the jewellery or not.
Fast Finishers
The children design another piece of jewellery.
Wrap-up
Draw a boy and a girl on the board. Children take it in turns to come to
the board and the rest of the class say what jewellery to draw: The boy
has got a blue earring in his left ear.
87
UNIT 3 Lesson 4
Functional language
SCC 1 Do you recycle at home?
2 Do you recycle at school? #$!'# !
#!!"
3 Do you reuse as well as recycle?
4 What do you recycle most?
'&"%!
!!" !&
!+ !+ '-.',, *
#!
$$, !+*-
"# ! "
"%!" $++*''% !*&,,0(+'
*'%,
$!.!, %,*!$, *
&0'-
"%!!&#
"("
*!&+-$$&
(-,!,!&, 0$$'/'&
$$(-,,
%,$!&, *
*0$!&!&
'-*
"-+,$'.0
''$++$',
'/ '$$0
**!&+
' , '0'-+'*,$$, !+'-,
'&+&','*
%,$
,
!&+,*-,!'&+
-+,!&
$$, !&#
&0'-&!, *0'-&
"-+, #!,
#
$!#, !+
LC
1 Answer the questions.
2 1.26 1.27 Look at the earrings and listen for the mistakes. Then, listen and read the diary.
CAE 3 Write your own version and act out the scene.
More
30 practice Language for recycling
SCC
Key competences continuous assessment
Children talk about recycling and recognise its
importance. Check if children:
LC Children demonstrate their reading and 1 Recognise that it is important to recycle and reuse.
listening skills to find mistakes in the recording 2 Are able to understand the reading and the listening
of a description of a piece of jewellery. to complete the activity.
CAE Children use their imagination and creativity 3 Develop their creativity to write their own diary
when writing their own diary page and acting and act out a scene.
out the scene for the rest of the class.
88
Functional Strand Unit 3 Lesson 4
3 Write your own version and act out the scene. The children
CLIL Objective get into groups of four or more and write their own version of
To act out a scene related to recycling rubbish. the scene. Encourage them to be creative, for example, they nd
Language Objectives a gold ring in the recycling bin, or a note passed in class. They act
To learn words related to recycling: bin, cloth, recycling, out their scenes for the rest of the class.
rubbish, strips, type
To learn verbs related to recycling: check, recycle, reuse, Fast Finishers
sort out The children make recycling posters for the school.
Functional language: Can you believe it? Whats it all made of?
Where does it all go? The (red) bins full. Can I put it in the Wrap-up
(yellow) one? No! That one is for (glass). How do you sort all Do a recycling project. There are many ideas online on how to
this out? make decorations out of recycled material, for example, jewellery
made out of used coffee capsules. Choose one that suits your
Materials class and resources and display the results.
Teacher's i-book Optional realia: plastic bottles, old The children take a quiz. Encourage them to search
CD 1 newspapers, zzy drink can, clear jam
the book to nd the correct answers.
Flashcards for Unit 3 jar and any other material for recycling
Optional Resources
Lead-in Teachers Resource Book page 35, Writing.
Display the material for recycling and the ashcards (or open the
i-ashcards on the Teachers i-book). Ask what each item is made
of. Where possible put the object with the ashcard. Ask about the
Continuous Assessment
colours of the local recycling bins. For the purpose of the story
Check if the children can:
explain that the yellow bin is for plastic and tetra bricks, the blue for
Understand and use the words related to recycling.
paper, the green for glass and the red for metal. Take each object and Reproduce the functional language related to recycling.
ask: Which recycling bin does this (can) go into? Write a sketch based on what they have read and act it out
using the language and structures introduced.
1 Answer the questions. Have a class discussion based on
the questions. Write headings on the board, for example: Reuse,
Recycle, Home, School and write up any signicant facts.
i-book Touch + to open the activity. The children learn about Activity Book
the recycling bins and what to recycle in each. Then, they drag the Unit 3, page 28, Lesson 4. See page 241 for answer key.
pictures to the correct bin. For further practice, ask them to name
other objects to recycle and where to put them.
89
UNIT 3 Lesson 5
Culture
People recycle some of their rubbish at home. They have a
calendar to show when they can leave their rubbish out for
collection. They take other things to the local recycling centre.
SCC
1 1.28 Listen and say Yes or No.
*
+'
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
! "#
##" " ##" ##!"
&" !" #"
/ ,+!,
%'
No
! $! ! $! " collection
&"# ##" ""
"# &" !"
