blad hf tb 3 - macmillan.es · 153 detailed lesson plan 6 starting the lesson use the trinity exam...
TRANSCRIPT
151
6Unit
Spor
ts m
ad
Uni
t ov
ervi
ew
Cro
ss-c
urr
icula
r links
Link
to
Sci
ence
W
ater
and
air
on E
arth
: Ide
ntify
ing
whe
re w
e �n
d w
ater
Sug
ges
ted
Art
s an
d C
raft
s co
ncep
ts
Exp
lorin
g th
ree-
dim
ensi
onal
geo
met
ric s
hap
es a
nd
cons
truc
ting
a cy
lind
rical
Jap
anes
e ca
rp k
ite
Sta
ying
saf
e w
hen
doin
g sp
orts
.
Ap
ply
ing
rule
s (L
esso
ns 2
and
4);
Pre
dic
ting
(Les
sons
3
and
8);
Dis
cuss
ing
valu
es (L
esso
n 3)
; Exp
ress
ing
opin
ions
(Les
son
3); S
eque
ncin
g (L
esso
n 6)
; Thi
nkin
g ab
out
your
cul
ture
(Les
son
8); M
akin
g co
nnec
tions
(R
evie
w)
•Id
entif
y an
d n
ame
wat
er s
por
tseq
uip
men
t (L
esso
n 1)
•S
ay t
he v
ocab
ular
y ch
ant
(Les
son
1)•
Und
erst
and
and
act
out
aco
nver
satio
n (L
esso
n 2)
•Ta
lk a
nd w
rite
abou
t fu
ture
pla
nsTa
lk a
nd w
rite
abou
t fu
ture
pla
nsT (L
esso
n 2)
•Fo
llow
, com
ple
te a
nd c
orre
ct t
hegr
amm
ar t
able
s (L
esso
ns 2
and
4)
•Le
arn
adve
rbs
of m
anne
r (L
esso
n 4)
•Le
arn
sim
ple
tim
e se
que
ncer
s fo
ror
der
ing
info
rmat
ion
(Les
son
7)
•U
se a
cod
e to
rea
d a
mes
sage
(Les
son
3)
•U
se t
he P
upil’
s A
pp
on
Nav
io
•S
ay a
ton
gue
twis
ter,
lear
n an
othe
rS
ay a
ton
gue
twis
ter,
lear
n an
othe
rS
ay a
ton
gue
twis
ter
spel
ling
for
the
‘k’ s
ound
and
pra
ctis
esp
ellin
g (L
esso
n 5)
•P
ract
ise
activ
ity t
ypes
foun
d in
the
Cam
brid
ge e
xam
s•
Rev
iew
you
r ow
n le
arni
ng (R
evie
wle
sson
)
•U
nder
stan
d t
he im
por
tanc
e of
liste
ning
to
othe
r p
eop
le’s
idea
s(L
esso
n 3)
•W
ork
with
a T
alk
Par
tner
to
pra
ctis
eW
ork
with
a T
alk
Par
tner
to
pra
ctis
eW an
d r
einf
orce
lear
ning
(all
less
ons)
•D
o a
que
stio
nnai
re in
pai
rs a
ndre
por
t on
it (L
esso
n 5)
•S
ing
two
song
s (L
esso
ns 1
and
4)
•U
nder
stan
d an
d ac
t out
a s
tory
(Les
son
3)•
Rea
d an
d ev
alua
te a
lett
er (L
esso
n 6)
•W
rite
a le
tter
(Les
son
7)•
Lear
n ab
out
New
Zea
land
(Les
son
8)•
Thin
k ab
out
your
ow
n cu
lture
(Les
son
8)
Voca
bul
ary
Co
re v
oca
bul
ary
flip
per
s, g
love
s, h
elm
et, k
ayak
, life
jack
et, m
ask,
pad
dle
, sno
rkel
, su
rfb
oard
, sw
imsu
it, w
ater
-ski
s, w
etsu
it; b
adly
, fas
t, lo
udly
, qui
ckly
, q
uiet
ly, s
low
ly, w
ell
Ext
ensi
on
voca
bul
ary
(op
tio
nal)
fishi
ng r
od, g
oggl
es, j
et s
ki, o
ars,
rop
e, s
ailin
g b
oat;
car
eful
ly,
dan
gero
usly
, hap
pily
, sad
ly
Oth
er v
oca
bul
ary
adve
ntur
e /
spor
ts c
amp
, arc
hery
, bun
gee
jum
pin
g, e
xtre
me
spor
t,
fore
st, h
orse
rid
ing,
kay
akin
g, la
ke, l
eafle
t, le
tter
, mou
ntai
n b
ikin
g,
raft
ing,
roc
k cl
imb
ing,
san
d s
urfin
g, w
ind
surfi
ng, z
orb
ing
Rec
ycle
d v
oca
bul
ary
bas
ebal
l, cy
cle,
dan
ce, g
o sw
imm
ing,
gym
nast
ics,
hoc
key,
pla
y fo
otb
all,
ride
a ho
rse,
rol
lerb
lad
e, s
ailin
g, s
ing,
ska
te, s
nork
ellin
g,
swim
, ten
nis,
vol
leyb
all,
wal
k, w
atch
TV;
ad
vent
ure,
air,
bea
ch,
cam
p, f
aste
r, hi
ll, li
e d
own,
mou
ntai
ns, r
iver
, roc
k, s
ea a
nim
als
Str
uctu
res
Co
re s
truc
ture
sI a
m /
I’m
not
goi
ng t
o (p
lay
foot
bal
l (to
mor
row
). H
e is
/ is
n’t
goin
g to
(go
swim
min
g). T
hey
are
/ ar
en’t
goin
g to
(wat
ch T
V).
Are
you
go
ing
to (p
lay
foot
bal
l)? Y
es, I
am
. No,
I’m
not
. Wha
t ar
e yo
u go
ing
to d
o (o
n S
atur
day
)? I
(pla
y ch
ess)
(wel
l). H
e (d
ance
s) (b
adly
).
Oth
er s
truc
ture
sD
ear (
Gra
ndm
a), F
irst /
Nex
t / F
inal
ly, (I
’m g
oing
to) (
go h
orse
ridi
ng).
See
you
(soo
n). L
ove,
(Lau
ra).
Whi
ch (s
port
) can
you
do
(in th
e ai
r)? If
yo
u lik
e (tr
avel
ling
fast
), (s
and
surfi
ng) i
s (th
e sp
ort f
or y
ou).
Rec
ycle
d s
truc
ture
sI’m
wea
ring
(a w
etsu
it). I
’m r
ead
y to
(sno
rkel
). W
hat
abou
t yo
u?
Are
you
(rea
dy
to s
nork
el)?
He’
s w
earin
g (g
love
s). S
he’s
got
(wat
er-
skis
). S
he’s
rea
dy
to (w
ater
-ski
). Yo
u m
ust
(run
fast
). G
ood
idea
. W
hy d
on’t
you
(pla
y fo
otb
all)?
Do
you
like
(ad
vent
ure)
?
Pho
nics
The
‘k’ s
ound
(bla
ck m
onck
mon
ckke
yke
yk
key
key
aya
kay
a k
ks q
uiks
qui
kck
ly la
ckly
lack
ke)
ke)
k
Valu
esU
nder
stan
din
g th
e im
por
tanc
e of
list
enin
g to
oth
er
peo
ple
’s id
eas
Wor
king
tog
ethe
r (L
esso
n 1)
; Tea
m b
uild
ing
(Les
son
2);
Col
lab
orat
ing
(Les
son
4); C
heck
ing
lear
ning
(Les
son
5); S
harin
g in
form
atio
n (L
esso
n 5)
; Pee
r ev
alua
tion
and
fe
edb
ack
(Les
son
7); W
orki
ng t
oget
her
(Rev
iew
)
Thin
king
ski
lls
21st C
entu
ry S
kills
2121ststst
Text
typ
e: a
lett
er (w
ritin
g pr
epar
atio
n)R
ead
ing
ski
lls: s
eque
ncin
g p
arts
of a
tex
tW
ritin
g sk
ills:
usi
ng ti
me
sequ
ence
rs ‘F
irst’,
‘Nex
t’, ‘F
inal
ly’
Lite
racy
Key
Com
pete
nces
and
Ke
y Co
mpe
tenc
es a
nd
Key
Lear
ning
Out
com
es
Ext
rem
e sp
orts
in N
ew Z
eala
nd
Cultu
re …
aro
und
the
wor
ldCu
lture
… a
roun
d th
e w
orld
151
152
6Le
sso
n 1
Act
ivity
Boo
kPu
pil’s
Boo
kA
t a G
lanc
e Le
sson
Pla
n
58
Less
on 1
Voc
abu
lary
6Unit
fifty-eight
Spor
ts m
ad
24–3
6–76
–32
CODE!
1Th
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsO
rder
the
lette
rs a
nd w
rite.
Ma
tch.
1 fru
sba
dro
surf
boar
d
2 sa
mk
3 fi l
e k
ec
taj
4 d
ep
da
l
5 ke
snlo
r
6 p
ifplre
s
7tw
etu
si
8
me
lthe
9
sum
iwst
i
10
yaka
k
11
ratw
e-is
ks
12
levs
og
2
Look
and
writ
e.
He
’s w
ea
ring
a w
etsu
it an
d a
life
jack
et.
He
’s g
ot a
.
He
’s re
ad
y to
.
She
’s
.
12
60
Less
on
1 V
oc
ab
ula
ry
sixty
Key
lear
nin
g o
utc
om
es: i
den
tify
an
d s
ay w
ater
sp
ort
s eq
uip
men
t; s
ing
a
son
g a
bo
ut
do
ing
wat
er s
po
rts
Vo
cab
ula
ry: w
ater
sp
ort
s
6Unit
Spor
ts m
ad
1 fli
pp
ers
2 w
etsu
it
3 m
ask
4 ka
yak
5 sn
ork
el
6 h
elm
et
7 lif
e ja
cke
t8
swim
suit
9 p
ad
dle
10 w
ate
r-ski
s
11 s
urf
bo
ard
12 g
love
s
2Li
ste
n, p
oin
t a
nd
sa
y th
e v
oc
ab
ula
ry c
ha
nt.
CD
3 06
3Li
ste
n, l
oo
k a
nd
sin
g F
un in
the
sea
.C
D3
07
4Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Pla
y a
gu
ess
ing
ga
me.
I’m w
ea
ring
a m
ask
, fli
pp
ers
an
d a
wet
suit.
Un
de
r th
e w
ate
rA
nd
on
the
wa
ves.
Let’s
ha
ve fu
nIn
the
sea
tod
ay.
I’m w
ea
ring
a m
ask
An
d fl
ipp
ers
, to
o.I’m
rea
dy
to s
no
rke
l.W
ha
t ab
ou
t yo
u?
Ch
oru
s
I’m w
ea
ring
a h
elm
etI’m
we
arin
g a
he
lmet
An
d a
life
jac
ket,
too.
An
d a
life
jac
ket,
too.
I’m re
ad
y to
ka
yak.
I’m re
ad
y to
ka
yak.
Wh
at a
bo
ut y
ou
?W
ha
t ab
ou
t yo
u?
Wh
at a
bo
ut y
ou
?
Ch
oru
s
I’m w
ea
ring
glo
ves
An
d a
wet
suit,
too.
I’m re
ad
y to
wa
ter-s
ki.
Wh
at a
bo
ut y
ou
?
Ch
oru
s
Are
yo
u re
ad
y to
sn
ork
el?
Yes.
Th
at’s
rig
ht!
1W
ha
t w
ate
r sp
ort
s d
o y
ou
kn
ow
? M
ake
a li
st.
Wh
at
wa
ter
spo
rts
do
yo
u k
no
w?
Ma
ke a
list
.W
ha
t e
qu
ipm
en
t d
o y
ou
ne
ed
?
Bra
inst
orm
Bra
inst
orm
Key
lang
uag
e•
flip
per
s, g
love
s, h
elm
et, k
ayak
, life
jack
et, m
ask,
pad
dle
, sno
rkel
, sur
fboa
rd, s
wim
suit,
wat
er-s
kis,
wet
suit
•I’m
wea
ring
(a w
etsu
it). I
’m r
eady
to (s
nork
el).
Wha
tI’m
wea
ring
(a w
etsu
it). I
’m r
eady
to (s
nork
el).
Wha
tI’m
wea
ring
(a w
etsu
it). I
’m r
abou
t you
? A
re y
ou r
eady
to (s
nork
el)?
He’
s w
earin
g(g
love
s). S
he’s
got
(wat
er-s
kis)
. She
’s r
eady
to(w
ater
-ski
).•
Ext
ensi
on: fi
shin
g ro
d, g
oggl
es, j
et s
ki, o
ars,
rop
e,sa
iling
boa
t•
Rec
ycle
d: c
ycle
d, d
ance
, go
swim
min
g, g
ymna
stic
s,ho
ckey
, pla
y fo
otba
ll, r
ide
a ho
rse,
rol
lerb
lade
, sai
ling,
hock
ey, p
lay
foot
ball,
rid
e a
hors
e, r
olle
rbla
de, s
ailin
g,ho
ckey
sing
, sno
rkel
ling,
sw
im, t
enni
s, v
olle
ybal
l, w
alk.
Mat
eria
ls•
Pup
il’s
Boo
k p
60; A
ctiv
ity B
ook
p58
; Cla
ss C
D3;
Teac
her’s
Pre
sent
aton
Kit
Teac
her’s
Pre
sent
aton
Kit
T•
Teac
her’s
Res
ourc
e B
ank:
Wat
er s
por
ts e
qui
pm
ent
Teac
her’s
Res
ourc
e B
ank:
Wat
er s
por
ts e
qui
pm
ent
T �ash
card
s; w
ater
sp
orts
eq
uip
men
t w
ord
car
ds
•Te
ache
r’s R
esou
rce
Ban
k: T
alk
card
sTe
ache
r’s R
esou
rce
Ban
k: T
alk
card
sT
Op
tio
nal m
ater
ials
•
Teac
her’s
Res
ourc
e B
ank:
Trin
ity E
xam
Pra
ctic
eTe
ache
r’s R
esou
rce
Ban
k: T
rinity
Exa
m P
ract
ice
T card
s (s
elec
ted
from
the
Sta
rter
Uni
t an
d U
nits
1, 2
,3,
4 a
nd 5
)
End
ing
the
less
on
•R
evie
w t
he le
sson
and
re�
ect
on le
arni
ng.
Ext
ra a
ctiv
itie
s
Ext
ensi
on
•P
lay
a ga
me
in p
airs
.
Link
to
Sci
ence
•W
ater
and
air
on
Ear
th:
Iden
tify
othe
r so
urce
s of
wat
eron
Ear
th.
Act
ivit
y B
oo
k
Act
ivit
y 1
•O
rder
the
lett
ers
and
writ
e.•
Mat
ch.
Act
ivit
y 2
•Lo
ok a
nd w
rite.
Act
ivit
y 1
•W
hat
wat
er s
por
ts d
o yo
ukn
ow?
•M
ake
a lis
t.•
Wha
t equ
ipm
ent d
o yo
u ne
ed?
Sta
rtin
g t
he le
sso
n
•U
se t
he T
rinity
Exa
m P
ract
ice
card
s (o
ptio
nal).
•R
evie
w s
por
ts v
ocab
ular
y.•
Set
lear
ning
out
com
es a
ndus
e th
e ta
lk c
ard
s.
Wo
rd c
ard
s
•In
trod
uce
the
spel
lings
of t
hevo
cab
ular
y us
ing
the
wat
ersp
orts
eq
uip
men
t w
ord
car
ds.
Voca
bul
ary
pre
sent
atio
n
•P
rese
nt t
he n
ew v
ocab
ular
yus
ing
the
wat
er s
por
tseq
uip
men
t �a
shca
rds.
Act
ivit
y 2
•Li
sten
, poi
nt a
nd s
ay t
hevo
cab
ular
y ch
ant.
CD
3 Tr
ack
6 p
251
Act
ivit
y 3
•Li
sten
, loo
k an
d s
ing
Fun
in t
hese
a.C
D3
Trac
k 7
p25
1
Act
ivit
y 4
•P
lay
a gu
essi
ng g
ame.
Go
to t
he A
ctiv
ity B
ook.
Co
de
acti
vity
•
Com
ple
te t
he c
ode
activ
ity.
Teac
her’s
Dig
ital:
Don
’t fo
rget
yo
u ca
n te
ach
this
less
on u
sing
th
e Te
ache
r’s A
pp o
n N
avio
.
Pup
il’s
Dig
ital:
Enc
oura
ge y
our
pupi
ls
to u
se th
e P
upil’
s A
pp o
n N
avio
to
pra
ctis
e th
e vo
cabu
lary
from
this
less
on.
Dig
ital r
esou
rces
•Id
entif
y an
d n
ame
wat
er s
por
ts e
qui
pm
ent
•S
ay t
he v
ocab
ular
y ch
ant
•Id
entif
y ot
her
sour
ces
of w
ater
on
Ear
th(o
ptio
nal)
•R
evie
w a
nd c
lass
ify s
por
ts
•P
lay
a ga
me
with
a r
ecyc
led
str
uctu
re
•S
ing
a so
ng
Det
aile
d Le
sson
Pla
n
6
Sta
rtin
g t
he le
sso
n
Wo
rd c
ard
s
Pup
il’s
Bo
ok
Act
ivit
y 2
CD
3 Tr
ack
6 p
251
Pup
il’s
Bo
ok
Act
ivit
y 3
CD
3 Tr
ack
7 p
251
Act
ivit
y B
oo
k
Pup
il’s
Bo
ok
Act
ivit
y 1
Voca
bul
ary
pre
sent
atio
n
Pup
il’s
Bo
ok
Act
ivit
y 4
End
ing
the
less
on
t
CODE!
Ext
ra a
ctiv
itie
s
Link
to
Sci
ence
153
Det
aile
d Le
sson
Pla
n
6
Sta
rtin
g t
he le
sso
n
Use
the
Tri
nity
Exa
m P
ract
ice
card
s (o
pti
ona
l).
•Th
e p
upils
pra
ctis
e as
king
and
ans
wer
ing
que
stio
ns.
Rev
iew
sp
ort
s vo
cab
ular
y.•
Div
ide
the
boa
rd in
to t
hree
col
umns
with
the
hea
din
gsp
lay,
go,
do
pla
y, g
o, d
op
lay
. Elic
it a
spor
t fo
r ea
ch h
ead
ing,
e.g
.p
lay
foot
bal
l, go
sw
imm
ing.
Set
a t
ime
limit.
In s
mal
lgr
oup
s, t
he p
upils
list
all
the
spor
ts t
hey
know
for
each
ver
b. W
rite
them
on
the
boa
rd.
Set
lear
ning
out
com
es a
nd u
se t
he t
alk
card
s.•
Say
To
day
we’
re g
oin
g t
o le
arn
the
nam
es o
f w
ater
spo
rts
equi
pm
ent.
•P
oint
to
the
talk
car
ds
to s
how
the
pup
ils t
he d
iffer
ent
way
s th
ey w
ill b
e w
orki
ng in
the
less
on.
Wo
rd c
ard
s
•(B
ooks
clo
sed
.) H
and
a w
ater
sp
orts
eq
uip
men
t w
ord
card
to
each
pai
r of
pup
ils. T
hey
take
tur
ns t
o co
me
to t
he b
oard
, rea
d o
ut t
heir
wor
d a
nd s
tick
thei
r w
ord
card
nex
t to
the
cor
resp
ond
ing
�ash
card
.
Pup
il’s
Bo
ok
Act
ivit
y 2
Li
sten
, po
int
and
say
the
vo
cab
ular
y ch
ant.
C
D3
Trac
k 6
p25
1•
Focu
s at
tent
ion
on t
he 1
2 p
hoto
s. S
ay L
et’s
list
enan
d s
ay t
he w
ord
s. P
lay
the
CD
. The
pup
ils li
sten
,re
pea
t an
d p
oint
.
Pup
il’s
Bo
ok
Act
ivit
y 3
Li
sten
, lo
ok
and
sin
g F
un
in t
he
sea.
CD
3 Tr
ack
7 p
251
•Fo
cus
atte
ntio
n on
the
sce
ne. A
sk W
here
are
Lily
,R
avi a
nd J
osh
?(A
t th
e b
each
.(A
t th
e b
each
.(
) Say
It’s
a w
ater
spo
rts
day
. Wha
t ac
tivi
ties
can
yo
u d
o o
n th
eb
each
to
day
? P
rom
pt
the
clas
s to
iden
tify
the
spor
tson
the
sig
n. T
hen
ask
Wha
t’s R
avi w
eari
ng?
Rep
eat
the
que
stio
n fo
r Li
ly a
nd J
osh.
•S
ay L
et’s
list
en t
o t
he s
ong
. Pla
y th
e C
D. T
he p
upils
liste
n an
d r
ead
.•
Ask
Who
’s r
ead
y to
sno
rkel
? (R
avi.
(Rav
i. (
)Ask
ab
out
the
othe
r w
ater
sp
orts
.•
Pla
y th
e C
D a
gain
. The
pup
ils s
ing
and
do
the
actio
ns.
Act
ivit
y B
oo
k
Act
ivit
y 1
Ord
er t
he le
tter
s an
d w
rite
. Mat
ch.
•Th
e p
upils
nam
e th
e w
ater
sp
orts
eq
uip
men
t th
ey c
anse
e.•
The
pup
ils o
rder
the
lett
ers
and
writ
e th
e w
ord
s, t
hen
mat
ch t
hem
to
the
equi
pm
ent
in t
he p
ictu
re.
Ans
wer
s:1
surf
boa
rd 2
mas
k 3
life
jack
et 4
pad
dle
5 sn
orke
l 6 �
ipp
ers
7 w
etsu
it 8
helm
et 9
sw
imsu
it10
kay
ak 1
1 w
ater
-ski
s 12
glo
ves
Pup
il’s
Bo
ok
Act
ivit
y 1
Wha
t w
ater
sp
ort
s d
o y
ou
kno
w?
Mak
e a
list.
Wha
t eq
uip
men
t d
o y
ou
need
?•
(Boo
ks c
lose
d.)
Ask
the
pup
ils if
the
re a
re a
ny w
ater
spor
ts o
n th
e b
oard
. Enc
oura
ge t
hem
to
nam
e an
yot
her
wat
er s
por
ts t
hey
know
(win
dsu
rfing
, kay
akin
g,w
ater
-ski
ing,
sur
fing,
sai
ling,
sno
rkel
ling)
. The
n p
rom
pt
them
to
nam
e th
e cl
othe
s an
d e
qui
pm
ent
you
need
.
Voca
bul
ary
pre
sent
atio
n
•(B
ooks
clo
sed
.) C
hoos
e a
wat
er s
por
ts e
qui
pm
ent
�ash
card
, but
don
’t sh
ow t
he p
ictu
re. D
escr
ibe
the
item
and
its
use,
e.g
. I w
ear
thes
e o
n m
y fe
et. I
wea
rth
em w
hen
I sno
rkel
. The
y he
lp m
e sw
im f
ast.
•W
hen
the
pup
ils id
entif
y th
e ob
ject
, stic
k th
e �a
shca
rdon
the
boa
rd. T
he p
upils
rep
eat
the
wor
d. R
epea
t th
ep
roce
dur
e w
ith t
he o
ther
�as
hcar
ds.
Pup
il’s
Bo
ok
Act
ivit
y 4
P
lay
a g
uess
ing
gam
e.
•A
sk t
wo
pup
ils t
o re
ad o
ut t
he s
pee
ch b
ubb
les.
•D
emon
stra
te t
he a
ctiv
ity b
y gi
ving
ano
ther
exa
mp
le.
Say
I’ve
go
t a
pad
dle
and
I’m
wea
ring
a h
elm
et.
Ask
a p
air
of p
upils
to
dem
onst
rate
the
act
ivity
.•
The
pup
ils p
lay
the
gam
e w
ith a
Tal
k P
artn
er.
End
ing
the
less
on
tR
evie
w t
he le
sso
n an
d r
eflec
t o
n le
arni
ng.
•S
ay T
od
ay w
e’ve
lear
nt t
he n
ames
of
wat
er s
po
rts
equi
pm
ent.
Wha
t d
o y
ou
rem
emb
er?
Elic
it th
eeq
uip
men
t.•
Ask
Whi
ch w
as y
our
fav
our
ite
acti
vity
to
day
?W
hich
act
ivit
y w
as e
asy
/ d
ifficu
lt?
Act
ivit
y 2
Loo
k an
d w
rite
.•
The
pup
ils d
escr
ibe
wha
t th
ey c
an s
ee in
the
pic
ture
s.P
rom
pt
a p
upil
to c
omp
lete
the
sen
tenc
es.
•Th
e p
upils
writ
e th
e d
escr
iptio
ns.
Ans
wer
s:1
He’
s w
earin
g a
wet
suit
and
a li
fe ja
cket
. He’
sgo
t a
surf
boa
rd. H
e’s
read
y to
sur
f. 2
She
’s w
earin
g a
wet
suit,
a li
fe ja
cket
, a h
elm
et a
nd g
love
s. S
he’s
got
wat
er-
skis
. She
’s r
ead
y to
go
wat
er-s
kiin
g.
Co
de
acti
vity
CO
DE!
•Th
e p
upils
com
ple
te t
he c
ode
activ
ity.
Ans
wer
:�s
h
Ext
ra a
ctiv
itie
s
Ext
ensi
on
•Th
ink
of a
land
-bas
ed s
port
. Say
I’m
wea
ring
a T
-shi
rtan
d s
hort
s. I’
m w
eari
ng s
ock
s an
d b
oo
ts. I
’ve
go
ta
bal
l. W
hat
am I
do
ing
? Th
e pu
pils
gue
ss.A
re y
oupl
ayin
g (fo
otba
ll)?
Rep
eat w
ith d
iffer
ent s
port
s.•
The
pup
ils p
lay
the
gam
e in
pai
rs.
Voca
bul
ary
exte
nsio
n•
Pre
sent
six
ad
diti
onal
wat
er s
por
ts e
qui
pm
ent
wor
ds:
fishi
ng r
od, g
oggl
es, j
et s
ki, o
ars,
rop
e, s
ailin
g b
oat.
•U
se t
he V
ocab
ular
y B
oost
er o
n N
AV
IO t
o p
ract
ise
thes
e ne
w w
ord
s.
Link
to
Sci
ence
•If
you
are
stud
ying
the
Sci
ence
top
ic o
f Wat
er a
ndai
r o
n E
arth
in E
nglis
h, y
ou c
ould
elic
it ot
her
sour
ces
of w
ater
. (S
alt
wat
er: s
eas
and
oce
ans.
Fre
sh w
ater
:riv
ers,
lake
s, ic
e ca
ps
and
gro
und
wat
er.)
154
Act
ivity
Boo
kPu
pil’s
Boo
kA
t a G
lanc
e Le
sson
Pla
n
6
59
Less
on 2
Gra
mm
ar
6
fifty-nine
12–7
2–4–
8CO
DE!
1
Com
ple
te th
e se
nten
ces
in th
e g
ram
ma
r ta
ble
.
2
Wha
t are
the
child
ren
goi
ng to
do
tom
orro
w?
Look
and
writ
e.
Wha
t are
the
child
ren
goi
ng to
do
tom
orro
w?
Look
and
writ
e.
Wha
t are
the
child
ren
goi
ng to
do
tom
orro
w?
Look
and
writ
e.
1 H
e’s
go
ing
to pl
ay fo
otba
ll.
2 Th
ey
.
3 4
I’m g
oing
to v
isit
my
gra
ndp
are
nts
tom
orro
w. I
’m n
ot
goi
ng to
pla
y fo
otb
all
next
wee
k. W
hat a
re
you
goi
ng to
do?
12
34
isn
’t
are
n’t
w
atc
h
g
oin
g to
go
am
pla
y
tom
orro
w
1I
go
ing
to fo
otb
all
on
Mo
nd
ay.
2H
e
go
ing
tog
o s
aili
ng
.
3W
ea
re s
wim
min
gn
ext w
ee
k.
4Th
ey
go
ing
to T
Vto
mo
rrow
.
3m
em
em
eW
rite
ab
out y
our p
lans
. Ask
and
ans
wer
. Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
s
1 I’m
goi
ng to
.
2 I’m
not
goi
ng to
.
3 4 5 6
We
use
go
ing
to
w
he
n w
e ta
lk
ab
ou
t o
ur
pla
ns.
Rem
embe
r!
61
Less
on
2 G
ram
ma
r6
sixty-one
Key
lear
nin
g o
utc
om
es: U
se g
oin
g t
o t
o t
alk
abo
ut
futu
re p
lan
sG
ram
mar
: I’m
go
ing
to
pla
y fo
otb
all a
fter
sch
oo
l
1Li
ste
n a
nd
rea
d. L
iste
n a
nd
rep
ea
t. A
ct
ou
t. C
D3
09
2Re
ad
ag
ain
. Wh
ich
th
ing
s d
oe
s Li
ly n
ee
d?
Why
?
Lily
: Lo
ok,
Da
d. I
’m re
ad
y to
do
so
me
wa
ter s
po
rts.
Da
d:
Gre
at!
Are
yo
u g
oin
g to
go
wa
ter-s
kiin
g?
Lily
: N
o, I’
m n
ot.
I’m g
oin
g to
go
ka
yaki
ng
. Lo
ok,
h
ere
’s m
y p
ad
dle
.
Da
d:
Wh
at a
re y
ou
go
ing
to d
o a
fter t
ha
t?
Lily
: I’m
go
ing
to g
o s
urf
ing
. Th
ere
are
lots
of
surf
bo
ard
s o
ver t
he
re.
Da
d:
Ha
ve fu
n, L
ily! S
ee
yo
u la
ter.
3Li
ste
n a
nd
follo
w. R
ep
ea
t. Li
ste
n a
nd
follo
w. R
ep
ea
t. Li
ste
n a
nd
follo
w. R
ep
ea
t. C
D3
10
4Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Pla
y a
true
or
true
or
true
fals
e g
am
e.
fals
e g
am
e.
fals
e
pla
y fo
otb
all
nex
t w
ee
k.
Ia
m /
am
no
tg
o s
wim
min
gto
mo
rro
w.
He
/ S
he
is /
isn’
tg
oin
g to
wa
tch
TV
aft
er
sch
oo
l.
We
/ Y
ou
/ T
hey
are
/ a
ren’
tg
o w
ate
r-sk
iing
at
the
we
eke
nd
.
go
su
rfin
go
n T
ue
sda
y.
su
rfin
go
n T
ue
sda
y.
I th
ink
it’s
tru
e.I’m
go
ing
to p
lay
foo
tba
ll a
fter s
ch
oo
l.
No
, it’s
fals
e.
List
en
an
d fo
llow
. Re
pe
at.
goin
g to W
e c
an
ask
qu
est
ion
s w
ith g
oin
g to
. A
re y
ou
go
ing
tog
o s
wim
min
g to
mo
rrow
?W
ha
t are
yo
u g
oin
g to
do
on
Sa
turd
ay?
Gra
mm
ar c
lue
He
is =
He’
s
He
is n
ot
= H
e is
n’t
Rem
embe
r!
Key
lang
uag
e •
go k
ayak
ing,
go
saili
ng, g
o su
rfing
, go
swim
min
g, g
ow
ater
-ski
ing,
pla
y fo
otb
all /
ten
nis,
wat
ch T
V; a
fter
wat
er-s
kiin
g, p
lay
foot
bal
l / t
enni
s, w
atch
TV;
aft
erw
ater
scho
ol, a
t th
e w
eeke
nd, n
ext
wee
k, t
omor
row
•I a
m /
I’m
not
goi
ng t
o (p
lay
foot
bal
l). H
e is
/ is
n’t
goin
gto
(go
swim
min
g). T
hey
are
/ ar
en’t
goin
g to
(wat
chto
(go
swim
min
g). T
hey
are
/ ar
en’t
goin
g to
(wat
chto
(go
swim
min
g). T
hey
arTV
). A
re y
ou g
oing
to
(pla
y fo
otb
all)?
Yes
, I a
m. N
o, I’
mno
t. W
hat
are
you
goin
g to
do
(on
Sat
urd
ay)?
•R
ecyc
led
: flip
per
s, g
love
s, h
elm
et, k
ayak
, life
jack
et,
mas
k, p
add
le, s
nork
el, s
urfb
oard
, sw
imsu
it, w
ater
-ski
s,w
etsu
it; w
ater
sp
orts
Mat
eria
ls•
Pup
il’s
Boo
k p
61; A
ctiv
ity B
ook
p59
; Cla
ss C
D3;
Teac
her’s
Ap
p o
n N
avio
Teac
her’s
Ap
p o
n N
avio
T•
Teac
her’s
Res
ourc
e B
ank:
Wat
er s
por
ts e
qui
pm
ent
Teac
her’s
Res
ourc
e B
ank:
Wat
er s
por
ts e
qui
pm
ent
T �ash
card
s•
Teac
her’s
Res
ourc
e B
ank:
Tal
k ca
rds
Teac
her’s
Res
ourc
e B
ank:
Tal
k ca
rds
T
Op
tio
nal m
ater
ials
•Te
ache
r’s R
esou
rce
Ban
k: T
rinity
Exa
m P
ract
ice
Teac
her’s
Res
ourc
e B
ank:
Trin
ity E
xam
Pra
ctic
eT ca
rds
(sel
ecte
d fr
om t
he S
tart
er U
nit
and
Uni
ts 1
, 2,
3, 4
and
5)
Act
ivit
y B
oo
k
Act
ivit
y 1
•C
omp
lete
the
sen
tenc
esin
the
gra
mm
ar t
able
.
Act
ivit
y 2
•W
hat
are
the
child
ren
goin
g to
do
tom
orro
w?
•Lo
ok a
nd w
rite.
Act
ivit
y 3
•W
rite
abou
t yo
ur p
lans
.•
Ask
and
ans
wer
.A
sk a
nd a
nsw
er.
Ask
and
ans
wer
Co
de
acti
vity
•C
omp
lete
the
cod
eac
tivity
.
Act
ivit
y 3
•Li
sten
and
follo
w.
CD
3 Tr
ack
10 p
251
•R
epea
t.•
Gra
mm
ar c
lue:
Rea
d a
bou
tas
king
que
stio
ns w
ith‘g
oing
to’
.
Sta
rtin
g t
he le
sso
n
•U
se t
he T
rinity
Exa
m P
ract
ice
card
s (o
ptio
nal).
•Th
ink-
Pair-
Shar
e. R
evie
ww
ater
sp
orts
eq
uip
men
tvo
cab
ular
y.•
Rev
iew
the
Fun
in th
e se
a so
ng.
CD
3 Tr
ack
7 p
251
CD
3 Tr
ack
8 p
XX
X•
Set
lear
ning
out
com
es a
ndus
e th
e ta
lk c
ard
s.
•Li
sten
, rea
d, r
epea
t an
d a
ct o
ut a
conv
ersa
tion
•R
ead
and
iden
tify
wat
er s
por
ts e
qui
pm
ent.
•Li
sten
, fol
low
the
gra
mm
ar t
able
and
iden
tify
the
par
ts o
f a s
ente
nce
•Ta
lk a
nd w
rite
abou
t fu
ture
pla
ns u
sing
Talk
and
writ
e ab
out
futu
re p
lans
usi
ngT ‘g
oing
to’
Act
ivit
y 1
•Li
sten
and
rea
d. L
iste
n an
dre
pea
t.C
D3
Trac
k 9
p25
1•
Act
out
.
Act
ivit
y 2
•R
ead
aga
in. W
hich
thi
ngs
doe
s Li
ly n
eed
? W
hy?
Key
Com
pete
nces
and
Key
Lea
rnin
g O
utco
mes
Key
Com
pete
nces
and
Key
Lea
rnin
g O
utco
mes
Key
Com
pete
nces
and
Key
Lea
rnin
g O
utco
mes
Teac
her’s
Dig
ital
: Don
’t fo
rget
yo
u ca
n te
ach
this
less
on u
sing
th
e Te
ache
r’s A
pp
on
Nav
io.
Pup
il’s
Dig
ital
: Enc
oura
ge y
our
pup
ils
to u
se t
he P
upil’
s A
pp
on
Nav
io t
o p
ract
ise
the
gram
mar
from
thi
s le
sson
.
Dig
ital r
esou
rces
End
ing
the
less
on
•R
evie
w t
he le
sson
and
re�
ect
on le
arni
ng.
Ext
ra a
ctiv
itie
s
Rei
nfo
rcem
ent
•P
lay
Two
trut
hs a
nd a
lie.
Pla
y Tw
o tr
uths
and
a li
e.P
lay
T•
Pla
y Fl
ashc
ard
due
l.
Less
on
2
Act
ivit
y 4
•P
lay
a tr
ue o
r fa
lse
gam
e.
Go
to t
he A
ctiv
ity B
ook.
Det
aile
d Le
sson
Pla
n
6
Pup
il’s
Bo
ok
Act
ivit
y 4
Act
ivit
y B
oo
k
CODE!
Sta
rtin
g t
he le
sso
n
CD
3 Tr
ack
7 p
251
CD
3 Tr
ack
8 p
XX
X (o
pti
onal
kar
aoke
ver
sion
)
End
ing
the
less
on
Pup
il’s
Bo
ok
Act
ivit
y 3
CD
3 Tr
ack
10 p
251
Pup
il’s
Bo
ok
Act
ivit
y 2
Ext
ra a
ctiv
itie
s
Pup
il’s
Bo
ok
Act
ivit
y 1
CD
3 Tr
ack
9 p
251
155
Det
aile
d Le
sson
Pla
n
6
Pup
il’s
Bo
ok
Act
ivit
y 4
Pla
y a
true
or
fals
e g
ame.
•Th
e p
upils
wor
k in
pai
rs t
o m
ake
sim
ilar
sent
ence
san
d s
ay if
the
y ar
e tr
ue o
r fa
lse.
Act
ivit
y B
oo
k
Act
ivit
y 1
Co
mp
lete
the
sen
tenc
es in
the
gra
mm
ar t
able
. •
Invi
te a
pup
il to
rea
d o
ut t
he w
ord
s in
the
wor
d b
ox.
•Th
e p
upils
wor
k on
the
ir ow
n or
with
a p
artn
er t
o w
rite
the
wor
ds
in t
he g
ram
mar
tab
le.
Ans
wer
s:1
am /
pla
y 2
isn’
t /
tom
orro
w 3
goi
ng t
o /
go4
aren
’t /
wat
ch
Act
ivit
y 2
Wha
t ar
e th
e ch
ildre
n g
oin
g t
o d
o t
om
orr
ow
? Lo
ok
and
wri
te.
•Fo
cus
the
clas
s on
the
�rs
t p
ictu
re a
nd e
licit
that
the
boy
is g
oing
to
pla
y fo
otb
all.
Rep
eat
with
the
oth
erp
ictu
res.
•Th
e p
upils
writ
e th
e se
nten
ces.
Ans
wer
s:1
He’
s go
ing
to p
lay
foot
bal
l. 2
They
are
goi
ng
to g
o su
r�ng
. 3 S
he’s
goi
ng t
o go
sw
imm
ing.
4 T
hey
are
goin
g to
pla
y te
nnis
.
Act
ivit
y 3
W
rite
ab
out
yo
ur p
lans
. Ask
and
ans
wer
. •
Rea
d t
he s
pee
ch b
ubb
le a
nd t
he R
emem
ber
! tip
.•
Invi
te t
he p
upils
to
com
ple
te t
he �
rst
sent
ence
in a
sm
any
way
s as
pos
sib
le. W
rite
any
new
voc
abul
ary
onth
e b
oard
.•
The
pup
ils w
rite
thei
r ow
n si
x se
nten
ces.
•W
orki
ng w
ith a
Tal
k P
artn
er, t
he p
upils
ask
and
Wor
king
with
a T
alk
Par
tner
, the
pup
ils a
sk a
ndW an
swer
que
stio
ns a
bou
t w
hat
they
are
goi
ng t
o d
oin
the
futu
re. T
hey
can
reco
rd t
he a
nsw
ers
in t
heir
note
boo
ks.
Co
de
acti
vity
CO
DE!
•Th
e p
upils
com
ple
te t
he c
ode
activ
ity.
Ans
wer
:cr
ab
me
me
me
me
Sta
rtin
g t
he le
sso
n
Use
the
Tri
nity
Exa
m P
ract
ice
card
s (o
pti
ona
l).•
The
pup
ils p
ract
ise
aski
ng a
nd a
nsw
erin
g q
uest
ions
.
Think-Pa
ir-Sh
are.
Rev
iew
sp
ort
s eq
uip
men
t vo
cab
ular
y.•
Ask
Can
yo
u re
mem
ber
the
sp
ort
s eq
uip
men
tvo
cab
ular
y? T
he c
lass
thi
nks
sile
ntly
for
a m
inut
e.•
Then
the
pup
ils w
ork
with
a T
alk
Par
tner
to
nam
e th
e sp
orts
eq
uip
men
t.•
Invi
te d
iffer
ent
Talk
Par
tner
s to
say
a d
iffer
ent
item
.H
old
up
the
cor
resp
ond
ing
�ash
card
and
pro
mp
t th
ecl
ass
to r
epea
t th
e w
ord
.
Rev
iew
the
Fu
n in
th
e se
a so
ng.
CD
3 Tr
ack
7 p
251
CD
3 Tr
ack
8 p
XX
X (o
pti
onal
kar
aoke
ver
sion
)•
Org
anis
e th
e cl
ass
into
thr
ee g
roup
s. P
lay
the
CD
(or
use
the
kara
oke
vers
ion)
. The
pup
ils s
ing
alon
g w
ithth
eir
vers
e an
d d
o th
e ac
tions
.S
et le
arni
ng o
utco
mes
and
use
the
tal
k ca
rds.
•S
ay T
od
ay w
e’re
go
ing
to
tal
k ab
out
pla
ns.
•P
oint
to
the
talk
car
ds
to s
how
the
pup
ils t
he d
iffer
ent
way
s th
ey w
ill b
e w
orki
ng in
the
less
on.
End
ing
the
less
on
R
evie
w t
he le
sso
n an
d r
eflec
t o
n le
arni
ng.
•S
ay T
od
ay w
e’ve
lear
nt h
ow
to
tal
k ab
out
our
pla
ns. A
sk W
hat
are
you
go
ing
to
do
aft
er t
his
less
on?
Pro
mp
t th
e p
upils
to
answ
er.
•A
sk W
hich
was
yo
ur f
avo
urit
e ac
tivi
ty t
od
ay?
Whi
ch a
ctiv
ity
was
eas
y /
diffi
cult
?
Pup
il’s
Bo
ok
Act
ivit
y 3
List
en a
nd f
ollo
w. R
epea
t.
CD
3 Tr
ack
10 p
251
•P
lay
the
CD
. The
pup
ils li
sten
to
the
�rst
sen
tenc
ean
d p
oint
to
the
wor
ds
they
hea
r. Th
e p
upils
the
nre
pea
t th
e co
mp
lete
sen
tenc
e. R
epea
t th
e p
roce
dur
ew
ith t
he o
ther
sen
tenc
es.
Gra
mm
ar c
lue
•R
ead
the
gra
mm
ar c
lue
and
the
Rem
emb
er! t
ip a
sa
clas
s. A
sk in
div
idua
l pup
ils a
que
stio
n ab
out
thei
rp
lans
and
pro
mp
t th
em t
o re
spon
d. T
hen
invi
ted
iffer
ent
ind
ivid
ual p
upils
to
ask
you
sim
ilar
que
stio
ns.