Pair Work
SCC 2 Look at the recycling schedule in Activity 1. See who can throw out all the rubbish first.
Student A, go to page 91. Student B, go to page 94.
Its Wednesday.
Have you got any to throw out? I wonder...
Yes, I have. Choose a country.
t Find out the colour of the
recycling bins for plastic, glass,
LC 3 Compare recycling at home and at school. metal and paper.
At home, we recycle .
Recycling | Household items, Days of the week | Weve got . Can I put them ? Have you got any ? 31
SCC
Key competences continuous assessment
Children are introduced to different recyclable
household items. Check if children:
SCC 1 Identify and recognise different recyclable
Children demonstrate skills by working in pairs to
household items.
ask and answer questions about a recycling schedule.
2 Work well in pairs to ask and answer questions.
LC 3 Improve their ability to write in English.
Children improve their writing skills by comparing
recycling at home and at school.
90
Cultural Strand Unit 3 Lesson 5
i-book Watch the video How do they make ? Complete
CLIL Objective the onscreen comprehension activity with the children.
To become aware of different recyclable household items. For further practice, open the worksheet before you watch
the video and use the Richmond i-tools to complete it as you
Language Objectives
To introduce language for recyclable household items: watch the video. Alternatively, print out copies for the children
batteries, cans, clear bottles, coloured glass, coloured plastic, to work on individually.
garden waste, old clothes, old newspapers, plastic bottles; schedule
To revise the days of the week. Optional Resources
To practise the verb have got with any and the modal
verb can (permission): Can I put the (garden waste) out on Teachers Resource Book page 51, Speaking.
(Wednesday)?
1 1.28 Listen and say Yes or No. Play the audio and the
children vote yes or no: Hands up all who say yes! After the activity
invite a child to ask another the same question: Today is (Monday).
Ive got lots of (garden waste). Can I put (it) out today?
(See transcript page 102.)
Answers:
1 Yes, 2 No, 3 No, 4 Yes, 5 Yes, 6 Yes
Fast Finishers
The children divide an A4 sheet into four quarters and draw similar
recyclable objects made of paper, plastic, glass and metal.
Wrap-up
If you dont have Internet access, set the I wonder questions for
homework. If you do, set the task and discuss the ndings.
91
UNIT 3 Lesson 6
The kaleidoscope jewel
LC 1 1.29 Read and listen to the story. 2 They land the capsule and climb out. Its very
dark but they can see with their special lights.
1 Team 55 has got a new mission. They are looking for Tana and Klip walk slowly. They shine their '%'&
a mysterious jewel. They fly down a deep tunnel into torches on the walls.
-**0-(
the centre of the Earth. Tana and Klip are looking at
the amazing view from the windows of their capsule.
''#,, /'&*/ ,
/,*$$+
$!( , 0*%'
'/& *.&
, /$$+*%'
%,$+&"/$+
&,',#
''# (, +'%+%($+++ &,$!.!,,+
!+%''$ %0($+ %'$!)-!!%'&+
&+!$.*
LC 2 1.30 Find the sound in the story. Then, listen and check.
Instructions
t Look at the list: light, shine, fly, climb
t Find more words in the story with the same sound.
t Listen and check.
DC More
32 phonics Alternative spellings for the long i sound | Materials, Adjectives, Equipment
LC
Key competences continuous assessment
Children acquire increased enjoyment of listening
to and reading a story. Check if children:
LC 1 Enjoy listening to and reading the story.
Children learn to differentiate the alternative
2 Are able to differentiate the alternative spellings
spellings for the long i sound.
for the long i sound.
DC 3 Use the digital resources to practise phonics.
Children work together on the IWB and do
further phonics practice individually.
92
UNIT 3 Lesson 7
IE 5 All the rivers flow in the same direction.
Klip and Tana decide to follow them.
Tana remembers to mark their route 6 After several minutes, the tunnel opens into a huge cave.
so they know the way back. There is a lake in the middle of the cave and a shiny island in
the middle of the lake. All the different rivers mix in the lake.
'%'&&
-**0-( 0!+, ,!+$&+'*! ,
*/ ,
*%' -+,%!&-,
&,'&
, +$!(+&(-,
, !+/!*, *'-
'/, !&#!,+ -!%'&
7 Tana takes another sample. Then, she folds some
fabric around the samples and puts them in her bag. 8 Tana and Klip run
Suddenly, there is a loud explosion and the liquid back to the capsule.
begins to burn. The situation is very
dangerous now.
Tana uses her
brooch to throw a
safety line to the
capsule. They start
the capsule and fly
-!# , back to the surface.