•O
rgan
ise
the
clas
s in
to T
alk
Par
tner
s. T
he p
upils
tak
etu
rns
to a
sk a
nd a
nsw
er q
uest
ions
.•
Use
the
gra
mm
ar t
able
to
mak
e se
nten
ces
abou
tfu
ture
pla
ns: I
am
no
t g
oin
g t
o (g
o w
ater
-ski
ing
)(t
om
orr
ow
).•
With
a T
alk
Par
tner
, the
pup
ils t
ake
turn
s to
mak
eW
ith a
Tal
k P
artn
er, t
he p
upils
tak
e tu
rns
to m
ake
With
a T
sim
ilar
sent
ence
s.
Pup
il’s
Bo
ok
Act
ivit
y 2
Rea
d a
gai
n. W
hich
thi
ngs
do
es L
ily n
eed
? W
hy?
•Th
e p
upils
rea
d t
he c
onve
rsat
ion
agai
n an
d s
ay w
hich
thin
gs L
ily n
eed
s an
d w
hy.
Ext
ra a
ctiv
itie
s
Rei
nfo
rcem
ent
•P
lay
Two
trut
hs a
nd a
lie.
Say
thr
ee t
hing
s th
at y
ou a
rego
ing
to d
o to
mor
row
(tw
o tr
ue t
hing
s an
d o
ne li
e).
The
pup
ils m
ust
iden
tify
the
lie.
•Th
e p
upils
writ
e th
eir
own
sent
ence
s ab
out
tom
orro
w.
Invi
te p
upils
to
read
out
the
ir th
ree
sent
ence
s in
ord
erfo
r th
e re
st o
f the
cla
ss t
o id
entif
y th
e lie
.•
Pla
y Fl
ashc
ard
due
l (se
e p
27) w
ith t
he s
por
tseq
uip
men
t �a
shca
rds.
Pup
il’s
Bo
ok
Act
ivit
y 1
List
en a
nd r
ead
. Lis
ten
and
rep
eat.
Act
out
. C
D3
Trac
k 9
p25
1•
The
pup
ils lo
ok a
t th
e p
ictu
re a
nd d
escr
ibe
wha
t th
eyca
n se
e. A
sk W
hat’s
Lily
rea
dy
to d
o?
•P
lay
the
CD
. The
pup
ils li
sten
and
read
the
conv
ersa
tion.
Pla
y th
e C
D. T
he p
upils
list
en a
nd re
ad th
e co
nver
satio
n.P
lay
the
CD
. The
pup
ils li
sten
and
r•
Con
�rm
that
Lily
is re
ady
do
som
e w
ater
sp
orts
. Ask
Issh
e g
oin
g t
o g
o w
ater
-ski
ing
? (N
o, s
he’s
goi
ng t
o go
(No,
she
’s g
oing
to
go (
kaya
king
.)•
Pla
y th
e C
D a
gain
, pau
sing
aft
er e
ach
sent
ence
for
the
pupi
ls to
repe
at.
•Th
e pu
pils
act
out
the
conv
ersa
tion
with
a T
alk
Par
tner
.Th
e pu
pils
act
out
the
conv
ersa
tion
with
a T
alk
Par
tner
.Th
e pu
pils
act
out
the
conv
ersa
tion
with
a T
156
Act
ivity
Boo
kPu
pil’s
Boo
kA
t a G
lanc
e Le
sson
Pla
n
6Le
sso
n 3
Less
on 3
Sto
ry6
Less
on 3
Sto
ry
60sixty
76–3
2–4–
72–4
4CO
DE!
2
List
en a
nd c
ircle
the
eig
ht m
ista
kes.
List
en a
ga
in. W
rite
the
corre
ct w
ord
s. C
D3
12
1r
op
e2
3
4
5
6
Our
Adv
entu
re B
log
by L
ily, J
osh
and
Rav
i
In th
is a
dven
ture
, we
ente
r a b
ike
race
. Mum
ent
ers t
he ra
ce, t
oo. W
e bu
ild a
raft
with
som
e pl
astic
bag
s and
som
e w
ood.
We
tie th
e bo
ttle
s to
the
woo
d w
ith p
aper
, but
Dad
does
n’t u
se ro
pe. W
e pa
ddle
slow
ly. D
ad h
as p
robl
ems b
ecau
se h
is ra
ft is
sink
ing.
We
help
Dad
get
bac
k to
the
light
hous
e. A
t the
end
of t
he ra
ce, D
ad is
wet
and
ang
ry a
nd h
e
wan
ts to
go
swim
min
g.
1 raft
2
3
4
5
6
7
8
3Th
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsTh
inki
ng s
kills
Thin
king
ski
llsRe
ad
and
com
ple
te. W
hat d
o yo
u th
ink?
The
mys
tery
wo
rd is
.
1 T
he
sto
ry is
fun
ny /
bo
ring
/ s
ad
/ in
tere
stin
g /
exc
itin
g /
sc
ary
.
2 M
y fa
vou
rite
fra
me
in th
e s
tory
is n
um
be
r M
y fa
vou
rite
fra
me
in th
e s
tory
is n
um
be
r b
ec
au
se
.
3 I g
ive
the
sto
ry
sta
rs.
Aft
er y
ou re
adA
fter
you
read
Aft
er y
ou re
adA
fter
you
read
Aft
er y
ou re
adA
fter
you
read
Aft
er y
ou re
adA
fter
you
read
Aft
er y
ou re
adA
fter
you
read
Aft
er y
ou re
adA
fter
you
read
Aft
er y
ou re
adA
fter
you
read
1
Rea
d a
nd c
omp
lete
the
puz
zle.
Wha
t’s th
e m
yste
ry w
ord
?
Rea
d a
nd c
omp
lete
the
puz
zle.
Wha
t’s th
e m
yste
ry w
ord
?
Rea
d a
nd c
omp
lete
the
puz
zle.
Wha
t’s th
e m
yste
ry w
ord
?
1 Th
e c
hild
ren
tie
the
pla
stic
bo
ttle
s to
the
wo
od
with
this
.Th
e c
hild
ren
tie
the
pla
stic
bo
ttle
s to
the
wo
od
with
this
.
2 Th
ey m
ust
pa
dd
le th
e ra
fts a
rou
nd
this
ob
jec
t.
3 D
ad
sits
on
this
ma
teria
l.
4 Th
e c
hild
ren
he
lp th
is p
ers
on
.
5 Th
ese
pla
stic
ob
jec
ts a
re u
nd
er t
he
raft.
6 Th
e ra
ce
be
gin
s a
nd
fin
ish
es
he
re.
Key
lang
uag
e •
bui
ld, f
aste
r, fla
g, p
last
ic b
ottle
s, r
ace,
raf
t, r
ope,
sink
ing,
woo
d•
Are
you
(goi
ng t
o en
ter
the
race
)?•
Rec
ycle
d: T
here
’s a
(raf
t ra
ce).
You
mus
t (b
uild
you
rra
ft w
ith t
hese
thi
ngs)
. Why
don
’t yo
u (u
se t
his
rop
e)?
Goo
d id
ea.
Mat
eria
ls•
Pup
il’s
Boo
k p
p62
–63;
Act
ivity
Boo
k p
60; C
lass
CD
3;Te
ache
r’s A
pp
on
Nav
ioTe
ache
r’s A
pp
on
Nav
ioT
•Te
ache
r’s R
esou
rce
Ban
k: T
alk
card
sTe
ache
r’s R
esou
rce
Ban
k: T
alk
card
sT
Op
tio
nal m
ater
ials
•Te
ache
r’s R
esou
rce
Ban
k: T
rinity
Exa
m P
ract
ice
Teac
her’s
Res
ourc
e B
ank:
Trin
ity E
xam
Pra
ctic
eT ca
rds
(sel
ecte
d fr
om t
he S
tart
er U
nit
and
Uni
ts 1
, 2,
3, 4
and
5)
Sta
rtin
g t
he le
sso
n
•U
se t
he T
rinity
Exa
m P
ract
ice
card
s (o
ptio
nal).
•R
evie
w t
he g
ram
mar
from
Less
on 2
.•
Set
lear
ning
out
com
es a
ndus
e th
e ta
lk c
ard
s.
End
ing
the
less
on
•R
evie
w t
he le
sson
and
re�
ect
on le
arni
ng.
Ext
ra a
ctiv
ity
Rei
nfo
rcem
ent
•R
etel
l the
sto
ry a
s a
clas
s.
Aft
er y
ou
read
: Act
ivit
y 3
•A
sk a
nd a
nsw
er.
Ask
and
ans
wer
.A
sk a
nd a
nsw
er
Valu
es: A
ctiv
ity
4
•R
ead
and
dis
cuss
.
Go
to t
he A
ctiv
ity B
ook.
Act
ivit
y B
oo
k: A
fter
yo
u re
ad
Act
ivit
y 1
•R
ead
and
com
ple
te t
hep
uzzl
e.•
Wha
t’s t
he m
yste
ryw
ord
?
Act
ivit
y 2
•Li
sten
and
circ
le t
he e
ight
mis
take
s.C
D3
Trac
k 12
p25
1
•Li
sten
aga
in.
•W
rite
the
corr
ect
wor
ds.
Act
ivit
y 3
•R
ead
and
com
ple
te.
•W
hat
do
you
thin
k?
Co
de
acti
vity
•C
ompl
ete
the
code
activ
ity.
Bef
ore
yo
u re
ad:
Act
ivit
y 1
•U
se t
he c
ode
to r
ead
the
mes
sage
from
Luk
e.
Act
ivit
y 2
•Li
sten
and
rea
d.
CD
3 Tr
ack
11 p
251
•A
ct o
ut.
Teac
her’s
Dig
ital:
Don
’t fo
rget
yo
u ca
n te
ach
this
less
on u
sing
th
e Te
ache
r’s A
pp o
n N
avio
.
Pup
il’s
Dig
ital:
Enc
oura
ge y
our
pup
ils t
o us
e th
e P
upil’
s A
pp
on
Nav
io t
o p
ract
ise
the
read
ing
the
stor
y ag
ain
at h
ome.
Dig
ital r
esou
rces
•R
ead
the
sto
ry w
ith s
ome
�uen
cy
•U
se a
cod
e to
rea
d a
mes
sage
•D
o a
pre
-rea
din
g ta
sk
•U
nder
stan
d t
he im
por
tanc
e of
list
enin
g to
othe
r p
eop
le’s
idea
s
•U
nder
stan
d, e
njoy
and
act
out
the
sto
ry•
Giv
e an
op
inio
n on
the
sto
ry 62
Bef
ore
you
read
6Le
sso
n 3
Sto
ry
sixty-two
Key
lear
nin
g o
utc
om
es: r
ead
, lis
ten
an
d u
nd
erst
and
a s
tory
ab
ou
t a
raft
rac
eLa
ng
uag
e: I’
m g
oin
g t
o e
nte
r th
e ra
ce. P
add
le q
uic
kly!
I’m g
oin
g to
wa
tch
a w
ind
surf
ing
72–
4–12
–20
this
a
ftern
oo
n. W
ha
t ab
ou
t yo
u?
Wha
t act
ivity
do
yo
u th
ink
the
child
ren
are
go
ing
to d
o in
the
sto
ry?
Loo
k. T
he
re’s
a
raft
rac
e. A
re y
ou
g
oin
g to
en
ter i
t?
Wh
at a
re y
ou
d
oin
g h
ere
, Da
d?
De
finite
ly!
Let’s
use
the
se
pla
stic
bo
ttle
s.
Go
od
ide
a, R
avi
!
OK.
We
ca
n ti
e
the
m to
the
wo
od
w
ith th
is ro
pe.
The
re a
re lo
ts o
f th
ing
s to
d
o a
t th
e W
ate
r Sp
ort
s D
ay.
The
tea
ms
liste
n to
the
rule
s o
f the
rac
e.Th
e c
hild
ren
be
gin
to b
uild
th
eir
raft
.
You
mu
st b
uild
yo
ur
raft
with
the
se th
ing
s.
It’s
th
ree
o’c
loc
k.
An
d y
ou
m
ust
pa
dd
le
you
r ra
ft
aro
un
d th
at
flag
.
2Li
ste
n a
nd
rea
d. A
ct
ou
t.C
D3
11
I’m g
oin
g
to e
nte
r th
e
rac
e, to
o.
1U
se t
he
co
de
to re
ad
th
e
me
ssa
ge
fro
m L
uke
.
The
raft
race
The
raft
race
The
re a
re lo
ts o
f th
ing
s to
d
o a
t th
e W
ate
r Sp
ort
s D
ay.
1
The
tea
ms
liste
n to
the
rule
s o
f the
rac
e.3
It’s
th
ree
o’c
loc
k.2
The
ch
ildre
n b
eg
in to
bu
ild t
he
ir ra
ft.
4
63
Aft
er y
ou re
ad
6
sixty-three
Val
ues
: lis
ten
ing
to
oth
er p
eop
le’s
idea
s
The
raft
s a
re re
ad
y. It
’s ti
me
for t
he ra
ce.
D
ad
be
gin
s to
bu
ild h
is r
aft
, to
o.
Da
d is
ha
vin
g p
rob
lem
s.Th
e c
hild
ren
he
lp D
ad
g
et b
ac
k to
the
be
ac
h.
Why
do
n’t y
ou
use
th
is ro
pe,
Da
d?
Nex
t tim
e, I’
m
go
ing
to li
ste
n to
yo
ur i
de
as,
Jo
sh.
Tha
nks
, Da
d!
Oh
no
! My
raft
is s
inki
ng
.
Rea
dy,
ste
ad
y, …
GO
!N
o. M
y ra
ft is
fa
ste
r lik
e th
is.
4Va
lues
Valu
esVa
lues
Rea
d a
nd
dis
cu
ss.
Rea
d a
nd
dis
cu
ss.
Rea
d a
nd
dis
cu
ss.
Rea
d a
nd
dis
cu
ss.
Rea
d a
nd
dis
cu
ss.
1 D
o th
e c
hild
ren
ent
er a
ka
yak
rac
e?
2222 D
o th
e c
hild
ren
use
rop
e to
ma
ke th
eir
raft
? D
o th
e c
hild
ren
use
rop
e to
ma
ke th
eir
raft
? D
o th
e c
hild
ren
use
rop
e to
ma
ke th
eir
raft
? D
o th
e c
hild
ren
use
rop
e to
ma
ke th
eir
raft
? D
o th
e c
hild
ren
use
rop
e to
ma
ke th
eir
raft
? D
o th
e c
hild
ren
use
rop
e to
ma
ke th
eir
raft
?
3 D
o th
e c
hild
ren
list
en
to e
ac
h o
the
r’s id
ea
s?
4 D
o th
e c
hild
ren
use
flip
pe
rs to
mo
ve th
e ra
ft?
55 D
o th
e c
hild
ren
he
lp D
ad
? D
o th
e c
hild
ren
he
lp D
ad
?
No
, th
ey d
on’
t. Th
ey e
nte
r a ra
ft ra
ce.
• D
oe
s Jo
sh li
ste
n to
Lily
an
d R
avi
’s id
ea
s in
the
sto
ry?
Do
es
Josh
list
en
to L
ily a
nd
Ra
vi’s
ide
as
in th
e s
tory
? D
oe
s Jo
sh li
ste
n to
Lily
an
d R
avi
’s id
ea
s in
the
sto
ry?
Do
es
Josh
list
en
to L
ily a
nd
Ra
vi’s
ide
as
in th
e s
tory
? D
oe
s Jo
sh li
ste
n to
Lily
an
d R
avi
’s id
ea
s in
the
sto
ry?
Do
es
Josh
list
en
to L
ily a
nd
Ra
vi’s
ide
as
in th
e s
tory
? D
oe
s Jo
sh li
ste
n to
Lily
an
d R
avi
’s id
ea
s in
the
sto
ry?
• D
oe
s D
ad
list
en
to J
osh
? D
oe
s D
ad
list
en
to J
osh
? D
oe
s D
ad
list
en
to J
osh
? D
oe
s D
ad
list
en
to J
osh
? D
oe
s D
ad
list
en
to J
osh
? D
oe
s D
ad
list
en
to J
osh
? D
oe
s D
ad
list
en
to J
osh
?
• D
o y
ou
list
en
to o
the
r pe
op
le’s
ide
as?
Do
yo
u li
ste
n to
oth
er p
eo
ple
’s id
ea
s? D
o y
ou
list
en
to o
the
r pe
op
le’s
ide
as?
Do
yo
u li
ste
n to
oth
er p
eo
ple
’s id
ea
s? D
o y
ou
list
en
to o
the
r pe
op
le’s
ide
as?
Do
yo
u li
ste
n to
oth
er p
eo
ple
’s id
ea
s?
Co
me
on
, ev
ery
on
e!
Pad
dle
qu
ickl
y!
We
ca
n h
elp
yo
u. H
old
this
!
OK.
3Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Ask
an
d a
nsw
er.
Da
d b
eg
ins
to b
uild
his
ra
ft, t
oo
. 5
Da
d is
ha
vin
g p
rob
lem
s.7
The
raft
s a
re re
ad
y. It
’s ti
me
for t
he ra
ce.
6
The
ch
ildre
n h
elp
Da
d
get
ba
ck
to th
e b
ea
ch.
8
Who
le C
lass
Who
le C
lass
Let’s
use
the
se
You
mu
st b
uild
yo
ur
with
this
rop
e.
Det
aile
d Le
sson
Pla
n
6
Sta
rtin
g t
he le
sso
n
Valu
es: P
upil’
s B
oo
k A
ctiv
ity
4
Bef
ore
yo
u re
ad: P
upil’
s B
oo
k A
ctiv
ity
1
Pup
il’s
Bo
ok
Act
ivit
y 2
CD
3 Tr
ack
11 p
251
Aft
er y
ou
read
: Pup
il’s
Bo
ok
Act
ivit
y 3
End
ing
the
less
on
Ext
ra a
ctiv
ity
CD
3 Tr
ack
12 p
251
CODE!
Act
ivit
y B
oo
k: A
fter
yo
u re
ad
157
Det
aile
d Le
sson
Pla
n
6
Sta
rtin
g t
he le
sso
n
Use
the
Tri
nity
Exa
m P
ract
ice
card
s (o
pti
ona
l).•
The
pup
ils p
ract
ise
aski
ng a
nd a
nsw
erin
g q
uest
ions
.
Rev
iew
the
gra
mm
ar f
rom
Les
son
2.•
Thin
k of
a p
lace
and
say
I’m
go
ing
to
eat
an
ice
crea
m t
om
orr
ow
.Whe
re a
m I
go
ing
? P
rom
pt
ap
upil
to g
uess
.(A
re y
ou g
oing
to
(a r
esta
uran
t)?(A
re y
ou g
oing
to
(a r
esta
uran
t)?(
) If t
hegu
ess
is in
corr
ect,
say
ano
ther
thi
ng y
ou a
re g
oing
to
do.
I’m
go
ing
to
mak
e a
sand
cast
le,t
oo
.•
Rep
eat
the
pro
ced
ure
with
a d
iffer
ent
pla
ce.
Set
lear
ning
out
com
es a
nd u
se t
he t
alk
card
s.•
Say
To
day
we’
re g
oin
g t
o r
ead
and
list
en t
o a
sto
ry.
•P
oint
to
the
talk
car
ds
to s
how
the
pup
ils t
he d
iffer
ent
way
s th
ey w
ill b
e w
orki
ng in
the
less
on.
Valu
es: P
upil’
s B
oo
k A
ctiv
ity
4
Rea
d a
nd d
iscu
ss.
•R
ead
out
the
que
stio
ns a
nd d
iscu
ss t
hem
as
a cl
ass.
•E
ncou
rage
the
cla
ss t
o th
ink
abou
t th
e im
por
tanc
e of
liste
ning
to
othe
r p
upils
’ op
inio
ns a
nd id
eas
in c
lass
.
Bef
ore
yo
u re
ad: P
upil’
s B
oo
k A
ctiv
ity
1
Use
the
co
de
to r
ead
the
mes
sag
e fr
om
Luk
e.•
Say
Jo
sh a
nd L
ily h
ave
rece
ived
ano
ther
mes
sag
efr
om
Luk
e. T
he p
upils
use
the
cod
e (P
upil’
s B
ook
pag
e 7)
to
dis
cove
r th
e m
yste
ry w
ord
(rac
ep
age
7) t
o d
isco
ver
the
mys
tery
wor
d (r
ace
pag
e 7)
to
dis
cove
r th
e m
yste
ry w
ord
().
Ask
Do
you
thin
k a
win
dsu
rfing
rac
e is
exc
itin
g?
•A
sk W
hat
acti
vity
do
yo
u th
ink
the
child
ren
are
go
ing
to
do
in t
he s
tory
? Th
e p
upils
mak
ep
red
ictio
ns.
•R
ead
the
titl
e of
the
sto
ry a
nd e
xpla
in t
hat
a ra
ft is
a�a
t b
oat
with
no
sid
es. C
on�r
m t
hat
the
child
ren
do
ara
ft r
ace
in t
he s
tory
.
Pup
il’s
Bo
ok
Act
ivit
y 2
List
en a
nd r
ead
. Act
out
. C
D3
Trac
k 11
p25
1•
Pla
y th
e C
D. T
he p
upils
follo
w in
the
ir b
ooks
.•
Ask
que
stio
ns t
o ch
eck
com
pre
hens
ion.
Sug
ges
ted
co
mp
rehe
nsio
n q
uest
ions
•Fr
ame
1: A
reth
e ch
ildre
n g
oin
g t
o e
nter
the
raf
tra
ce?
(Yes
.)•
Fram
e 2:
Wha
t ti
me
is it
? (T
hree
o’c
lock
.) W
ho is
also
go
ing
to
ent
er t
he r
ace?
(Dad
(Dad
(.)
•Fr
ame
3: W
hat
do
the
tea
ms
liste
n to
? (T
he r
ules
.)•
Fram
e 4:
Wha
t d
o t
he c
hild
ren
use
to b
uild
the
irra
ft?
(Pla
stic
bot
tles,
woo
d a
nd r
ope
(Pla
stic
bot
tles,
woo
d a
nd r
ope
(.)
•Fr
ame
5: D
oes
Dad
use
the
ro
pe?
(No.
(No.
()
•Fr
ame
6: W
hat
wo
rds
star
t th
e ra
ce?
(Rea
dy,
ste
ady,
(Rea
dy,
ste
ady,
(go
!)go
!)go
!•
Fram
e 7:
Why
do
es D
ad’s
raf
t si
nk?
(The
raf
t is
n’t
tied
tog
ethe
r.) W
ho h
elp
s hi
m?
(Lily
, Jos
h an
d R
avi
(Lily
, Jos
h an
d R
avi
(.)
•Fr
ame
8: W
hat
is D
ad g
oin
g t
o d
o n
ext
tim
e? (L
iste
n(L
iste
n(
to J
osh’
s id
eas.
)•
Org
anis
e th
e cl
ass
into
six
gro
ups
(Lily
, Rav
i, Jo
sh,
Dad
and
rac
e m
onito
rs) a
nd p
lay
the
CD
. Eac
h gr
oup
join
s in
whe
n th
eir
char
acte
r sp
eaks
.•
Rep
eat,
with
gro
ups
swap
pin
g ro
les.
Aft
er y
ou
read
: Pup
il’s
Bo
ok
Act
ivit
y 3
Ask
and
ans
wer
. A
sk a
nd a
nsw
er.
Ask
and
ans
wer
•In
vite
pup
ils t
o as
k an
d a
nsw
er t
he q
uest
ions
. If
nece
ssar
y, a
sk t
he w
hole
cla
ss t
o re
pea
t th
e an
swer
each
tim
e.•
Org
anis
e th
e cl
ass
into
Tal
k P
artn
ers.
The
pup
ilsp
ract
ise
aski
ng a
nd a
nsw
erin
g th
e q
uest
ions
. The
yca
n d
o th
is o
rally
or
in t
heir
note
boo
ks.
Ans
wer
s:1
No,
they
don
’t. T
hey
ente
r a
raft
rac
e. 2
Yes
,th
ey d
o. T
hey
use
rope
, woo
d an
d pl
astic
bot
tles.
3 Y
es, t
hey
do. T
hey
wor
k to
geth
er. 4
No,
they
don
’t. T
hey
use
padd
les.
5 Ye
s, th
ey d
o. T
hey
help
him
get
bac
k to
the
beac
h.
End
ing
the
less
on
R
evie
w t
he le
sso
n an
d r
eflec
t o
n le
arni
ng.
•S
ay T
od
ay w
e’ve
list
ened
to
a s
tory
ab
out
a r
aft
race
. Elic
it th
e st
ory.
•A
sk W
hich
was
yo
ur f
avo
urit
e ac
tivi
ty t
od
ay?
Whi
ch a
ctiv
ity
was
eas
y /
diffi
cult
?
Ext
ra a
ctiv
ity
Rei
nfo
rcem
ent
•R
etel
l the
sto
ry a
s a
clas
s. S
ay L
et’s
tel
l the
sto
ryto
get
her.
Pro
mp
t th
e cl
ass
by
sayi
ng T
he c
hild
ren
and
Dad
ent
er a
... (
raft
rac
e...
(raf
t ra
ce...
().
The
tea
ms
liste
n to
th
e ...
(rul
es(r
ules
().
Use
mim
e, g
estu
re a
nd d
raw
ings
to
sup
por
t th
e cl
ass.
Act
ivit
y 2
List
en a
nd c
ircl
e th
e ei
ght
mis
take
s. L
iste
n ag
ain.
W
rite
the
co
rrec
t w
ord
s. C
D3
Trac
k 12
p25
1•
Pla
y th
e C
D. T
he p
upils
circ
le t
he e
ight
mis
take
s.•
Pla
y th
e C
D a
gain
. The
pup
ils w
rite
the
corr
ect
wor
ds.
Ans
wer
s:1
bik
e b
ike
raft
2 M
um M
um D
ad
Dad
3 b
ags
bag
s b
ottle
s b
ottle
s4
pap
er p
aper
rop
e 5
slow
ly s
low
ly q
uick
ly 6
ligh
thou
se li
ghth
ouse
bea
ch 7
ang
ry a
ngry
tired
8 s
wim
min
g s
wim
min
g ho
me
Act
ivit
y 3
Rea
d a
nd c
om
ple
te. W
hat
do
yo
u th
ink?
•
Invi
te p
upils
to
read
out
and
com
ple
te t
he s
ente
nces
.•
The
pup
ils c
omp
lete
the
tas
k in
the
ir A
ctiv
ity B
ooks
and
the
n sh
are
opin
ions
with
a T
alk
Par
tner
.
Co
de
acti
vity
CO
DE!
•Th
e p
upils
com
ple
te t
he c
ode
activ
ity.
Ans
wer
:sh
ark
Act
ivit
y B
oo
k: A
fter
yo
u re
ad
Act
ivit
y 1
Rea
d a
nd c
om
ple
te t
he p
uzzl
e. W
hat’s
the
mys
tery
w
ord
? •
The
pup
ils r
ead
the
clu
es a
nd c
omp
lete
the
puz
zle
and
mys
tery
wor
d, r
efer
ring
to t
he s
tory
.
Ans
wer
s:1
rop
e 2
�ag
3 w
ood
4 D
ad 5
bot
tles
6 b
each
The
mys
tery
wor
d is
pad
dle
.
158
Act
ivity
Boo
kPu
pil’s
Boo
kA
t a G
lanc
e Le
sson
Pla
n
6Le
sso
n 4
6Le
sson
4 V
oca
bula
ry a
nd G
ram
ma
r
61sixty-one
92–3
2–4–
48–2
0CO
DE!
1
Look
, rea
d a
nd c
ircle
.
3m
em
em
eRe
ad
and
ans
wer
. Ask
and
ans
wer
. Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
s
1 W
ha
t do
yo
u d
o w
ell?
I
Wh
at d
o y
ou
do
we
ll?
I .
2 W
ha
t do
yo
u d
o q
uic
kly?
W
ha
t do
yo
u d
o q
uic
kly?
3 W
ha
t do
yo
u d
o q
uie
tly?
Wh
at d
o y
ou
do
qu
ietly
?
4 W
ha
t do
yo
u d
o lo
ud
ly?
Wh
at d
o y
ou
do
lou
dly
?
5 W
ha
t do
yo
u d
o s
low
ly?
Wh
at d
o y
ou
do
slo
wly
?
2
Ord
er th
e w
ord
s in
the
gra
mm
ar t
ab
le. W
rite
the
sent
ence
s.
I sw
im v
ery
wel
l. W
hat a
bou
t you
?
He
sw
ims
ba
dly
/ s
low
ly //
we
ll. w
ell.
She
rolle
rbla
de
s w
ell
/ q
uic
kly
/ b
ad
ly.
He
pla
ys fo
otb
all
lou
dly
/ q
uie
tly /
slo
wly
.Sh
e c
ycle
s b
ad
ly /
qu
ickl
y /
slo
wly
.
1 1 2 3 4
12
34
1lo
ud
ly.
sin
gI
2Yo
u
slo
wly
.w
alk
3c
ycle
sH
eq
uic
kly.
4w
ell.
They
da
nc
e
64
6Le
sso
n 4
Vo
ca
bul
ary
and
Gra
mm
ar
sixty-four
Key
lear
nin
g o
utc
om
es: i
den
tify
an
d s
ay h
ow
yo
u d
o d
iffe
ren
t ac
tivi
ties
usi
ng
ad
verb
s o
f m
ann
er V
oca
bu
lary
: ad
verb
s o
f m
ann
er G
ram
mar
: I c
ycle
qu
ickl
y.
1 sw
im q
uic
kly
2 sw
im s
low
ly3
ride
we
ll4
ride
ba
dly
5 p
lay
qu
ietly
6 p
lay
lou
dly
1Li
ste
n, p
oin
t a
nd
sa
y.Li
ste
n, p
oin
t a
nd
sa
y.Li
ste
n, p
oin
t a
nd
sa
y.C
D3
13
2Li
ste
n a
nd
sin
g W
arm
up
!C
D3
14
3Li
ste
n a
nd
follo
w. R
ep
ea
t.Li
ste
n a
nd
follo
w. R
ep
ea
t.Li
ste
n a
nd
follo
w. R
ep
ea
t.C
D3
15
Let’s
mo
ve q
uic
kly.
Let’s
mo
ve q
uic
kly.
Let’s
mo
ve q
uic
kly.
Wig
gle
yo
ur f
ing
ers
.W
igg
le y
ou
r fin
ge
rs.
Wig
gle
yo
ur f
ing
ers
.Q
uic
kly,
qu
ickl
y, q
uic
kly.
Qu
ickl
y, q
uic
kly,
qu
ickl
y.Q
uic
kly,
qu
ickl
y, q
uic
kly.
Let’s
mo
ve q
uic
kly.
Let’s
mo
ve q
uic
kly.
Let’s
mo
ve q
uic
kly.
Sha
ke y
ou
r bo
dy.
Sha
ke y
ou
r bo
dy.
Sha
ke y
ou
r bo
dy.
Qu
ickl
y, q
uic
kly,
qu
ickl
y.Q
uic
kly,
qu
ickl
y, q
uic
kly.
Qu
ickl
y, q
uic
kly,
qu
ickl
y.
Ch
oru
s
Wa
rm u
p.
Wa
rm u
p y
ou
r bo
dy.
Wa
rm u
p.
Are
yo
u re
ad
y?W
arm
up
.W
arm
up
yo
ur b
od
y.O
ne,
two.
On
e, tw
o, t
hre
e.
Let’s
mo
ve s
low
ly.
Stre
tch
yo
ur a
rms.
Slo
wly
, slo
wly
, slo
wly
.Le
t’s m
ove
slo
wly
.Be
nd
yo
ur k
ne
es.
Slo
wly
, slo
wly
, slo
wly
.
Ch
oru
s
4Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Pla
y a
mim
e g
am
e.
swim
qu
ietly
.
I / Y
ou
/ W
e /
Th
eyro
llerb
lad
esl
ow
ly.
cyc
lew
ell.
He
/ S
he
da
nc
es
ba
dly
.
pla
ys c
he
ssq
uic
kly.
List
en
an
d fo
llow
. Re
pe
at.
Adve
rbs
of m
anne
r
go
od
= w
ell
fast
= fa
st
Rem
embe
r!W
he
n w
e s
ay
ho
w w
e d
o a
n a
ctio
n, w
e u
sua
lly u
se -l
y.-ly.
-ly
b
ad
– b
ad
ly
qu
iet –
qu
ietly
Gra
mm
ar c
lue
Swim
slo
wly
!Ye
s! T
ha
t’s ri
gh
t!
Key
lang
uag
e •
(pla
y) lo
udly
, (p
lay)
qui
etly
, (rid
e) b
adly
, (rid
e) w
ell,
(pla
y) lo
udly
, (p
lay)
qui
etly
, (rid
e) b
adly
, (rid
e) w
ell,
(pla
y) lo
udly
(sw
im) q
uick
ly, (
swim
) slo
wly
; pla
y ch
ess,
fish
(v),
war
m u
p•
Ben
d (y
our k
nees
). S
hake
(you
r bod
y). S
tret
ch (y
our a
rms)
.B
end
(you
r kne
es).
Sha
ke (y
our b
ody)
. Str
etch
(you
r arm
s).
Ben
d (y
our k
nees
). S
hake
(you
r bod
y). S
trW
iggl
e (y
our fi
nger
s). Y
ou (p
lay
ches
s) w
ell.
She
(dan
ces)
badl
y. W
hat d
o yo
u do
(wel
l)? I
(sw
im) (
very
) wel
l.•
Ext
ensi
on: c
aref
ully
, dan
gero
usly
, hap
pily
, sad
ly•
Rec
ycle
d: c
ycle
, dan
ce, p
lay
foot
bal
l, p
lay
tenn
is,
rolle
rbla
de,
sin
g, s
wim
, (w
alk)
Mat
eria
ls•
Pup
il’s
Boo
k p
64; A
ctiv
ity B
ook
p61
; Cla
ss C
D3;
Teac
her’s
Ap
p o
n N
avio
Teac
her’s
Ap
p o
n N
avio
T•
Teac
her’s
Res
ourc
e B
ank:
Tal
k ca
rds
Teac
her’s
Res
ourc
e B
ank:
Tal
k ca
rds
T
Op
tio
nal m
ater
ials
•Te
ache
r’s R
esou
rce
Ban
k: T
rinity
Exa
m P
ract
ice
Teac
her’s
Res
ourc
e B
ank:
Trin
ity E
xam
Pra
ctic
eT ca
rds
(sel
ecte
d fr
om t
he S
tart
er U
nit
and
Uni
ts 1
, 2,
3, 4
and
5)
•A
set
of d
ice
for
each
pai
r of
pup
ils
Sta
rtin
g t
he le
sso
n
•U
se t
he T
rinity
Exa
m P
ract
ice
card
s (o
ptio
nal).
•R
evie
w t
he s
tory
.•
Set
lear
ning
out
com
es a
ndus
e th
e ta
lk c
ard
s.E
ndin
g t
he le
sso
n
•R
evie
w t
he le
sson
and
re�
ect
onle
arni
ng.
Ext
ra a
ctiv
ity
Rei
nfo
rcem
ent
•P
lay
a d
ice
gam
e to
pra
ctis
ead
verb
s of
man
ner.
adve
rbs
of m
anne
r.ad
verb
s of
man
ner
Voca
bul
ary
exte
nsio
n•
care
fully
, dan
gero
usly
, hap
pily
,ca
refu
lly, d
ange
rous
ly, h
app
ily,
car
sad
ly
Act
ivit
y 1
•Li
sten
, poi
nt a
nd s
ay.
CD
3 Tr
ack
13 p
252
Act
ivit
y B
oo
k
Act
ivit
y 1
•Lo
ok, r
ead
and
circ
le.
Act
ivit
y 2
•O
rder
the
wor
ds
in t
hegr
amm
ar t
able
.•
Writ
e th
e se
nten
ces.
Act
ivit
y 3
•R
ead
and
ans
wer
.•
Ask
and
ans
wer
.
Co
de
acti
vity
•C
omp
lete
the
cod
eac
tivity
.
Act
ivit
y 2
•Li
sten
and
sin
g W
arm
up
!C
D3
Trac
k 14
p25
2
Act
ivit
y 3
•Li
sten
and
follo
w.
CD
3 Tr
ack
15 p
252
•R
epea
t.•
Gra
mm
ar c
lue:
Rea
d a
bou
tus
ing
‘-ly
’.
Act
ivit
y 4
•P
lay
a m
ime
gam
e.
Go
to t
he A
ctiv
ity B
ook
•Le
arn
adve
rbs
of m
anne
r•
Follo
w a
nd c
orre
ct t
he g
ram
mar
tab
les
•P
lay
a m
ime
gam
e
•S
ing
a so
ng
Teac
her’s
Dig
ital
: Don
’t fo
rget
yo
u ca
n te
ach
this
less
on u
sing
th
e Te
ache
r’s A
pp
on
Nav
io.
Pup
il’s
Dig
ital
: Enc
oura
ge y
our
pup
ils
to u
se t
he P
upil’
s A
pp
on
Nav
io t
o p
ract
ise
the
gram
mar
from
thi
s le
sson
.
Dig
ital r
esou
rces
Det
aile
d Le
sson
Pla
n
6
Sta
rtin
g t
he le
sso
n
Use
the
Tri
nity
Exa
m P
ract
ice
card
s (o
pti
ona
l).•
The
pup
ils p
ract
ise
aski
ng a
nd a
nsw
erin
g q
uest
ions
.
Rev
iew
the
sto
ry.
•A
sk t
he c
lass
if t
hey
rem
emb
er t
he s
tory
from
the
pre
viou
s le
sson
. Org
anis
e th
e cl
ass
into
sm
all g
roup
s.A
sk e
ach
grou
p a
que
stio
n ab
out
the
stor
y. T
he p
upils
colla
bor
ate
bef
ore
they
ans
wer
.
Set
lear
ning
out
com
es a
nd u
se t
he t
alk
card
s.•
Say
To
day
we’
re g
oin
g t
o t
alk
abo
ut t
he w
ay t
hat
we
do
diff
eren
t ac
tio
ns.
•P
oint
to
the
talk
car
ds
to s
how
the
pup
ils t
he d
iffer
ent
way
s th
ey w
ill b
e w
orki
ng in
the
less
on.
Act
ivit
y B
oo
k
Act
ivit
y 1
Loo
k, r
ead
and
cir
cle.
•Fo
cus
on t
he �
rst
pic
ture
. The
n in
vite
a p
upil
to r
ead
out
the
� rst
sen
tenc
e, c
hoos
ing
the
corr
ect
adve
rb.
•Th
e p
upils
wor
k on
the
ir ow
n to
rea
d t
he r
emai
ning
sent
ence
s an
d c
ircle
the
cor
rect
ad
verb
s.
Ans
wer
s:
1 w
ell 2
bad
ly 3
loud
ly 4
qui
ckly
Act
ivit
y 2
Ord
er t
he w
ord
s in
the
gra
mm
ar t
able
. Wri
te t
he
sent
ence
s.•
Exp
lain
tha
t th
e gr
amm
ar t
able
is m
ixed
up
and
tha
tth
e p
upils
nee
d t
o or
der
the
wor
ds.
•In
vite
a p
upil
to r
ead
out
the
� rs
t se
nten
ce.
•Th
e p
upils
writ
e th
e se
nten
ces.
Pup
il’s
Bo
ok
Act
ivit
y 1
List
en, p
oin
t an
d s
ay.
CD
3 Tr
ack
13 p
252
•P
oint
to
the
� rst
pic
ture
and
ask
Wha
t’s h
e d
oin
g?
Is h
e sw
imm
ing
qui
ckly
or
slo
wly
? M
ime
swim
min
gq
uick
ly a
nd t
hen
slow
ly. R
epea
t th
e p
roce
dur
e,co
mp
arin
g ‘w
ell’
and
‘bad
ly’,
and
‘qui
etly
’ and
‘loud
ly’.
•P
lay
the
CD
. The
pup
ils li
sten
, rep
eat
each
phr
ase
and
poi
nt t
o th
e p
ictu
res.
End
ing
the
less
on
R
evie
w t
he le
sso
n an
d r
efl e
ct o
n le
arni
ng.
•S
ay T
od
ay w
e’ve
lear
nt t
o s
ay h
ow
a p
erso
n d
oes
an a
ctiv
ity.
Ask
Ho
w c
an y
ou
talk
? (Q
uiet
ly /
loud
ly.)
Ho
w c
an y
ou
run?
(Fas
t /
slow
ly.)
Wha
t d
o y
ou
do
wel
l or
bad
ly?
•A
sk W
hich
was
yo
ur f
avo
urit
e ac
tivi
ty t
od
ay?
Whi
ch a
ctiv
ity
was
eas
y /
diffi
cul
t?
Ext
ra a
ctiv
ity
Rei
nfo
rcem
ent
•W
rite
the
num
ber
s 1–
6 in
a c
olum
n on
the
left
of t
heb
oard
and
invi
te t
he c
lass
to
nam
e si
x sp
orts
. Writ
ea
spor
t ne
xt t
o ea
ch n
umb
er. T
hen
writ
e an
othe
rco
lum
n of
num
ber
s (1
–6) o
n th
e rig
ht s
ide
and
invi
teth
e p
upils
to
nam
e si
x ad
verb
s of
man
ner,
e.g.
slee
pily
, hap
pily
, slo
wly
, qui
etly
, wel
l, b
adly
. Writ
e th
emne
xt t
o th
e nu
mb
ers.
•Ta
ke a
dic
e an
d r
oll i
t tw
ice
with
out
reve
alin
g th
enu
mb
ers.
Use
the
� rs
t nu
mb
er t
o se
lect
a s
por
t an
dth
e se
cond
num
ber
to
sele
ct a
n ad
verb
. Do
a m
ime
and
invi
te p
upils
to
gues
s w
hat
you
are
doi
ng, e
.g.
You’
re p
layi
ng fo
otb
all s
low
ly.
•In
vite
diff
eren
t p
upils
to
take
you
r ro
le.
•G
ive
each
pai
r of
pup
ils a
dic
e an
d a
sk t
hem
to
pla
yth
e ga
me.
Voca
bul
ary
Ext
ensi
on
•P
rese
nt fo
ur a
dd
ition
al a
dve
rbs:
car
eful
ly,
dan
gero
usly
, hap
pily
, sad
ly.
•U
se t
he V
ocab
ular
y B
oost
er o
n N
AV
IO t
o p
ract
ice
thes
e ne
w w
ord
s.
Pup
il’s
Bo
ok
Act
ivit
y 3
Li
sten
and
fo
llow
. Rep
eat.
C
D3
Trac
k 15
p25
2•
Focu
s th
e cl
ass
on t
he g
ram
mar
tab
le.
•P
lay
the
CD
. The
pup
ils li
sten
to th
e � r
st s
ente
nce
and
poi
nt to
the
corr
espo
ndin
g pa
rts
of th
e se
nten
ce in
the
tabl
e. T
hey
shou
ld th
en re
peat
the
com
plet
e se
nten
ce.
Rep
eat t
he p
roce
dure
with
the
othe
r se
nten
ces.
•S
ay E
very
bo
dy
swim
slo
wly
. The
cla
ss d
oes
the
mim
e. R
epea
t, c
hoos
ing
a d
iffer
ent
spor
t an
d a
dve
rb.
•W
hen
pup
ils a
re c
on� d
ent
with
the
act
ivity
, int
rod
uce
othe
r ac
tions
and
ad
verb
s, e
.g. B
rush
yo
ur t
eeth
slee
pily
. Eat
an
ice
crea
m h
app
ily.