'-,' *
Back on the surface, Tana 10
9 and Klip look at their
samples. They arent liquid
anymore. They are now
beautiful jewels. The
most beautiful jewel is
the sample from the lake.
$'+0'-* Its striped with all the
0+
$!( !+"/$!+%'$$
colours and is shinier and
, ', *+,++'-,!-$
harder than the others.
,&/$$!,
,+$$!,
LC 1 Read the story again and answer the questions. #$!'+'("/$
1 Is this story about real or fantasy events? 4 What can they see in the lake?
2 What are the waterfalls made of? 5 Why do Tana and Klip run quickly
3 Can they see through the liquid back to the capsule?
in the samples? 6 Why do they call it a kaleidoscope jewel?
DC More
Comprehension | Whats it made of? Its bright and hard. practice 33
1 1.29 Read and listen to the story. Ask the children Continuous Assessment
to nd the adjectives which are on the board. Ask comprehension Check if the children can:
questions: Where is Team 55? Recognise and spell the words that contain the long ie sound.
(See transcript page 103.) Understand and reproduce the adjectives introduced in the
story.
i-book Touch the story to open the i-story in a new window.
Read and listen to the story with the children.
Hot spots: Capsule, Jewel, Flow. Use the Hot spots to highlight
this potentially difficult vocabulary before the reading activities.
Activity Book
2 1.30 Find the sound in the story. Then, listen and check. Unit 3, page 30, Lesson 6. See page 242 for answer key.
Read out the words given as examples and tell the children to repeat.
Then, play the story again and the children note down the words
with the long i sound. Finally, play the audio and write the words on
the board to see if they were right.
(See transcript page 103.)
Answers:
light, bright
shine, ve, decide, striped, line, wire
y, my, why
climb, island, diamonds, I
eyes
94
Literacy Strand Unit 3 Lesson 7
CLIL Objective Optional Resources
To understand a ctional story. Teachers Resource Book page 27, Reading.
Language Objective
Comprehension.
Continuous Assessment
Materials Check if the children can:
Follow the story and answer comprehension questions
Teacher's i-book Optional realia: plastic beads,
about the events in the story.
CD 1 plasticine or modelling clay,
Understand and use the new verbs introduced in the story.
old costume jewellery for making
a kaleidoscope jewel
Lead-in
Encourage the children to retell the story without looking
Activity Book
in their books. Unit 3, page 31, Lesson 7. See page 243 for answer key.
Fast Finishers
The children write sentences with ten of the new verbs introduced
in the story. The sentences can be about the story or not. If necessary
write a list of the verbs on the board.
Wrap-up
The children use the materials they have brought in to make their
own kaleidoscope jewel. Alternatively, they can draw a picture of a
kaleidoscope jewel. When they have nished, they describe the jewel
to their classmates.
The children play a game matching the sentence halves
to form correct sentences. This activity can be set up
between two or more teams. Alternatively, cover the second halves
of the sentences using the shade in Richmond I-tools and ask the
children to complete them in their notebooks using their own ideas.
95
UNIT 3 Lesson 8
Actions
'
s
Material
"%!
Objects
s.
some clip
the view.
looking at g the river
s.
Tana cuttin
Klip tearing the liquid.
is pointing at
.
Tana and Klip
are jumping the torch
bending some rocks.
TIJOJO
H ond .
folding the diam
UIFDMP
island.
UI
Tana and Klip are looking at the view.
Thats picture 1. Klip is .
Instructions
t Choose a place to add a picture. t Write the speech bubbles.
t Draw the picture. t Write a caption describing the action.
More
34 practice Describing action; writing an additional scene | They are looking at .
LL
Key competences continuous assessment
Children apply learning techniques by classifying
the vocabulary of the story. Check if children:
LC Children strengthen their language skills by 1 Can classify the vocabulary into different categories.
making sentences about the actions in the story 2 Can make sentences about the story to practise
using the Present Continuous. the Present Continuous.
CAE 3 Use their imagination to write an additional scene
Children use their imagination to write an
to the story.
additional scene to the story.
96
Literacy Strand Unit 3 Lesson 8
CLIL Objective Continuous Assessment
To learn how to write an additional scene. Check if the children can:
Classify the new words learned into objects, actions
Language Objectives and materials.
To practise structures with the Present Continuous: Make sentences about the actions in the story using
Tana (is) (looking at) (the waterfall). the Present Continuous.