Gra
mm
ar c
lue
•R
ead
the
gram
mar
clu
e as
a c
lass
. Hig
hlig
ht th
at m
ost
adve
rbs
of m
anne
r ar
e fo
rmed
by
an a
djec
tive
+ ‘–
ly’.
Then
say
som
e co
mm
on a
dje
ctiv
es (a
ngry
, hap
py,
sa
d) a
nd p
rom
pt
the
clas
s to
mak
e th
e ad
verb
s. R
ead
th
e R
emem
ber
! tip
. Poi
nt o
ut t
hat
‘goo
d’,
‘wel
l’ an
d
‘fast
’ are
exc
eptio
ns t
o th
e ru
le.
Ans
wer
s:
1 I s
ing
loud
ly. 2
You
wal
k sl
owly
. 3 H
e cy
cles
q
uick
ly. 4
The
y d
ance
wel
l.
Act
ivit
y 3
R
ead
and
ans
wer
. Ask
and
ans
wer
.
•In
vite
diff
eren
t p
upils
to
read
out
and
ans
wer
the
� rs
tq
uest
ion.
Rep
eat
with
the
oth
er q
uest
ions
.•
The
pup
ils w
rite
thei
r an
swer
s.•
The
pup
ils t
ake
turn
s to
ask
and
ans
wer
with
a T
alk
Par
tner
.
Co
de
acti
vity
CO
DE!
•Th
e p
upils
com
ple
te t
he c
ode
activ
ity.
• P
upils
com
ple
te t
he c
ode
activ
ity.
Ans
wer
: w
hale
me
Pup
il’s
Bo
ok
Act
ivit
y 2
Li
sten
and
sin
g W
arm
up
! C
D3
Trac
k 14
p25
2•
Exp
lain
tha
t it’
s im
por
tant
to
war
m u
p y
our
bod
yb
efor
e yo
u d
o ex
erci
se.
•S
ay L
ily’s
str
etch
ing
her
arm
s an
d b
end
ing
her
knee
s. E
ncou
rage
the
pup
ils to
do
the
actio
n. T
hen
say
Rav
i’s w
igg
ling
his
fi ng
ers
and
sha
king
his
bo
dy.
The
cla
ss d
oes
the
actio
ns.
•P
lay
the
CD
. The
pup
ils li
sten
and
rea
d.
•P
lay
the
CD
aga
in. T
he p
upils
join
in s
ingi
ng t
he s
ong
and
doi
ng t
he a
ctio
ns s
low
ly a
nd q
uick
ly.
Pup
il’s
Bo
ok
Act
ivit
y 4
Pla
y a
mim
e g
ame.
•Th
e p
upils
wor
k in
pai
rs t
o m
ime
an a
ctio
n an
d g
uess
the
spor
t an
d t
he a
dve
rb.
159
Det
aile
d Le
sson
Pla
n
6
Sta
rtin
g t
he le
sso
n
Use
the
Tri
nity
Exa
m P
ract
ice
card
s (o
pti
ona
l).•
The
pup
ils p
ract
ise
aski
ng a
nd a
nsw
erin
g q
uest
ions
.
Rev
iew
the
sto
ry.
•A
sk t
he c
lass
if t
hey
rem
emb
er t
he s
tory
from
the
pre
viou
s le
sson
. Org
anis
e th
e cl
ass
into
sm
all g
roup
s.A
sk e
ach
grou
p a
que
stio
n ab
out
the
stor
y. T
he p
upils
colla
bor
ate
bef
ore
they
ans
wer
.
Set
lear
ning
out
com
es a
nd u
se t
he t
alk
card
s.•
Say
To
day
we’
re g
oin
g t
o t
alk
abo
ut t
he w
ay t
hat
we
do
diff
eren
t ac
tio
ns.
•P
oint
to
the
talk
car
ds
to s
how
the
pup
ils t
he d
iffer
ent
way
s th
ey w
ill b
e w
orki
ng in
the
less
on.
Act
ivit
y B
oo
k
Act
ivit
y 1
Loo
k, r
ead
and
cir
cle.
•Fo
cus
on t
he �
rst
pic
ture
. The
n in
vite
a p
upil
to r
ead
out
the
� rst
sen
tenc
e, c
hoos
ing
the
corr
ect
adve
rb.
•Th
e p
upils
wor
k on
the
ir ow
n to
rea
d t
he r
emai
ning
sent
ence
s an
d c
ircle
the
cor
rect
ad
verb
s.
Ans
wer
s:
1 w
ell 2
bad
ly 3
loud
ly 4
qui
ckly
Act
ivit
y 2
Ord
er t
he w
ord
s in
the
gra
mm
ar t
able
. Wri
te t
he
sent
ence
s.•
Exp
lain
tha
t th
e gr
amm
ar t
able
is m
ixed
up
and
tha
tth
e p
upils
nee
d t
o or
der
the
wor
ds.
•In
vite
a p
upil
to r
ead
out
the
� rs
t se
nten
ce.
•Th
e p
upils
writ
e th
e se
nten
ces.
Pup
il’s
Bo
ok
Act
ivit
y 1
List
en, p
oin
t an
d s
ay.
CD
3 Tr
ack
13 p
252
•P
oint
to
the
� rst
pic
ture
and
ask
Wha
t’s h
e d
oin
g?
Is h
e sw
imm
ing
qui
ckly
or
slo
wly
? M
ime
swim
min
gq
uick
ly a
nd t
hen
slow
ly. R
epea
t th
e p
roce
dur
e,co
mp
arin
g ‘w
ell’
and
‘bad
ly’,
and
‘qui
etly
’ and
‘loud
ly’.
•P
lay
the
CD
. The
pup
ils li
sten
, rep
eat
each
phr
ase
and
poi
nt t
o th
e p
ictu
res.
End
ing
the
less
on
R
evie
w t
he le
sso
n an
d r
efl e
ct o
n le
arni
ng.
•S
ay T
od
ay w
e’ve
lear
nt t
o s
ay h
ow
a p
erso
n d
oes
an a
ctiv
ity.
Ask
Ho
w c
an y
ou
talk
? (Q
uiet
ly /
loud
ly.)
Ho
w c
an y
ou
run?
(Fas
t /
slow
ly.)
Wha
t d
o y
ou
do
wel
l or
bad
ly?
•A
sk W
hich
was
yo
ur f
avo
urit
e ac
tivi
ty t
od
ay?
Whi
ch a
ctiv
ity
was
eas
y /
diffi
cul
t?
Ext
ra a
ctiv
ity
Rei
nfo
rcem
ent
•W
rite
the
num
ber
s 1–
6 in
a c
olum
n on
the
left
of t
heb
oard
and
invi
te t
he c
lass
to
nam
e si
x sp
orts
. Writ
ea
spor
t ne
xt t
o ea
ch n
umb
er. T
hen
writ
e an
othe
rco
lum
n of
num
ber
s (1
–6) o
n th
e rig
ht s
ide
and
invi
teth
e p
upils
to
nam
e si
x ad
verb
s of
man
ner,
e.g.
slee
pily
, hap
pily
, slo
wly
, qui
etly
, wel
l, b
adly
. Writ
e th
emne
xt t
o th
e nu
mb
ers.
•Ta
ke a
dic
e an
d r
oll i
t tw
ice
with
out
reve
alin
g th
enu
mb
ers.
Use
the
� rs
t nu
mb
er t
o se
lect
a s
por
t an
dth
e se
cond
num
ber
to
sele
ct a
n ad
verb
. Do
a m
ime
and
invi
te p
upils
to
gues
s w
hat
you
are
doi
ng, e
.g.
You’
re p
layi
ng fo
otb
all s
low
ly.
•In
vite
diff
eren
t p
upils
to
take
you
r ro
le.
•G
ive
each
pai
r of
pup
ils a
dic
e an
d a
sk t
hem
to
pla
yth
e ga
me.
Voca
bul
ary
Ext
ensi
on
•P
rese
nt fo
ur a
dd
ition
al a
dve
rbs:
car
eful
ly,
dan
gero
usly
, hap
pily
, sad
ly.
•U
se t
he V
ocab
ular
y B
oost
er o
n N
AV
IO t
o p
ract
ice
thes
e ne
w w
ord
s.
Pup
il’s
Bo
ok
Act
ivit
y 3
Li
sten
and
fo
llow
. Rep
eat.
C
D3
Trac
k 15
p25
2•
Focu
s th
e cl
ass
on t
he g
ram
mar
tab
le.
•P
lay
the
CD
. The
pup
ils li
sten
to th
e � r
st s
ente
nce
and
poi
nt to
the
corr
espo
ndin
g pa
rts
of th
e se
nten
ce in
the
tabl
e. T
hey
shou
ld th
en re
peat
the
com
plet
e se
nten
ce.
Rep
eat t
he p
roce
dure
with
the
othe
r se
nten
ces.
•S
ay E
very
bo
dy
swim
slo
wly
. The
cla
ss d
oes
the
mim
e. R
epea
t, c
hoos
ing
a d
iffer
ent
spor
t an
d a
dve
rb.
•W
hen
pup
ils a
re c
on� d
ent
with
the
act
ivity
, int
rod
uce
othe
r ac
tions
and
ad
verb
s, e
.g. B
rush
yo
ur t
eeth
slee
pily
. Eat
an
ice
crea
m h
app
ily.
Gra
mm
ar c
lue
•R
ead
the
gram
mar
clu
e as
a c
lass
. Hig
hlig
ht th
at m
ost
adve
rbs
of m
anne
r ar
e fo
rmed
by
an a
djec
tive
+ ‘–
ly’.
Then
say
som
e co
mm
on a
dje
ctiv
es (a
ngry
, hap
py,
sa
d) a
nd p
rom
pt
the
clas
s to
mak
e th
e ad
verb
s. R
ead
th
e R
emem
ber
! tip
. Poi
nt o
ut t
hat
‘goo
d’,
‘wel
l’ an
d
‘fast
’ are
exc
eptio
ns t
o th
e ru
le.
Ans
wer
s:
1 I s
ing
loud
ly. 2
You
wal
k sl
owly
. 3 H
e cy
cles
q
uick
ly. 4
The
y d
ance
wel
l.
Act
ivit
y 3
R
ead
and
ans
wer
. Ask
and
ans
wer
.
•In
vite
diff
eren
t p
upils
to
read
out
and
ans
wer
the
� rs
tq
uest
ion.
Rep
eat
with
the
oth
er q
uest
ions
.•
The
pup
ils w
rite
thei
r an
swer
s.•
The
pup
ils t
ake
turn
s to
ask
and
ans
wer
with
a T
alk
Par
tner
.
Co
de
acti
vity
CO
DE!
•Th
e p
upils
com
ple
te t
he c
ode
activ
ity.
• P
upils
com
ple
te t
he c
ode
activ
ity.
Ans
wer
: w
hale
me
Pup
il’s
Bo
ok
Act
ivit
y 2
Li
sten
and
sin
g W
arm
up
! C
D3
Trac
k 14
p25
2•
Exp
lain
tha
t it’
s im
por
tant
to
war
m u
p y
our
bod
yb
efor
e yo
u d
o ex
erci
se.
•S
ay L
ily’s
str
etch
ing
her
arm
s an
d b
end
ing
her
knee
s. E
ncou
rage
the
pupi
ls to
do
the
actio
n. T
hen
say
Rav
i’s w
igg
ling
his
fi ng
ers
and
sha
king
his
bo
dy.
The
cla
ss d
oes
the
actio
ns.
•P
lay
the
CD
. The
pup
ils li
sten
and
rea
d.
•P
lay
the
CD
aga
in. T
he p
upils
join
in s
ingi
ng t
he s
ong
and
doi
ng t
he a
ctio
ns s
low
ly a
nd q
uick
ly.
Pup
il’s
Bo
ok
Act
ivit
y 4
Pla
y a
mim
e g
ame.
•Th
e p
upils
wor
k in
pai
rs t
o m
ime
an a
ctio
n an
d g
uess
the
spor
t an
d t
he a
dve
rb.
160
Act
ivity
Boo
kPu
pil’s
Boo
kA
t a G
lanc
e Le
sson
Pla
n
6 Teac
her’s
Dig
ital:
You
can
also
teac
h th
is le
sson
usi
ng th
e Te
ache
r’s A
pp o
n N
avio
.
Pup
il’s
Dig
ital:
Enc
oura
ge y
our
pupi
ls
to u
se th
e P
upil’
s A
pp o
n N
avio
to
prac
tise
the
activ
ities
from
this
less
on.
Dig
ital r
esou
rces
wh
oc
ke
ye
ro
ck
ej
mb
la
ck
tg
sk
sh
ar
kr
ki
te
eb
ac
ks
na
ke
k a y a k e s k n e c k o
ck
k
hockey
How
do
yo
u sp
ell s
nake
? S-N
-A-K
-E.
Tha
t’s ri
gh
t. W
ell
do
ne
!
j k n m a s k h e n w q
The
bla
mo
ney
a
yas
qu
ily
on
the
lae
.
2
Find
and
circ
le th
e w
ord
s. C
lass
ify a
nd w
rite.
Find
and
circ
le th
e w
ord
s. C
lass
ify a
nd w
rite.
3Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTe
st y
our f
riend
. Ask
and
ans
wer
.
Less
on 5
Sp
eaki
ng a
nd S
pel
ling
Less
on 5
Sp
eaki
ng a
nd S
pel
ling
6Le
sson
5 S
pea
king
and
Spe
lling
62sixty-two
76–2
0–4–
48CO
DE!
1
Com
ple
te a
nd s
ay.
C
omp
lete
and
say
.
Com
ple
te a
nd s
ay.
C
omp
lete
and
say
.Sp
eak
and
spel
lSp
eak
and
spel
lSp
eak
and
spel
lSp
eak
and
spel
lSp
eak
and
spel
lSp
eak
and
spel
lSp
eak
and
spel
lSp
eak
and
spel
lSp
eak
and
spel
lSp
eak
and
spel
lSp
eak
and
spel
lSp
eak
and
spel
lSp
eak
and
spel
lSp
eak
and
spel
l
65
Less
on
5 L
iste
ning
and
Sp
ea
king
6
sixt
y-fi v
eK
ey le
arn
ing
ou
tco
mes
: lis
ten
fo
r sp
ecifi
c in
form
atio
n; p
lay
a co
mm
un
icat
ion
gam
e u
sin
g a
dve
rbs
of
man
ner
Ph
on
ics:
alt
ern
ativ
e sp
ellin
g f
or
the
‘k’ s
ou
nd
‘ck’ s
ays ‘
k’.
Spea
k an
d sp
ell
The
bla
ck
mo
nke
y ka
yaks
qu
ickl
y o
n t
he
lake
.
I sin
g lo
ud
ly.
Do
yo
u s
ing
lo
ud
ly o
r q
uie
tly?
2Re
ad
th
e q
uiz
. Th
en
list
en
an
d id
en
tify
fou
r d
iffe
ren
ce
s.C
D3
17
3Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Ask
an
d a
nsw
er
to c
om
ple
te t
he
qu
est
ion
na
ire.
Tell
a fr
ien
d.
➔N
ow
pra
ctis
e s
pe
llin
g o
n p
ag
e 6
2 in
yo
ur A
ctiv
ity B
oo
k.
Ca
rme
n
sin
gs
lou
dly
.
Pab
lo p
lays
the
p
ian
o w
ell.
1Li
ste
n, r
ea
d a
nd
sa
y.C
D3
16
SP
OR
TS
QU
ES
TIO
NN
AIR
E
Nam
e:
Ann
a Jo
ans
A
ge:
Age
: 9
1 W
hat’s
you
r fa
vour
ite s
port
?
bas
ketb
all
2 H
ow o
ften
do
you
do s
port
?
t
wic
e a
wee
k
3
How
do
you:
rid
e a
bike
? w
ell
badl
y
swim
? fa
st
slow
ly
play
ten
nis?
w
ell
badl
y
skat
e?
quic
kly
slow
ly
liste
n f
or
spec
ifi c
info
rmat
ion
; pla
y a
com
mu
nic
atio
n g
ame
Tea
cher
’s Re
sour
ce
Bank
: Uni
t 6
Key
lang
uag
e•
lake
•D
o yo
u (r
olle
rbla
de)
fast
or
slow
ly?
I (ro
llerb
lad
e)(s
low
ly).
Pab
lo (s
ings
) (w
ell).
•R
ecyc
led
: bad
ly, l
oud
ly, q
uick
ly, q
uiet
ly, s
low
ly, w
ell;
bla
ck, h
ocke
y, k
ayak
, kite
, mon
key,
roc
k, s
nake
, sha
rk
Mat
eria
ls•
Pup
il’s
Boo
k p
65; A
ctiv
ity B
ook
p62
; Cla
ss C
D3;
Teac
her’s
Ap
p o
n N
avio
Teac
her’s
Ap
p o
n N
avio
T•
Teac
her’s
Res
ourc
e B
ank:
Tal
k ca
rds
Teac
her’s
Res
ourc
e B
ank:
Tal
k ca
rds
T
Op
tio
nal m
ater
ials
•Te
ache
r’s R
esou
rce
Ban
k: T
rinity
Exa
m P
ract
ice
card
sTe
ache
r’s R
esou
rce
Ban
k: T
rinity
Exa
m P
ract
ice
card
sT (s
elec
ted
from
the
Sta
rter
Uni
t an
d U
nits
1, 2
, 3, 4
and
5)
Less
on
5
Ext
ra a
ctiv
ity
Rei
nfo
rcem
ent
•M
ake
sim
ilar
que
stio
nnai
res
inp
airs
.
End
ing
the
less
on
•R
evie
w t
he le
sson
and
re�
ect
on le
arni
ng.
Act
ivit
y 1:
Sp
eak
and
sp
ell
•Li
sten
, rea
d a
nd s
ay.
CD
3 Tr
ack
16 p
252
Go
to t
he A
ctiv
ity B
ook.
Act
ivit
y 2
•R
ead
the
quiz
.•
Then
list
en a
nd id
entif
y fo
urdi
ffere
nces
.di
ffere
nces
.di
f C
D3
Trac
k 17
p25
2
Sta
rtin
g t
he le
sso
n
•U
se t
he T
rinity
Exa
m P
ract
ice
card
s (o
ptio
nal).
•R
evie
w a
dve
rbs
of m
anne
r.R
evie
w a
dve
rbs
of m
anne
r.R
evie
w a
dve
rbs
of m
anne
r•
Rev
iew
the
War
m u
p! s
ong.
CD
3 Tr
ack
14 p
252
•S
et le
arni
ng o
utco
mes
and
use
the
talk
car
ds.
Act
ivit
y B
oo
k
Act
ivit
y 1:
Sp
eak
and
sp
ell
•C
omp
lete
and
say
.
Act
ivit
y 2
•Fi
nd a
nd c
ircle
the
wor
ds.
•C
lass
ify a
nd w
rite.
Act
ivit
y 3
•Te
st y
our
frie
nd.
Test
you
r fr
iend
.T
•A
sk a
nd a
nsw
er.
Ask
and
ans
wer
.A
sk a
nd a
nsw
er
Co
de
acti
vity
•C
omp
lete
the
cod
eac
tivity
.
Act
ivit
y 3
•A
sk a
nd a
nsw
er t
o co
mp
lete
the
que
stio
nnai
re.
•Te
ll a
frie
nd (T
each
er’s
Tell
a fr
iend
(Tea
cher
’sT R
esou
rce
Ban
k: U
nit
6).
•S
ay a
ton
gue
twis
ter
with
the
‘k’ s
ound
•P
ract
ise
spel
ling
and
lear
n an
alte
rnat
ive
spel
ling
for
the
‘k’ s
ound
•P
red
ict
answ
ers
then
list
en fo
r sp
eci�
cin
form
atio
n
•P
lay
a co
mm
unic
atio
n ga
me
usin
g ad
verb
s of
man
ner
Det
aile
d Le
sson
Pla
n
6
Sta
rtin
g t
he le
sso
n
CD
3 Tr
ack
14 p
252
Act
ivit
y B
oo
k
CODE!
End
ing
the
less
on
Ext
ra a
ctiv
ity
Pup
il’s
Bo
ok
Act
ivit
y 1:
Sp
eak
and
sp
ell
CD
3 Tr
ack
16 p
252
Pup
il’s
Bo
ok
Act
ivit
y 2
CD
3 Tr
ack
17 p
252
Pup
il’s
Bo
ok
Act
ivit
y 3
161
Det
aile
d Le
sson
Pla
n
6
Sta
rtin
g t
he le
sso
n
Use
the
Tri
nity
Exa
m P
ract
ice
card
s (o
pti
ona
l).
•Th
e p
upils
pra
ctis
e as
king
and
ans
wer
ing
que
stio
ns.
Rev
iew
ad
verb
s o
f m
anne
r.R
evie
w a
dve
rbs
of
man
ner.
Rev
iew
ad
verb
s o
f m
anne
r•
Ask
the
pup
ils t
o st
and
up
. The
n as
k th
em t
o d
o an
actio
n, e
.g. S
wim
slo
wly
. Ask
the
m t
o d
o th
e sa
me
actio
n q
uick
ly, q
uiet
ly, h
app
ily, a
ngri
ly. R
epea
t th
ep
roce
dur
e w
ith d
iffer
ent
actio
ns. T
hen,
if y
ou w
ish,
invi
te d
iffer
ent
pup
ils t
o ta
ke y
our
role
and
giv
e th
ecl
ass
sim
ilar
inst
ruct
ions
.
Rev
iew
the
War
m u
p! s
ong
. W
arm
up
! so
ng.
War
m u
p!
CD
3 Tr
ack
14 p
252
•P
lay
the
CD
(or
use
the
kara
oke
vers
ion)
. The
pup
ilssi
ng a
nd d
o th
e ac
tions
.