To revise the words for materials, adjectives and verbs Write in a new scene to add to the story.
introduced in Lessons 6 and 7.
To write a descriptive text about an action scene.
Materials
Teachers i-book Activity Book
CD 1 Unit 3, page 32, Lesson 8. See page 243 for answer key.
Lead-in
Look back at the story and ask if the children remember any new
vocabulary learned. Try and tell them to use the new words in
another context: Striped! My football shirt is striped.
Fast Finishers
The children write a diary entry from the point of view of one
of the characters from the story.
Wrap-up
Ask for their opinion of the story and why they liked or disliked it.
Remind them of the other stories they have read. Ask which is their
favourite and why.
The children play a fun game choosing the correct verbs
to complete the sentences. This will help them consolidate
the Present Continuous.
97
UNIT 3 Lesson 9
i i+e y igh
Singular/plural nouns and verbs plastic and wood glass and metal
The ring is made of gold.
The earrings are made of silver. wood and metal leather and fabric
What is/are the ... made of? plastic and metal fabric and metal
Language review | long i sound, Singular and plural nouns, Materials, Properties 35
99
UNIT 3 Lesson 10
LC 1 1.32 Copy the chart, then listen and complete. Discuss your opinions.
, !&#, *''
!+%'
*0$$++
bend
shatter
fold cut
ugh
burn thro
see
Fast Finishers
The children make a Venn diagram of jewellery that can be worn
in school, out of school, or both.
Wrap-up
Play a ashcard game. Put the ashcards face down on your desk.
Ask a child to choose one and say: If you can shatter it, it's yours.
If the ashcard shows a material that you can shatter the child gets
a point. The child (or group) with the most points wins.
See page 18 for more ashcard games.
i-bookUse the Vocabulary Game Generator to review the key
vocabulary covered in the unit.
See pages 22-24 for interactive games description and ideas.
101
Transcripts
1.23 Poster, Unit 3. Animal, plant or mineral? 1.26 Look at the earrings and listen for the mistakes.
Teacher: Look at the rst picture. Do you know what material it is? Molly: Look at my lovely new earrings! Theyre made of gold.
Yes, that's right! It's paper! Does paper come from animals, plants Theyve got gold chains with triangles at the end. There are lions heads
or minerals? in the triangles. The lions eyes are made of green glass. Then, theyve
got strips of red plastic hanging from the top. At the ends of the strips
Look at the second picture. Do you know what material it is? Yes, that's
theyve got paper owers. Arent they just beautiful?
right! It's plastic! Does plastic come from animals, plants or minerals?
Look at picture number 3. Do you know what material it is? Yes, 1.27 Listen and read the diary.
that's right! It's bamboo! Does bamboo come from animals, plants
Molly to diary: Saturday, 12th December.
or minerals?
Magnetic earrings!
Look at picture number 4. Do you know what material it is? Yes, that's Justin: All this rubbish is from the classroom! Can you believe it?
right! It's wood! Does wood come from animals, plants or minerals? Harry: Youve got three different types of material there.
Camilla: So, whats it all made of?
Look at picture number 5. Do you know what material it is? Yes, that's
right! It's glass! Does glass come from animals, plants or minerals? Justin: Theres some metal, some plastic and some paper.
Where does it all go?
Look at picture number 6. Do you know what material it is? Yes, that's Harry: Well, put the metal in the red recycling bin.
right! It's leather! Does leather come from animals, plants or minerals? Justin: The red bins full. Can I put it in the yellow one?
Look at picture number 7. Do you know what material it is? Yes, that's Camilla: No! That ones not for metal.
right! It's metal! Does metal come from animals, plants or minerals? Harry: Read the instructions, Justin!
Look at picture number 8. Do you know what material it is? Yes, that's Justin: Wood, glass, cloth! How do you sort all this out?
right! It's fabric! Does fabric come from animals, plants or minerals? Harry: Well, think! Can you bend it?
Or you can just check it, like this!
1.24 Listen and answer the questions. Camilla: I just love your earrings, Molly!
Narrator: In this chair, the seat is made of fabric and the legs
are made of bamboo. What number is it? 1.28 Listen and say Yes or No.
In this chair, the seat is made of leather and the arms are made Narrator: Today is Wednesday.
of metal. What number is it? Boy: Mum! Weve got lots of old newspapers and clear glass bottles.
Can I put them out for recycling today?
In this chair, the back is made of paper and the arms are made Narrator: Today is Saturday.
of plastic. What number is it? Girl: Dad! Theres loads of garden waste and old clothes in the garage.