Set
lear
ning
out
com
es a
nd u
se t
he t
alk
card
s.•
Say
To
day
we’
re g
oin
g t
o s
ay a
to
ngue
tw
iste
r,p
ract
ise
spel
ling
and
do
a q
uest
ionn
aire
to
get
her.
•P
oint
to
the
talk
car
ds
to s
how
the
pup
ils t
he d
iffer
ent
way
s th
ey w
ill b
e w
orki
ng in
the
less
on.
Act
ivit
y B
oo
k
Act
ivit
y 1:
Sp
eak
and
sp
ell
Co
mp
lete
and
say
.•
The
pup
ils w
rite
and
say
the
wor
ds
in t
he t
ongu
etw
iste
r.tw
iste
r.tw
iste
r
Ans
wer
:Th
e b
lack
mon
key
kaya
ks q
uick
ly o
n th
e la
ke.
Act
ivit
y 2
Find
and
cir
cle
the
wo
rds.
Cla
ssify
and
wri
te.
•Th
e p
upils
�nd
and
circ
le t
he w
ord
s in
the
bor
der
whi
ch c
onta
in ‘k
’ and
‘ck’
.•
The
pup
ils c
lass
ify a
nd w
rite
the
wor
ds
acco
rdin
g to
whe
ther
the
y ar
e sp
elt
with
‘k’ o
r ‘c
k’.
Ans
wer
s:ck
: hoc
key,
roc
k, b
lack
, bac
k, n
eck,
k: s
nake
,ki
te, s
hark
, kay
ak, m
ask
Act
ivit
y 3
Talk
Par
tner
s.Te
st y
our
fri
end
. Ask
and
ans
wer
.
me
me
me
me
•In
vite
tw
o p
upils
to
read
out
the
sp
eech
bub
ble
s.•
Org
anis
e th
e p
upils
into
Tal
k P
artn
ers.
The
pup
ils t
ake
it in
tur
ns t
o sp
ell t
he w
ord
s in
Act
ivity
2. S
tres
s th
eim
por
tanc
e of
pro
mp
ting,
enc
oura
ging
and
hel
pin
gea
ch o
ther
.
Co
de
acti
vity
CO
DE!
•Th
e p
upils
com
ple
te t
he c
ode
activ
ity.
Ans
wer
:se
alE
ndin
g t
he le
sso
n
Rev
iew
the
less
on
and
refl
ect
on
lear
ning
.•
Say
To
day
we’
ve p
ract
ised
a t
ong
ue t
wis
ter.
Elic
itth
e to
ngue
tw
iste
r fr
om t
he p
upils
.•
Ask
Whi
ch w
as y
our
fav
our
ite
acti
vity
to
day
?W
hich
act
ivit
y w
as e
asy
/ d
ifficu
lt?
Ext
ra a
ctiv
ity
Rei
nfo
rcem
ent
•Th
e p
upils
wor
k in
pai
rs t
o cr
eate
a s
imila
rq
uest
ionn
aire
.•
Org
anis
e th
e cl
ass
into
new
pai
rs t
o as
k an
d a
nsw
erth
e q
uest
ions
.
Pup
il’s
Bo
ok
Act
ivit
y 1:
Sp
eak
and
sp
ell
List
en, r
ead
and
say
. C
D3
Trac
k 16
p25
2•
(Boo
ks c
lose
d.)
Writ
e th
e le
tter
‘k’ o
n th
e b
oard
and
ask
Wha
t so
und
do
es t
his
lett
er m
ake?
(‘k’)
List
the
‘k’)
List
the
‘k’
wor
ds
the
pup
ils k
now
tha
t b
egin
with
thi
s le
tter
. Say
Tod
ay y
ou’
re g
oin
g t
o le
arn
ano
ther
way
of
wri
ting
the
‘k’ s
oun
d.
•(B
ooks
op
en.)
Focu
s th
e cl
ass
on t
he m
onke
y in
the
pic
ture
and
say
Wha
t co
lour
is t
he m
onk
ey?
(Bla
ck.
(Bla
ck.
()W
hat’s
he
do
ing
?(K
ayak
ing.
(Kay
akin
g.(
)Whe
re is
he
kaya
king
? (O
n a
lake
.)•
Say
Let
’s li
sten
to
the
to
ngue
tw
iste
r. P
lay
the
CD
.Th
e p
upils
follo
w t
he t
ext
in t
heir
boo
ks.
•P
lay
the
CD
aga
in. T
he p
upils
join
in w
ith t
he t
ongu
etw
iste
r.tw
iste
r.tw
iste
r•
Fina
lly, a
sk t
he c
lass
to
iden
tify
the
alte
rnat
ive
way
of
writ
ing
the
‘k’ s
ound
(‘ck
’).
Pup
il’s
Bo
ok
Act
ivit
y 2
Rea
d t
he q
uiz.
The
n lis
ten
and
iden
tify
fo
ur
diff
eren
ces.
diff
eren
ces.
dif C
D3
Trac
k 17
p25
2•
Focu
s th
e p
upils
on
the
que
stio
nnai
re. E
xpla
inth
at t
hey
are
goin
g to
list
en t
o A
nna
answ
erin
gth
e q
uest
ions
, and
the
y w
ill n
eed
to
iden
tify
four
diff
eren
ces.
Ask
the
pup
ils t
o lo
ok a
t A
nna’
s an
swer
s.d
iffer
ence
s. A
sk t
he p
upils
to
look
at
Ann
a’s
answ
ers.
dif
•P
lay
the
CD
, pau
sing
aft
er t
he �
rst
que
stio
nan
d a
nsw
er. E
licit
the
diff
eren
ce b
etw
een
the
and
ans
wer
. Elic
it th
e d
iffer
ence
bet
wee
n th
ean
d a
nsw
erq
uest
ionn
aire
and
wha
t th
ey h
eard
on
the
aud
io.
Rep
eat
the
pro
ced
ure
with
the
rem
aini
ng q
uest
ions
and
ans
wer
s.
Ans
wer
s:
Her
sur
nam
e is
sp
elt
J-O
-N-E
-S; h
er fa
vour
itesp
ort
is v
olle
ybal
l; sh
e d
oes
spor
t th
ree
times
a w
eek;
she
swim
s fa
st
Pup
il’s
Bo
ok
Act
ivit
y 3
Ask
and
ans
wer
to
co
mp
lete
the
que
stio
nnai
re. T
ell
a fr
iend
(Tea
cher
’s R
eso
urce
Ban
k: U
nit
6).
•In
vite
thr
ee p
upils
to
read
out
the
sp
eech
bub
ble
s.•
Exp
lain
to
the
clas
s th
at t
hey
are
goin
g to
do
a si
mila
rq
uest
ionn
aire
with
a T
alk
Par
tner
.•
Org
anis
e th
e cl
ass
into
Tal
k P
artn
ers.
Pup
il A
use
sq
uest
ionn
aire
1 a
nd P
upil
B u
ses
que
stio
nnai
re 2
.C
heck
tha
t th
e p
upils
kno
w a
ll th
e ac
tiviti
es t
hat
app
ear
in t
heir
que
stio
nnai
re.
•Th
e p
upils
tak
e tu
rns
to a
sk a
nd a
nsw
er t
heq
uest
ions
.•
Whe
n th
e p
upils
hav
e co
mp
lete
d t
he q
uest
ionn
aire
s,in
vite
ind
ivid
ual p
upils
to
rep
ort
wha
t th
ey h
ave
lear
ntab
out
thei
r Ta
lk P
artn
er.
•O
rgan
ise
the
clas
s in
to n
ew p
airs
. The
pup
ils s
houl
dre
por
t th
e in
form
atio
n in
the
que
stio
nnai
re.
162
Act
ivity
Boo
kPu
pil’s
Boo
kA
t a G
lanc
e Le
sson
Pla
n
6 Teac
her’s
Dig
ital:
You
can
also
teac
h th
is le
sson
usi
ng th
e Te
ache
r’s A
pp o
n N
avio
.
Pup
il’s
Dig
ital:
Enc
oura
ge y
our
pupi
ls
to u
se th
e P
upil’
s A
pp o
n N
avio
to
prac
tise
the
activ
ities
from
this
less
on.
Dig
ital r
esou
rces
Text
typ
e: a
lett
er
6Le
sson
6 R
eadi
ng
63sixty-three
Lite
racy
2
Rea
d a
nd w
rite
the
ans
wer
s.
1 W
he
n’s
Ro
be
rt g
oin
g to
go
to th
e s
po
rts
ca
mp
?
He’s
goin
g to
go
to th
e sp
orts
cam
p to
mor
row
.2
Wh
ere
’s R
ob
ert
go
ing
to g
o k
aya
kin
g?
He
’s
.
3 W
he
re’s
Ro
be
rt g
oin
g to
go
mo
un
tain
bik
ing
?
4 H
ow
ma
ny s
po
rts
is R
ob
ert
go
ing
to d
o? 16
–60–
48–6
4–32
–36–
56CO
DE!
1
Rea
d a
nd o
rder
the
lette
r.
Rea
d a
nd o
rder
the
lette
r.
Rea
d a
nd o
rder
the
lette
r. 1
Re
ad
and
ord
er th
e le
tter.
95 S
un R
oad
New
tow
nNT
1 8B
N15
th M
arch
Dea
r G
rand
ma
and
Gra
ndad
,
How
are
you
? I’m
ver
y ha
ppy
beca
use
I’m g
oing
to g
o to
a sp
orts
cam
p w
ith
my
frie
nds t
omor
row
.
The
cam
p is
in th
e m
iddl
e of
a b
eaut
iful f
ores
t
and
I can
do
spor
t all
day
.
Ther
e ar
e lo
ts o
f exc
itin
g sp
orts
to tr
y. F
irst
,
I’m g
oing
to p
lay
voll
eyba
ll b
ecau
se th
at’s
my
favo
urit
e sp
ort.
Nex
t, I’
m g
oing
to g
o ka
yaki
ng.
The
lesso
ns a
re o
n a
lake
and
I ne
ed to
wea
r a
life
jack
et a
nd a
hel
met
. Fi
nall
y, I’
m g
oing
to g
o
mou
ntai
n bi
king
in th
e re
you
? I’m
ver
y ha
ppy
beca
use
I’m g
oing
to g
o to
a sp
ofor
est w
ith
my
frie
nds.
I ca
n’t w
ait!
See
you
afte
r th
e ca
mp.
Love
,
Robe
rt X
XX
95 S
un R
oad
New
tow
nNT
1 8B
N15
th M
arch
Dea
r G
rand
ma
and
Gra
ndad
,
How
are
you
? I’m
ver
y ha
ppy
beca
use
I’m g
oing
to
go
to a
spor
ts c
amp
wit
h m
y fr
iend
s tom
orro
w.
The
cam
p is
in th
e m
iddl
e of
a b
eaut
iful f
ores
t an
d I c
an d
o sp
ort a
ll d
ay.
Ther
e ar
e lo
ts o
f exc
itin
g sp
orts
to tr
y. F
irst
, I’m
goi
ng to
pla
y vo
lley
ball
bec
ause
that
’s m
y fa
vour
ite
spor
t. N
ext,
I’m
goi
ng to
go
kaya
king
. Th
e le
ssons
are
on
a la
ke a
nd I
need
to w
ear
a li
fe ja
cket
and
a h
elm
et.
Fina
lly,
I’m
goi
ng to
go
mou
ntai
n bi
king
in th
e re
you
? I’m
ver
y ha
ppy
beca
use
I’m g
oing
to g
o to
a sp
ofor
est w
ith
my
frie
nds.
I ca
n’t w
ait!
See
you
afte
r th
e ca
mp.
Love
,Ro
bert
xxx
95 S
un R
oad
New
tow
nNT
1 8B
N15
th M
arch
Dea
r G
rand
ma
and
Gra
ndad
,
How
are
you
? I’m
ver
y ha
ppy
beca
use
I’m g
oing
to
go
to a
spor
ts c
amp
wit
h m
y fr
iend
s tom
orro
w.
The
cam
p is
in th
e m
iddl
e of
a b
eaut
iful f
ores
t an
d I c
an d
o sp
ort a
ll d
ay.
Ther
e ar
e lo
ts o
f exc
itin
g sp
orts
to tr
y. F
irst
, I’m
goi
ng to
pla
y vo
lley
ball
bec
ause
that
’s m
y fa
vour
ite
spor
t. N
ext,
I’m
goi
ng to
go
kaya
king
. Th
e le
ssons
are
on
a la
ke a
nd I
need
to w
ear
a li
fe ja
cket
and
a h
elm
et.
Fina
lly,
I’m
goi
ng to
go
mou
ntai
n bi
king
in th
e fo
rest
wit
h m
y fr
iend
s.
I can
’t w
ait!
See
you
afte
r th
e ca
mp.
Love
,Ro
bert
XXX
95 S
un R
oad
New
tow
nNT
1 8B
N15
th M
arch
Dea
r G
rand
ma
and
Gra
ndad
,
How
are
you
? I’m
ver
y ha
ppy
beca
use
I’m g
oing
to
go
to a
spor
ts c
amp
wit
h m
y fr
iend
s tom
orro
w.
The
cam
p is
in th
e m
iddl
e of
a b
eaut
iful f
ores
t an
d I c
an d
o sp
ort a
ll d
ay.
Ther
e ar
e lo
ts o
f exc
itin
g sp
orts
to tr
y. F
irst
, I’m
goi
ng to
pla
y vo
lley
ball
bec
ause
that
’s m
y fa
vour
ite
spor
t. N
ext,
I’m
goi
ng to
go
kaya
king
. Th
e le
ssons
are
on
a la
ke a
nd I
need
to w
ear
a li
fe ja
cket
and
a h
elm
et.
Fina
lly,
I’m
goi
ng to
go
mou
ntai
n bi
king
in th
e fo
rest
wit
h m
y fr
iend
s. I
can’
t wai
t!
See
you
afte
r th
e ca
mp.
Love
,Ro
bert
XXX
95 S
un R
oad
New
tow
nNT
1 8B
N15
th M
arch
Dea
r G
rand
ma
and
Gra
ndad
,
How
are
you
? I’m
ver
y ha
ppy
beca
use
I’m g
oing
to
go
to a
spor
ts c
amp
wit
h m
y fr
iend
s tom
orro
w.
The
cam
p is
in th
e m
iddl
e of
a b
eaut
iful f
ores
t an
d I c
an d
o sp
ort a
ll d
ay.
Ther
e ar
e lo
ts o
f exc
itin
g sp
orts
to tr
y. F
irst
, I’m
goi
ng to
pla
y vo
lley
ball
bec
ause
that
’s m
y fa
vour
ite
spor
t. N
ext,
I’m
goi
ng to
go
kaya
king
. Th
e le
ssons
are
on
a la
ke a
nd I
need
to w
ear
a li
fe ja
cket
and
a h
elm
et.
Fina
lly,
I’m
goi
ng to
go
mou
ntai
n bi
king
in th
e fo
rest
wit
h m
y fr
iend
s. I
can’
t wai
t!
See
you
afte
r th
e ca
mp.
Love
,Ro
bert
XXX95 S
un R
oad
New
tow
nNT
1 8B
N
15th
Mar
ch
Dea
r G
rand
ma
and
Gra
ndad
,
How
are
you
? I’m
ver
y ha
ppy
beca
use
I’m g
oing
to
go
to a
spor
ts c
amp
wit
h m
y fr
iend
s tom
orro
w.
The
cam
p is
in th
e m
iddl
e of
a b
eaut
iful f
ores
t an
d I c
an d
o sp
ort a
ll d
ay.
Ther
e ar
e lo
ts o
f exc
itin
g sp
orts
to tr
y. F
irst
, I’m
goi
ng to
pla
y vo
lley
ball
bec
ause
that
’s m
y fa
vour
ite
spor
t. N
ext,
I’m
goi
ng to
go
kaya
king
. Th
e le
ssons
are
on
a la
ke a
nd I
need
to w
ear
a li
fe ja
cket
and
a h
elm
et.
Fina
lly,
I’m
goi
ng to
go
mou
ntai
n bi
king
in th
e fo
rest
wit
h m
y fr
iend
s. I
can’
t wai
t!
See
you
afte
r th
e ca
mp.
Love
,Ro
bert
XXX
95 S
un R
oad
New
tow
nNT
1 8B
N15
th M
arch
Dea
r G
rand
ma
and
Gra
ndad
,Ho
w a
re y
ou?
I’m v
ery
happ
y be
caus
e I’m
goi
ng
to g
o to
a sp
orts
cam
p w
ith
my
frie
nds t
omor
row
. Th
e ca
mp
is in
the
mid
dle
of a
bea
utifu
l for
est
and
I can
do
spor
t all
day
.Th
ere
are
lots
of e
xcit
ing
spor
ts to
try.
Fir
st,
I’m g
oing
to p
lay
voll
eyba
ll b
ecau
se th
at’s
my
favo
urit
e sp
ort.
Nex
t, I’
m g
oing
to g
o ka
yaki
ng.
The
lesso
ns a
re o
n a
lake
and
I ne
ed to
wea
r a
life
jack
et a
nd a
hel
met
. Fi
nall
y, I’
m g
oing
to g
o m
ount
ain
biki
ng in
the
fore
st w
ith
my
frie
nds.
I ca
n’t w
ait!
See
you
afte
r th
e ca
mp.
Love
,Ro
bert
XXX
a
b
c
e
d
fg
Aft
er y
ou re
adA
fter
you
read
Aft
er y
ou re
adA
fter
you
read
Aft
er y
ou re
adA
fter
you
read
Aft
er y
ou re
adA
fter
you
read
Aft
er y
ou re
adA
fter
you
read
Aft
er y
ou re
adA
fter
you
read
Aft
er y
ou re
adA
fter
you
read
life
jack
et a
nd a
hel
met
. Fi
nall
y, I’
m g
oing
to g
o
1
66
Aft
er y
ou re
ad
Key
lear
nin
g o
utc
om
es: r
ead
an
d u
nd
erst
and
an
info
rmal
lett
ersixty-six
➔G
o to
pa
ge
63
in y
ou
r Ac
tivity
Bo
ok.
Bef
ore
you
read
Lite
racy
6Le
sso
n 6
Re
ad
ing
1Im
ag
ine
you
are
go
ing
to g
o to
a s
po
rts
ca
mp
. W
hich
ac
tiviti
es w
oul
d
Ima
gin
e yo
u a
re g
oin
g to
go
to a
sp
ort
s c
am
p.
Whi
ch a
ctiv
ities
wo
uld
Im
ag
ine
you
are
go
ing
to g
o to
a s
po
rts
ca
mp
. W
hich
ac
tiviti
es w
oul
d
you
like
to d
o?
2Re
ad
an
d li
ste
n. W
hic
h a
ctiv
itie
s is
Re
ad
an
d li
ste
n. W
hic
h a
ctiv
itie
s is
Ro
be
rt g
oin
g to
do
?Ro
be
rt g
oin
g to
do
?C
D3
18
Mr
and
Mrs
Eva
ns21
Hig
h St
reet
Oxf
ord
OX4
3FT
arc
he
ry
w
ind
surf
ing
roc
k c
limb
ing
gym
na
stic
sa
rch
ery
win
dsu
rfin
g
ro
ck
clim
bin
g
g
ymn
ast
ics
mo
unt
ain
bik
ing
vo
lleyb
all
ba
seb
all
kaya
kin
gm
ou
nta
in b
ikin
g
v
olle
yba
ll
b
ase
ba
ll
ka
yaki
ng
Who
le C
lass
Who
le C
lass
Who
le C
lass
Who
le C
lass
Aft
er y
ou re
ad
95 S
un R
oad
New
tow
nNT
1 8B
N15
th M
arch
Dea
r G
rand
ma
and
Gra
ndad
,
How
are
you
? I’m
ver
y ha
ppy
beca
use
I’m
goin
g to
go
to a
spor
ts c
amp
wit
h m
y fr
iend
s
tom
orro
w.
The
cam
p is
in th
e m
iddl
e of
a
beau
tifu
l for
est a
nd I
can
do sp
ort a
ll d
ay.
Ther
e ar
e lo
ts o
f exc
itin
g sp
orts
to tr
y. F
irst
,
I’m g
oing
to p
lay
voll
eyba
ll b
ecau
se th
at’s
my
favo
urit
e sp
ort.
Nex
t, I’
m g
oing
to g
o ka
yaki
ng.
The
lesso
ns a
re o
n a
lake
and
I ne
ed to
wea
r a
life
jack
et a
nd a
hel
met
. Fi
nall
y, I’
m g
oing
to g
o
mou
ntai
n bi
king
in th
e fo
rest
wit
h m
y fr
iend
s.
I can
’t w
ait!
See
you
afte
r th
e ca
mp.
Love
,Ro
bert
xxx
mou
ntai
n bi
king
in th
e fo
rest
wit
h m
y fr
iend
s.
Read
ing
tip!
Thin
k a
bo
ut w
ha
t yo
u
kno
w. W
ha
t th
ing
s d
o
pe
op
le w
rite
in le
tters
?
Key
lang
uag
e•
arch
ery,
mou
ntai
n b
ikin
g, r
ock
clim
bin
g; fo
rest
,ar
cher
y, m
ount
ain
bik
ing,
roc
k cl
imb
ing;
fore
st,
arch
erle
sson
s, le
tter
; firs
t, n
ext,
fina
lly•
Whi
ch a
ctiv
ities
is (R
ober
t) go
ing
to d
o?•
Rec
ycle
d: b
aseb
all,
cam
p, g
ymna
stic
s, h
elm
et,
kaya
king
, lak
e, li
fe ja
cket
, vol
leyb
all,
win
dsu
rfing
; I’m
goin
g to
(go
kaya
king
).
Mat
eria
ls•
Pup
il’s
Boo
k p
66; A
ctiv
ity B
ook
p63
; Cla
ss C
D3;
Teac
her’s
Ap
p o
n N
avio
Teac
her’s
Ap
p o
n N
avio
T•
Teac
her’s
Res
ourc
e B
ank:
Tal
k ca
rds
Teac
her’s
Res
ourc
e B
ank:
Tal
k ca
rds
T
Op
tio
nal m
ater
ials
•Te
ache
r’s R
esou
rce
Ban
k: T
rinity
Exa
m P
ract
ice
card
sTe
ache
r’s R
esou
rce
Ban
k: T
rinity
Exa
m P
ract
ice
card
sT (s
elec
ted
from
the
Sta
rter
Uni
t an
d U
nits
1, 2
, 3, 4
and
5)
Less
on
6
Bef
ore
yo
u re
ad:
Act
ivit
y 1
•Im
agin
e yo
u ar
e go
ing
to g
o to
a sp
orts
cam
p.
•W
hich
act
iviti
es w
ould
you
like
to d
o?
Act
ivit
y 2
•R
ead
and
list
en.
CD
3 Tr
ack
18 p
252
•W
hich
act
iviti
es is
Rob
ert
goin
g to
do?
Go
to t
he A
ctiv
ity B
ook.
Ext
ra a
ctiv
ity
Rei
nfo
rcem
ent
•Li
sten
and
iden
tify
the
mis
take
s in
the
lett
er.
mis
take
s in
the
lett
er.
mis
take
s in
the
lett
er
Sta
rtin
g t
he le
sso
n
•U
se t
he T
rinity
Exa
m P
ract
ice
card
s (o
ptio
nal).
•R
evie
w t
he t
ongu
e tw
iste
r.R
evie
w t
he t
ongu
e tw
iste
r.R
evie
w t
he t
ongu
e tw
iste
rC
D3
Trac
k 16
p25
2•
Set
lear
ning
out
com
es a
ndus
e th
e ta
lk c
ard
s.
End
ing
the
less
on
•R
evie
w t
he le
sson
and
re�
ect
on le
arni
ng.
Aft
er y
ou
read
: Act
ivit
y B
oo
k
Act
ivit
y 1
•R
ead
and
ord
er t
he le
tter
.
Act
ivit
y 2
•R
ead
and
writ
e th
ean
swer
s.
Co
de
acti
vity
•C
omp
lete
the
cod
eac
tivity
.
•D
o a
pre
-rea
din
g ta
sk t
o se
t th
e co
ntex
t•
Rea
d t
he t
ext
for
gene
ral u
nder
stan
din
g•
Seq
uenc
e th
e p
arts
of a
lett
er
•R
ead
and
und
erst
and
a fo
rmal
lett
er
Det
aile
d Le
sson
Pla
n
6
Sta
rtin
g t
he le
sso
n
CD
3 Tr
ack
16 p
252
Aft
er y
ou
read
: Act
ivit
y B
oo
k
End
ing
the
less
on
Ext
ra a
ctiv
ity
Bef
ore
yo
u re
ad: P
upil’
s B
oo
k A
ctiv
ity
1
Pup
il’s
Bo
ok
Act
ivit
y 2
CD
3 Tr
ack
18 p
252
CODE!
163
Det
aile
d Le
sson
Pla
n
6
Sta
rtin
g t
he le
sso
n
Use
the
Tri
nity
Exa
m P
ract
ice
card
s (o
pti
ona
l).•
The
pup
ils p
ract
ise
aski
ng a
nd a
nsw
erin
g q
uest
ions
.
Rev
iew
the
to
ngue
tw
iste
r.R
evie
w t
he t
ong
ue t
wis
ter.
Rev
iew
the
to
ngue
tw
iste
r C
D3
Trac
k 16
p25
2•
Ask
Wha
t so
und
did
yo
u p
ract
ise
in t
he t
ong
uetw
iste
r? (‘
k’)
‘k’)
‘k’
•P
lay
the
CD
. Pra
ctis
e th
e to
ngue
tw
iste
r as
a c
lass
.•
Rem
ind
the
pup
ils t
hat
they
kno
w fo
ur s
pel
lings
for
this
sou
nd (‘
c’, ‘
ch’,
‘k’a
nd‘c
k’).
The
pup
ils li
st t
hew
ord
s th
ey k
now
tha
t b
egin
with
the
se le
tter
s.
Set
lear
ning
out
com
es a
nd u
se t
he t
alk
card
s.•
Say
To
day
we’
re g
oin
g t
o r
ead
a le
tter
. Che
ckun
der
stan
din
g b
y as
king
Who
bri
ngs
lett
ers
to y
our
hous
e? D
o y
ou
wri
te le
tter
s? D
o p
eop
le w
rite
lett
ers
to y
ou?
Enc
oura
ge t
he p
upils
to
talk
ab
out
any
lett
ers
they
hav
e se
nt o
r re
ceiv
ed.
•P
oint
to
the
talk
car
ds
to s
how
the
pup
ils t
he d
iffer
ent
way
s th
ey w
ill b
e w
orki
ng in
the
less
on.
Aft
er y
ou
read
: Act
ivit
y B
oo
k
Act
ivit
y 1
Rea
d a
nd o
rder
the
lett
er.
•Fo
cus
the
clas
s on
the
act
ivity
and
ask
a p
upil
to r
ead
out
the
�rst
par
t of
the
lett
er.
•A
sk t
he c
lass
to
scan
the
oth
er p
iece
s of
the
lett
er t
o�n
d t
he n
ext
par
t. T
he p
upils
sho
uld
com
par
e th
eir
answ
er w
ith a
Tal
k P
artn
er. T
hen
invi
te a
pup
il to
rea
dan
swer
with
a T
alk
Par
tner
. The
n in
vite
a p
upil
to r
ead
answ
er w
ith a
Tou
t th
e se
cond
par
t.•
Hig
hlig
ht ‘c
lues
’ in
the
text
, suc
h as
the
que
stio
n‘H
ow a
re y
ou?’
to
beg
in a
lett
er in
the
�rs
t p
arag
rap
h.•
Rep
eat
the
pro
ced
ure
with
the
rem
aini
ng p
arts
of t
hete
xt.
Ans
wer
s:1
d 2
f 3
f 3
f b
4 a
5 g
6 e
7 c
End
ing
the
less
on
R
evie
w t
he le
sso
n an
d r
eflec
t o
n le
arni
ng.
•S
ay T
od
ay w
e’ve
rea
d a
lett
er. W
ill R
ob
ert’s
gra
ndp
aren
ts li
ke t
he le
tter
? W
hat
do
yo
u th
ink?
Elic
it th
e p
upils
’ id
eas.
•A
sk W
hich
was
yo
ur f
avo
urit
e ac
tivi
ty t
od
ay?
Whi
ch a
ctiv
ity
was
eas
y /
diffi
cult
?•
Say
Go
od
bye
. See
yo
u in
the
nex
t le
sso
n! T
hep
upils
res
pon
d S
ee y
ou!
Ext
ra a
ctiv
ity
Rei
nfo
rcem
ent
•(B
ooks
clo
sed
.) E
xpla
in t
hat
you
are
goin
g to
rea
dR
ober
t’s le
tter
, but
you
’re
goin
g to
mak
e so
me
mis
take
s. T
he p
upils
sho
uld
rai
se t
heir
hand
s or
‘�sh
’th
e m
ista
kes
(mim
e re
elin
g in
a �
sh) w
hen
they
hea
rso
met
hing
tha
t is
wro
ng.
•R
ead
the
lett
er s
low
ly, c
hang
ing
the
info
rmat
ion
atre
gula
r in
terv
als,
e.g
. Dea
r M
um a
nd D
ad. P
rom
pt
the
clas
s to
giv
e yo
u th
e co
rrec
t in
form
atio
n ea
chtim
e.
Bef
ore
yo
u re
ad: P
upil’
s B
oo
k A
ctiv
ity
1
Imag
ine
you
are
go
ing
to
go
to
a s
po
rts
cam
p.
Whi
ch a
ctiv
itie
s w
oul
d y
ou
like
to d
o?
•In
vite
a p
upil
to r
ead
the
rub
ric. E
xpla
in a
ny u
nkno
wn
spor
ts in
the
list
and
enc
oura
ge t
he p
upils
to
tell
you
whi
ch a
ctiv
ities
the
y w
ould
like
to
do
and
why
.G
ive
your
op
inio
n, t
oo, e
.g. I
wo
uld
like
to
(go
win
dsu
rfing
) bec
ause
it’s
(fun
/ e
xcit
ing
/ f
ast)
.
Pup
il’s
Bo
ok
Act
ivit
y 2
Rea
d a
nd li
sten
. Whi
ch a
ctiv
itie
s is
Ro
ber
t g
oin
g t
o
do
? C
D3
Trac
k 18
p25
2•
Focu
s th
e cl
ass
on t
he le
tter
and
ask
Who
is t
hele
tter
to
? (G
rand
ma
and
Gra
ndad
.) W
ho is
the
lett
erfr
om
? (R
ober
t.(R
ober
t.(
)Wha
t’s t
he d
ate
on
the
lett
er?
(15th
Mar
ch.)
Whe
re d
oes
Ro
ber
t liv
e?(In
New
tow
n.(In
New
tow
n.(
)W
here
do
his
gra
ndp
aren
ts li
ve?
(In O
xfor
d.
(In O
xfor
d.
()
•E
xpla
in t
o th
e cl
ass
that
Rob
ert
is w
ritin
g to
his
gran
dp
aren
ts a
bou
t th
e sp
orts
cam
p. T
hen
ask
the
pup
ils t
o re
ad t
he le
tter
qui
ckly
to
�nd
out
whi
chac
tiviti
es R
ober
t is
goi
ng t
o d
o th
ere.
If y
ou w
ant
the
pup
ils t
o re
ad t
he t
ext
with
out
the
sup
por
t of
the
CD
,se
t a
time
limit
for
this
tas
k. O
ther
wis
e p
lay
the
CD
,p
ausi
ng a
t th
e en
d o
f eac
h se
ctio
n of
the
tex
t.
Ans
wer
:R
ober
t is
goi
ng t
o p
lay
volle
ybal
l, go
kay
akin
gan
d g
o m
ount
ain
bik
ing.
Act
ivit
y 2
Rea
d a
nd w
rite
the
ans
wer
s.
•In
vite
a p
upil
to r
ead
out
the
�rs
t q
uest
ion
and
the
exam
ple
ans
wer
. Ask
diff
eren
t p
upils
to
read
out
the
exam
ple
ans
wer
. Ask
diff
eren
t p
upils
to
read
out
the
exam
ple
ans
wer
othe
r q
uest
ions
.•
The
pup
ils w
ork
on t
heir
own
or in
pai
rs t
o w
rite
the
answ
ers.
Ans
wer
s:1
He’
s go
ing
to g
o to
the
sp
orts
cam
pto
mor
row
. 2 H
e’s
goin
g to
go
kaya
king
on
a la
ke. 3
He’
sgo
ing
to g
o m
ount
ain
bik
ing
in t
he fo
rest
. 4 H
e’s
goin
g to
do
thre
e sp
orts
.
Co
de
acti
vity
CO
DE!
•Th
e p
upils
com
ple
te t
he c
ode
activ
ity.
Ans
wer
:d
olp
hin
164
Act
ivity
Boo
kPu
pil’s
Boo
kA
t a G
lanc
e Le
sson
Pla
n
6 Teac
her’s
Dig
ital:
You
can
also
teac
h th
is le
sson
usi
ng th
e Te
ache
r’s A
pp o
n N
avio
.
Pup
il’s
Dig
ital:
Enc
oura
ge y
our
pupi
ls
to u
se th
e P
upil’
s A
pp o
n N
avio
to
prac
tise
the
activ
ities
from
this
less
on.
Dig
ital r
esou
rces
6Le
sson
7 W
ritin
g
64sixty-four
Text
typ
e: a
lett
er
Lite
racy
80–8
4–72
–80–
48–2
0CO
DE!
1Co
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngW
ork
with
a fr
iend
. Pla
n yo
ur le
tter.
Ma
ke n
otes
.
Wor
k w
ith a
frie
nd. P
lan
your
lette
r. M
ake
not
es.
W
ork
with
a fr
iend
. Pla
n yo
ur le
tter.
Ma
ke n
otes
.
Wor
k w
ith a
frie
nd. P
lan
your
lette
r. M
ake
not
es.
W
ork
with
a fr
iend
. Pla
n yo
ur le
tter.
Ma
ke n
otes
.
2
Use
your
not
es to
writ
e a
lette
r to
a fr
iend
.
Use
your
not
es to
writ
e a
lette
r to
a fr
iend
.
1 W
ha
t typ
e o
f ca
mp
is it
?
2 W
he
n a
re y
ou
go
ing
to g
o?
3 W
he
re is
it?
4 W
ha
t th
ree
ac
tiviti
es
are
yo
u g
oin
g to
do
?
Dea
r ,
I’m v
ery
happ
y be
caus
e I’m
goi
ng to
go
to
. It’
s .
Ther
e ar
e lo
ts o
f exc
itin
g sp
orts
to tr
y. F
irst
,
.Se
e yo
u af
ter
the
cam
p!Lo
ve,
3
Rea
d y
our l
ette
r with
a fr
iend
. Writ
e a
tick
(
Rea
d y
our l
ette
r with
a fr
iend
. Writ
e a
tick
(✓
) or
a c
ross
(✗
).
The
ad
dre
ss is
in th
e c
orre
ct p
lac
e.
The
da
te is
in th
e c
orre
ct p
lac
e.
Plan
you
r writ
ing
Plan
you
r writ
ing
Plan
you
r writ
ing
Plan
you
r writ
ing
Plan
you
r writ
ing
Plan
you
r writ
ing
Plan
you
r writ
ing
Plan
you
r writ
ing
Plan
you
r writ
ing
Plan
you
r writ
ing
Plan
you
r writ
ing
Plan
you
r writ
ing
Plan
you
r writ
ing
Plan
you
r writ
ing
Plan
you
r writ
ing
Plan
you
r writ
ing
Plan
you
r writ
ing
Shar
e an
d ch
eck
Shar
e an
d ch
eck
Shar
e an
d ch
eck
Shar
e an
d ch
eck
Shar
e an
d ch
eck
Shar
e an
d ch
eck
Shar
e an
d ch
eck
Shar
e an
d ch
eck
Shar
e an
d ch
eck
Shar
e an
d ch
eck
Shar
e an
d ch
eck
Shar
e an
d ch
eck
Shar
e an
d ch
eck
Shar
e an
d ch
eck
Shar
e an
d ch
eck
The
info
rma
tion
is in
the
co
rrec
t ord
er.
I use
Firs
t, Fi
rst,
Firs
tN
ext a
nd
N
ext a
nd
N
ext
Fin
ally
to o
rde
r my
ac
tiviti
es.
Fi
na
lly to
ord
er m
y a
ctiv
itie
s.
Fin
ally
67
Dis
cuss
a te
xt
sixty-seven
Key
lear
nin
g o
utc
om
es: p
rep
are
and
wri
te a
n in
form
al le
tter
; use
sim
ple
tim
e se
qu
ence
rs
Inve
stig
ate
a te
xt
Less
on
7 W
ritin
g6
Text
typ
e: a
lett
er
3Th
ink
an
d d
isc
uss
.
1 W
he
re d
o y
ou
writ
e y
ou
r ad
dre
ss in
a le
tte
r?
2 W
he
re d
o y
ou
writ
e th
e d
ate
?
3 H
ow
do
yo
u b
eg
in a
lett
er?
4 H
ow
do
yo
u e
nd
a le
tte
r to
a fr
ien
d o
r fa
mily
me
mb
er?
2Re
ad
an
d li
ste
n. W
hic
h a
ctiv
ity is
La
ura
no
t g
oin
g to
do
?Re
ad
an
d li
ste
n. W
hic
h a
ctiv
ity is
La
ura
no
t g
oin
g to
do
?C
D3
19
37 S
ilve
r St
reet
Lond
onNW
1 8A
P
18
th M
arch
Dea
r G
rand
ma,
How
are
you
? I’m
ver
y ex
cite
d be
caus
e I’m
goi
ng to
go
to a
n ad
vent
ure
cam
p on
Fr
iday
. It’s
in th
e m
ount
ains
and
ther
e ar
e lo
ts of
gre
at a
ctiv
ities
for
me
to tr
y.
Firs
t, I’
m g
oing
to g
o ho
rse
ridi
ng
beca
use
I lov
e ho
rses
and
I ca
n ri
de v
ery
wel
l. N
ext,
I’m
goi
ng to
do
arch
ery.
It
look
s fun
! Fi
nall
y, I’
m g
oing
to g
o w
inds
urfin
g on
the
lake
. I n
eed
to w
ear
a w
etsu
it b
ecau
se th
e w
ater
is c
old.
I’m
no
t goi
ng to
go
rock
cli
mbi
ng b
ecau
se it
’s ve
ry sc
ary.
See
you
soon
.Lo
ve,
Laur
a xx
x
➔Pl
an
an
d w
rite
a le
tte
r o
n p
ag
e 6
4 in
yo
ur A
ctiv
ity B
oo
k.
1Lo
ok
at
the
lea
flet.
Wh
at
ca
n y
ou
do
at
the
ad
ven
ture
ca
mp
?Lo
ok
at
the
lea
flet.
Wh
at
ca
n y
ou
do
at
the
ad
ven
ture
ca
mp
?
Ho
lida
y fu
n a
t th
e
A
dve
ntu
re
CAdve
ntu
re
Adve
ntu
re
CCCCAdve
ntu
re
amp
For
mo
re in
form
atio
n,
pho
ne t
he A
dve
ntur
e
Cen
tre
on
3654
294
763.
Com
e an
d
enjo
y a
day
of
adve
ntu
re
in t
he
mo
un
tain
s.
amp
ag
es
8ag
es
8ag
es
-8 -812
Who
le C
lass
Who
le C
lass
Who
le C
lass
Who
le C
lass
Writ
ing
tip!
We
ca
n u
se F
irst
, Nex
t a
nd
Fin
ally
to
ord
er
a li
st o
f ac
tiviti
es.
First,
I’m g
oin
g to
do
my
hom
ewo
rk.
Nex
t, I’m
go
ing
to w
atc
h TV
.Fina
lly, I
’m g
oin
g to
ha
ve d
inne
r.
Key
lang
uag
e•
adve
ntur
e, s
cary
adve
ntur
e, s
cary
adve
ntur
•I’m
goi
ng t
o (g
o ho
rse
ridin
g). I
’m n
ot g
oing
to
(go
rock
clim
bin
g). I
can
(rid
e) (v
ery
wel
l).cl
imb
ing)
. I c
an (r
ide)
(ver
y w
ell).
clim
bin
g). I
can
(rid
e) (v
er•
Rec
ycle
d: a
rche
ry, c
amp
, hor
se r
idin
g, la
ke, r
ock
clim
bin
g, w
etsu
it, w
ind
surfi
ng; fi
rst,
nex
t, fi
nally
; Whi
chac
tivity
is (L
aura
) not
goi
ng t
o d
o?
Mat
eria
ls•
Pup
il’s
Boo
k p
67; A
ctiv
ity B
ook
p64
; Cla
ss C
D3;
Teac
her’s
Ap
p o
n N
avio
Teac
her’s
Ap
p o
n N
avio
T•
Teac
her’s
Res
ourc
e B
ank:
Tal
k ca
rds
Teac
her’s
Res
ourc
e B
ank:
Tal
k ca
rds
T
Op
tio
nal m
ater
ials
•Te
ache
r’s R
esou
rce
Ban
k: T
rinity
Exa
m P
ract
ice
card
sTe
ache
r’s R
esou
rce
Ban
k: T
rinity
Exa
m P
ract
ice
card
sT (s
elec
ted
from
the
Sta
rter
Uni
t an
d U
nits
1, 2
, 3, 4
and
5)
Less
on
7
Ext
ra a
ctiv
ity
Rei
nfo
rcem
ent
•W
rite
a le
tter
to
a cl
assm
ate.
Inve
stig
ate
a te
xt:
Act
ivit
y 1
•Lo
ok a
t th
e le
a�et
.•
Wha
t ca
n yo
u d
o at
the
adve
ntur
e ca
mp
?
Inve
stig
ate
a te
xt:
Act
ivit
y 2
•R
ead
and
list
en.
CD
3 Tr
ack
19 p
252
•W
hich
act
ivity
is L
aura
not
goin
g to
do?
Sta
rtin
g t
he le
sso
n
•U
se t
he T
rinity
Exa
m P
ract
ice
card
s (o
ptio
nal).
•R
evie
w v
ocab
ular
y fo
r sp
orts
activ
ities
.•
Set
lear
ning
out
com
es a
ndus
e th
e ta
lk c
ard
s.E
ndin
g t
he le
sso
n
•R
evie
w t
he le
sson
and
re�
ect
on le
arni
ng.
Dis
cuss
a t
ext:
Act
ivit
y 3
•Th
ink
and
dis
cuss
.•
Wri
ting
tip
: Rea
d a
bou
t tim
ese
que
ncer
s.
Go
to t
he A
ctiv
ity B
ook.
Act
ivit
y B
oo
k
Pla
n yo
ur w
ritin
g:
Act
ivity
1•
Wor
k w
ith a
frie
nd.
•P
lan
your
lett
er.
•M
ake
note
s.
Act
ivit
y 2
•U
se y
our
note
s to
writ
e a
lett
er t
o a
frie
nd.