In this chair, the back is made of glass and the legs are made of wood. Can I put them out for recycling today?
What number is it? Narrator: Today is Monday.
Boy: Dad! Weve got lots of batteries and cans.
Can I put them out for recycling today?
1.25 Listen and nd the materials. Then, sing the song:
Narrator: Today is Friday.
The materials song.
Girl: Mum! There are lots of clear plastic bottles and old newspapers.
Can you cut it? Can you cut it? Can I put them out today?
Yes, you can! Yes, you can! Narrator: Today is Tuesday.
Can you tear it? Can you tear it? Boy: Dad! Weve got lots of cans and coloured plastic.
No, you cant! No, you cant! Can I put them out for recycling today?
Can you fold it? Narrator: Today is Thursday.
Yes, you can! Girl: Mum! There are lots of coloured glass bottles and old clothes.
Can you see through it? Can I put them out today?
No, you cant!
I know what it is!
Then tell me now!
Its
Can you burn it? Can you burn it?
No, you cant! No, you cant!
Can you bend it? Can you bend it?
No, you cant! No, you cant!
Can you shatter it?
Yes, you can!
Can you fold it?
No, you cant!
I know what it is!
Then tell me now!
Its
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Transcripts
1.29 Read and listen to the story: The kaleidoscope jewel. 1.30 Find the sound in the story. Then, listen and check.
Narrator: Team 55 has got a new mission. They are looking for Narrator: Listen to the sound: ie ie ie.
a mysterious jewel. They y down a deep tunnel into the centre Light, light Five Bright
of the Earth. Tana and Klip are looking at the amazing view from Shine, shine My Line
the windows of their capsule. Fly, y Island I
Climb, climb Diamonds Striped
Klip: Wow! In here even the walls are made of metals and jewels.
Decide Why Wire
Narrator: They land the capsule and climb out. Its very dark but they
can see with their special lights. Tana and Klip walk slowly. They shine 1.31 Copy the spelling chart. Then, listen and complete.
their torches on the walls.
Fly, y My, my Line, line
Tana: Look at the waterfalls, Klip! Bright, bright Five, ve I, I
Island, island Shine, shine Striped, striped
Klip: I wonder what they are made of? Diamond, diamond Climb, climb Wire, wire
Narrator: Klip shines his torch on the ground. It is very bright and hard. Light, light Why, why Eyes, eyes
Klip: Look! The path is made of gold and silver.
1.32 Copy the chart, then listen and complete.
Tana: We need to take some samples. Pass my bag, please. Discuss your opinions.
Narrator: The liquid in the samples is thick and clear. Tana tests Jessica: Look at this recycled jewellery, Tom. Its really funky, isnt it?
it using her special kit. Tom: Wow! And its all made of recycled materials.
Klip: Whats the liquid made of? Jessica: I think the bracelet is made of leather the ring is made of
Tana: I cant believe it! Its made of liquid diamonds! glass the sword is made of metal the brooch is made of glass
and the earrings are made of plastic.
Narrator: All the rivers ow in the same direction. Klip and Tana
decide to follow them. Tana remembers to mark their route so they Tom: Mmm. Im not sure. I think the bracelet is made of plastic and
know the way back. the ring is made of plastic. And I think the sword is made of plastic too!
The brooch is made of metal, and the earrings are made of wood!
Klip: Come on,Tana! Hurry up!
Jessica: Maybe.
Tana: Just a minute. I need to bend these clips and put this wire through.
Narrator: Now. What do you think?
Narrator: After several minutes, the tunnel opens into a huge cave.
There is a lake in the middle of the cave and a shiny island in the
middle of the lake. All the different rivers mix in the lake.
Klip: Why is that island so bright?
Tana: Wow! I think its a huge diamond.
Narrator: Tana takes another sample. Then, she folds some fabric
around the samples and puts them in her bag. Suddenly, there is
a loud explosion and the liquid begins to burn.
Klip: Quick! Get out of here!
Narrator: Tana and Klip run back to the capsule. The situation is very
dangerous now. Tana uses her brooch to throw a safety line to the
capsule. They start the capsule and y back to the surface.
Tana: Close your eyes, Klip!
Narrator: Back on the surface, Tana and Klip look at their samples.
They arent liquid anymore. They are now beautiful jewels. The most
beautiful jewel is the sample from the lake. Its striped with all the
colours and is shinier and harder than the others.
Tana: This jewel is made of all the others. Its so beautiful.
What can we call it?
Klip: Lets call it a kaleidoscope jewel!
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