Sha
re a
nd c
heck
: A
ctiv
ity 3
•R
ead
you
r le
tter
with
afr
iend
.•
Writ
e a
tick
(✓) o
r a
cros
s (✗
cros
s (✗
cros
s (
).✗
).✗
Co
de
acti
vity
•C
ompl
ete
the
code
activ
ity.
activ
ity.
activ
ity
•Le
arn
sim
ple
tim
e se
que
ncer
s an
d h
ow w
eb
egin
and
end
an
info
rmal
lett
er
•Le
arn
abou
t th
e la
yout
of a
lett
er•
Pla
n an
info
rmal
lett
er w
ith a
par
tner
•U
se c
riter
ia t
o ch
eck
your
writ
ing
•S
hare
you
r w
ritin
g w
ith a
par
tner
•P
rep
are
and
writ
e an
info
rmal
lett
er
Det
aile
d Le
sson
Pla
n
6
Sta
rtin
g t
he le
sso
n
Act
ivit
y B
oo
k
End
ing
the
less
on
Ext
ra a
ctiv
ity
Inve
stig
ate
a te
xt: P
upil’
s B
oo
k A
ctiv
ity
1
Dis
cuss
a t
ext:
Pup
il’s
Bo
ok
Act
ivit
y 3
CODE!
Inve
stig
ate
a te
xt: P
upil’
s B
oo
k A
ctiv
ity
2
CD
3 Tr
ack
19 p
252
165
Det
aile
d Le
sson
Pla
n
6
Sta
rtin
g t
he le
sso
n
Use
the
Tri
nity
Exa
m P
ract
ice
card
s (o
pti
ona
l).•
The
pup
ils p
ract
ise
aski
ng a
nd a
nsw
erin
g q
uest
ions
.
Rev
iew
vo
cab
ular
y fo
r sp
ort
s ac
tivi
ties
.•
Writ
e th
e fo
llow
ing
pro
mp
ts o
n th
e b
oard
: I lo
ve ..
.I l
ike
... I
don
’t lik
e ...
The
n te
ll th
e p
upils
ab
out
the
spor
ts y
ou lo
ve d
oing
and
why
. Enc
oura
ge in
div
idua
lp
upils
to
mak
e si
mila
r se
nten
ces.
Rep
eat
the
pro
ced
ure
with
the
oth
er t
wo
pro
mp
ts.
•O
rgan
ise
the
clas
s in
to T
alk
Par
tner
s an
d a
sk t
hem
to t
ell e
ach
othe
r ab
out
the
spor
ts t
hey
love
, lik
e an
dd
on’t
like.
Set
lear
ning
out
com
es a
nd u
se t
he t
alk
card
s.•
Ask
Wha
t d
id w
e re
ad in
the
last
less
on?
(A le
tter
. (A
lett
er.
()
Say
To
day
we’
re g
oin
g t
o in
vest
igat
e an
oth
erle
tter
. The
n w
e’re
go
ing
to
pla
n an
d w
rite
a le
tter
.•
Poi
nt t
o th
e ta
lk c
ard
s to
sho
w t
he p
upils
the
diff
eren
tw
ays
they
will
be
wor
king
in t
he le
sson
.
Act
ivit
y B
oo
k
Pla
n yo
ur w
riti
ng: A
ctiv
ity
1W
ritin
g Pa
rtne
rs.W
ork
wit
h a
frie
nd. P
lan
your
le
tter
. Mak
e no
tes.
•
Rea
d o
ut t
he q
uest
ions
as
a cl
ass.
Org
anis
e th
ep
upils
into
pai
rs a
nd a
sk t
hem
to
inve
nt a
n ex
citin
g d
ay a
t an
act
ivity
cam
p a
nd m
ake
note
s ab
out
it. T
he
pup
ils d
o no
t ha
ve t
o w
rite
com
ple
te s
ente
nces
at
this
st
age.
•
Alte
rnat
ivel
y, if
the
pup
ils n
eed
mor
e su
pp
ort,
do
this
activ
ity a
s a
clas
s.
Act
ivit
y 2
Use
yo
ur n
ote
s to
wri
te a
lett
er t
o a
fri
end
.•
Focu
s th
e cl
ass
on t
he a
ctiv
ity. I
f nec
essa
ry, m
odel
how
to
writ
e a
lett
er. T
he p
upils
wor
k as
a c
lass
to
give
you
the
info
rmat
ion.
Writ
e th
e te
xt o
n th
e b
oard
. •
The
pup
ils w
ork
on t
heir
own
or w
ith t
heir
par
tner
to
writ
e th
eir
lett
er in
the
ir A
ctiv
ity B
ooks
.
End
ing
the
less
on
R
evie
w t
he le
sso
n an
d r
eflec
t o
n le
arni
ng.
•S
ay T
od
ay w
e’ve
wri
tten
a le
tter
. Are
yo
u ha
pp
yw
ith
your
lett
er?
Elic
it th
e p
upils
’ res
pon
ses.
•A
sk W
hich
was
yo
ur f
avo
urit
e ac
tivi
ty t
od
ay?
Whi
ch a
ctiv
ity
was
eas
y /
diffi
cult
?
Ext
ra a
ctiv
ity
Rei
nfo
rcem
ent
•G
ive
each
pup
il th
e na
me
of a
cla
ssm
ate
to w
rite
ale
tter
to.
•Th
e p
upils
writ
e a
shor
t le
tter
to
thei
r cl
assm
ate
sayi
ng w
hat
they
are
goi
ng t
o d
o at
the
wee
kend
.•
The
pup
ils c
opy
thei
r le
tter
ont
o a
pie
ce o
f pap
er, f
old
it an
d w
rite
thei
r fr
iend
’s n
ame
on t
he r
ever
se s
ide.
•C
olle
ct t
he le
tter
s. T
hen
ask
a p
upil
to b
e th
ep
ostm
an o
r p
ostw
oman
and
to
del
iver
the
lett
ers
toth
e cl
assm
ates
.
Inve
stig
ate
a te
xt: P
upil’
s B
oo
k A
ctiv
ity
1
Loo
k at
the
leafl
et. W
hat
can
you
do
at
the
adve
ntur
e ca
mp
? •
Focu
s th
e cl
ass
on t
he p
hoto
s on
the
lea�
et. T
hep
upils
iden
tify
the
activ
ities
you
can
do
at t
head
vent
ure
cam
p. (
Win
dsu
rfing
, hor
se r
idin
g, a
rche
ry,
rock
clim
bin
g.) A
sk t
he p
upils
if t
hey
thin
k th
ead
vent
ure
cam
p lo
oks
fun
/ ex
citin
g.
Dis
cuss
a t
ext:
Pup
il’s
Bo
ok
Act
ivit
y 3
Thi
nk a
nd d
iscu
ss.
•R
ead
the
�rs
t q
uest
ion
and
ask
the
cla
ss t
o lo
ok a
tth
e le
tter
. Con
�rm
tha
t yo
u w
rite
your
ad
dre
ss a
t th
eth
e le
tter
. Con
�rm
tha
t yo
u w
rite
your
ad
dre
ss a
t th
eth
e le
tter
top
of t
he le
tter
, on
the
right
. Rep
eat
the
pro
ced
ure
with
the
rem
aini
ng q
uest
ions
. (Yo
u w
rite
the
dat
eb
elow
the
ad
dre
ss. Y
ou b
egin
a le
tter
with
‘Dea
r’ a
ndyo
u en
d a
n in
form
al le
tter
with
‘Lov
e’.)
Wri
ting
tip
•R
ead
the
info
rmat
ion
abou
t tim
e se
que
ncer
s as
acl
ass.
•P
rom
pt
the
pup
ils t
o �n
d e
xam
ple
s of
‘Firs
t’, ‘
Nex
t’an
d ‘F
inal
ly’ i
n th
e le
tter
.an
d ‘F
inal
ly’ i
n th
e le
tter
.an
d ‘F
inal
ly’ i
n th
e le
tter
Sha
re a
nd c
heck
: Act
ivit
y 3
Writ
ing
Part
ners
.Rea
d y
our
lett
er w
ith
a fr
iend
. W
rite
a t
ick
(✓) o
r a
cro
ss (✗
) or
a cr
oss
(✗) o
r a
cro
ss (
). ✗).
✗
•R
ead
thr
ough
the
sta
tem
ents
as
a cl
ass.
•O
rgan
ise
the
clas
s in
to n
ew p
airs
. One
pup
il in
eac
hp
air
read
s th
eir
text
alo
ud t
o th
eir
par
tner
. The
oth
erp
upil
liste
ns. T
he p
upils
wor
k to
geth
er t
o d
ecid
e if
the
text
ful�
ls a
ll th
e cr
iteria
and
tic
k or
cro
ss t
heco
rres
pon
din
g b
oxes
. The
pup
ils c
an a
dd
to,
imp
rove
,or
cor
rect
the
tex
t at
thi
s st
age.
•Th
e p
upils
sw
ap r
oles
Co
de
acti
vity
CODE!
•Th
e p
upils
com
ple
te t
he c
ode
activ
ity.
Ans
wer
:tu
rtle
Inve
stig
ate
a te
xt: P
upil’
s B
oo
k A
ctiv
ity
2
Rea
d a
nd li
sten
. Whi
ch a
ctiv
ity
is L
aura
no
t g
oin
g t
o
do
? C
D3
Trac
k 19
p25
2•
Exp
lain
tha
t La
ura
is w
ritin
g to
her
gra
ndm
othe
r ab
out
the
adve
ntur
e ca
mp
. The
n as
k th
e p
upils
to
read
the
lett
er q
uick
ly t
o �n
d o
ut w
hich
act
ivity
Lau
ra is
not
goin
g to
do
ther
e. If
you
wan
t th
e p
upils
to
read
the
text
with
out
the
sup
por
t of
the
CD
, set
a t
ime
limit
for
this
tas
k. O
ther
wis
e, p
lay
the
CD
, pau
sing
at
the
end
of e
ach
sect
ion
of t
he t
ext.
Ans
wer
:La
ura
isn’
t go
ing
to g
o ro
ck c
limb
ing.
166
Act
ivity
Boo
kPu
pil’s
Boo
kA
t a G
lanc
e Le
sson
Pla
n
6 Teac
her’s
Dig
ital:
You
can
also
teac
h th
is le
sson
usi
ng th
e Te
ache
r’s A
pp o
n N
avio
.
Pup
il’s
Dig
ital:
Enc
oura
ge y
our
pupi
ls
to u
se th
e P
upil’
s A
pp o
n N
avio
to
prac
tise
the
activ
ities
from
this
less
on.
Dig
ital r
esou
rces
65sixty-five
6Le
sson
8 C
ultu
re a
roun
d th
e w
orld
: New
Zea
land
76–6
8–84
–36–
16CO
DE!
1
List
en a
nd w
rite
the
equi
pm
ent y
ou n
eed
.
List
en a
nd w
rite
the
equi
pm
ent y
ou n
eed
.
List
en a
nd w
rite
the
equi
pm
ent y
ou n
eed
. C
D3
21
2
Exp
lore
the
Inte
rnet
with
you
r tea
cher
. Do
the
New
Zea
land
web
que
st.
ICT
IIICCCCCCCCCCCCTTTTTTTTT
we
tsu
ith
elm
et
ha
rne
ssro
pe
p
ad
dle
su
rfbo
ard
lif
e ja
cke
t
1 H
ow m
any
mai
n isl
ands
has
New
Zea
land
got
? H
ow m
any
mai
n isl
ands
has
New
Zea
land
got
?
2 W
hat’s
the
high
est m
ount
ain
in N
ew Z
eala
nd c
alle
d?
Wha
t’s th
e hi
ghes
t mou
ntai
n in
New
Zea
land
cal
led?
3 W
hat’s
the
capi
tal c
ity o
f New
Zea
land
?
4 W
hat c
olou
rs a
re th
e N
ew Z
eala
nd fl
ag?
Colo
ur th
e fla
g.
5 W
hat’s
the
wea
ther
like
in N
ew Z
eala
nd to
day?
W
hat’s
the
wea
ther
like
in N
ew Z
eala
nd to
day?
3
Find
out
mor
e. In
vest
iga
te m
ore
outd
oor a
ctiv
ities
tha
t you
ca
n d
o
Find
out
mor
e. In
vest
iga
te m
ore
outd
oor a
ctiv
ities
tha
t you
ca
n d
o in
New
Zea
land
. Wha
t’s th
e m
ost p
opul
ar s
por
t in
New
Zea
land
?ICT
IIICCCCCCCCCCCCTTTTTTTTT
BU
NG
EE J
UM
PIN
G
BU
NG
EE J
UM
PIN
G
BU
NG
EE J
UM
PIN
G
BU
NG
EE J
UM
PIN
G
BU
NG
EE J
UM
PIN
G
BU
NG
EE J
UM
PIN
G
BU
NG
EE J
UM
PIN
G
BU
NG
EE J
UM
PIN
G
BU
NG
EE J
UM
PIN
G
BU
NG
EE J
UM
PIN
G
BU
NG
EE J
UM
PIN
G
BU
NG
EE J
UM
PIN
G
BU
NG
EE J
UM
PIN
G
BU
NG
EE J
UM
PIN
G
RA
FTIN
G
RA
FTIN
G
RA
FTIN
G
RA
FTIN
G
RA
FTIN
G
RA
FTIN
G
RA
FTIN
G
RA
FTIN
G
RA
FTIN
G
RA
FTIN
G
RA
FTIN
G
ZO
RBIN
G
ZO
RBIN
G
ZO
RBIN
G
ZO
RBIN
G
ZO
RBIN
G
ZO
RBIN
G
ZO
RBIN
G
ZO
RBIN
G
ZO
RBIN
G
ZO
RBIN
G
ZO
RBIN
G
SAN
D S
URFIN
GSA
ND
SU
RFIN
GSA
ND
SU
RFIN
G
12
3
4
68K
ey le
arn
ing
ou
tco
mes
: rea
d a
bo
ut
thre
e ex
trem
e sp
ort
s in
New
Ze
alan
d; t
hin
k ab
ou
t an
d r
esea
rch
New
Zea
lan
dsixty-eigh
t
Less
on
8 C
ultu
re a
roun
d t
he w
orl
d: N
ew Z
ea
land
6
BU
NG
EE J
UM
PIN
GIn
th
is s
po
rt, y
ou
pu
t an
el
asti
c ro
pe
aro
un
d y
ou
r an
kles
. Th
en y
ou
jum
p f
rom
a
very
hig
h b
rid
ge.
Yo
u fa
ll ve
ry q
uic
kly
thro
ug
h th
e ai
r an
d y
ou
bo
un
ce u
p a
nd
d
ow
n. I
t’s
amaz
ing
!
N
ew Z
eala
nd h
as
got
som
e ve
ry e
xci
ting
sport
s, b
ut
you m
ust
be
very
bra
ve!
E
TREM
E S
PO
RTS
E
TREM
E S
PO
RT
RA
FTIN
GD
o yo
u lik
e ad
vent
ure?
In t
his
spor
t, y
ou
ride
dow
n a
fast
riv
er o
n a
raft
. You
nee
d
lots
of e
nerg
y an
d y
ou g
et v
ery
wet
, but
it’
s go
od fu
n!
ZO
RB
ING
This
is t
he n
ewes
t ex
trem
e sp
ort
in N
ew
Zea
land
. In
this
sp
ort,
you
get
insi
de
a b
ig, p
last
ic b
all a
nd y
ou r
oll d
own
a hi
ll or
on
wat
er. S
ome
bal
ls m
ove
at 5
0 km
an
hour
. Tha
t’s t
he s
ame
as a
car
!
SAN
D S
UR
FIN
GIf
you
like
trav
ellin
g fa
st, s
and
sur
fing
is
If yo
u lik
e tr
avel
ling
fast
, san
d s
urfin
g is
th
e sp
ort
for
you.
You
can
sit,
sta
nd o
r lie
d
own
on a
sur
fboa
rd. I
t’s fa
ntas
tic!
spo
rts
Ne
w Z
ea
lan
d
2Re
ad
an
d li
ste
n. A
nsw
er
Luke
’s q
ue
stio
ns.
CD
3 20
➔D
o t
he
New
Ze
ala
nd
we
b q
ue
st a
nd
th
e U
nit
Revi
ew o
n p
ag
es
65
an
d 6
6 in
yo
ur A
ctiv
ity B
oo
k.
1 W
hic
h s
po
rt c
an
yo
u d
o in
the
air
inN
ew Z
ea
lan
d?
2 W
hic
h s
po
rt c
an
yo
u d
o o
n a
rive
r?
3 W
hic
h s
po
rt c
an
yo
u d
o o
n a
hill
or
on
wa
ter?
4 W
hic
h s
po
rt c
an
yo
u d
o o
n a
be
ac
h?
I’m in
New
Ze
ala
nd
no
w. I
t’s g
ot h
igh
m
ou
nta
ins
an
d fa
st
rive
rs. Y
ou
ca
n d
o
exc
itin
g s
po
rts
he
re.
Ca
n y
ou
an
swe
r th
ese
qu
est
ion
s?
1Re
ad
Lu
ke’s
qu
est
ion
s. W
ha
t d
o y
ou
th
ink?
Who
le C
lass
Who
le C
lass
Thin
k ab
out y
our c
ultu
reTh
ink
abou
t you
r cul
ture
Thin
k ab
out y
our c
ultu
reW
ha
t ex
citi
ng
sp
ort
s c
an
yo
u d
o in
yo
ur
co
un
try?
ICT
ICT
Key
lang
uag
e•
ankl
es, b
ridge
, bun
gee
jum
pin
g, e
last
ic r
ope,
ene
rgy,
exci
ting,
ext
rem
e sp
orts
, har
ness
, raf
ting,
san
d s
urfin
g,ex
citin
g, e
xtre
me
spor
ts, h
arne
ss, r
aftin
g, s
and
sur
fing,
exci
ting,
ext
rzo
rbin
g•
If yo
u lik
e (tr
avel
ling
fast
), (s
and
sur
fing)
is t
he s
por
t fo
ryo
u.•
Rec
ycle
d: a
dve
ntur
e, a
ir, b
each
, hel
met
, hill
, jum
p,
lie d
own,
life
jack
et, m
ount
ains
, pad
dle
, pla
stic
bal
l,ra
ft, r
ide,
riv
er, r
oll,
rop
e, s
it, s
tand
, sur
fing,
sur
fboa
rd,
wet
, wet
suit;
You
mus
t (b
e ve
ry b
rave
). D
o yo
u lik
e(a
dve
ntur
e)?
Mat
eria
ls•
Pup
il’s
Boo
k p
68; A
ctiv
ity B
ook
p65
; Cla
ss C
D3;
Teac
her’s
Ap
p o
n N
avio
Teac
her’s
Ap
p o
n N
avio
T•
Teac
her’s
Res
ourc
e B
ank:
Tal
k ca
rds
Teac
her’s
Res
ourc
e B
ank:
Tal
k ca
rds
T•
An
onlin
e w
orld
map
•C
olou
red
pen
cils
(red
, whi
te a
nd b
lue)
Op
tio
nal m
ater
ials
•Te
ache
r’s R
esou
rce
Ban
k: T
rinity
Exa
m P
ract
ice
card
sTe
ache
r’s R
esou
rce
Ban
k: T
rinity
Exa
m P
ract
ice
card
sT (s
elec
ted
from
the
Sta
rter
Uni
t an
d U
nits
1, 2
, 3, 4
and
5)
•Th
ink
abou
t an
d r
esea
rch
New
Zea
land
•R
ead
and
list
en fo
r sp
eci�
c in
form
atio
n
•R
ead
ab
out
thre
e ex
trem
e sp
orts
in N
ewZ
eala
nd•
Thin
k ab
out
your
ow
n cu
lture
and
iden
tity
Sta
rtin
g t
he le
sso
n
•U
se t
he T
rinity
Exa
m P
ract
ice
card
s (o
ptio
nal).
•R
evie
w p
refe
renc
es fo
rd
iffer
ent
spor
ts a
nd m
ake
com
par
ison
s.•
Set
lear
ning
out
com
es a
ndus
e th
e ta
lk c
ard
s.
Act
ivit
y 2
•R
ead
and
list
en.
CD
3 Tr
ack
20 p
252
•A
nsw
er L
uke’
s q
uest
ions
.•
Thi
nk a
bo
ut y
our
cul
ture
Wha
t ex
citin
g sp
orts
can
you
do
in y
our
coun
try?
Go
to t
he A
ctiv
ity B
ook.
Act
ivit
y B
oo
k
Act
ivit
y 1
•Li
sten
and
writ
e th
eeq
uip
men
t yo
u ne
ed.
CD
3 Tr
ack
21 p
253
Act
ivit
y 2
•E
xplo
re t
he In
tern
et w
ithyo
ur t
each
er. D
o th
e N
ewZ
eala
nd w
eb q
uest
.
Act
ivit
y 3
•Fi
nd o
ut m
ore.
Inve
stig
ate
Find
out
mor
e. In
vest
igat
eFi
nd o
ut m
orm
ore
outd
oor a
ctiv
ities
that
you
can
do
in N
ewZ
eala
nd. W
hat’s
the
mos
tpo
pula
r spo
rt in
New
Zea
land
?
Co
de
acti
vity
•C
ompl
ete
the
code
activ
ity.
End
ing
the
less
on
•R
evie
w t
he le
sson
and
re�
ect
on le
arni
ng.
Act
ivit
y 1
•R
ead
Luk
e’s
que
stio
ns.
•W
hat
do
you
thin
k?
Less
on
8 a
nd V
oc
ab
ula
ry a
nd G
ram
ma
r Pr
ac
tice
and
Vo
ca
bul
ary
and
Gra
mm
ar
Pra
ctic
ea
nd V
oc
ab
ula
ry a
nd G
ram
ma
r Pr
ac
tice
Det
aile
d Le
sson
Pla
n
6
Sta
rtin
g t
he le
sso
nA
ctiv
ity
Bo
ok
CD
3 Tr
ack
21 p
253
ICT
ICT
End
ing
the
less
on
Pup
il’s
Bo
ok
Act
ivit
y 1
CODE!
Act
ivit
y B
oo
k
Pup
il’s
Bo
ok
Act
ivit
y 2
CD
3 Tr
ack
20 p
252
167
Det
aile
d Le
sson
Pla
n
6
Sta
rtin
g t
he le
sso
n
Use
the
Tri
nity
Exa
m P
ract
ice
card
s (o
pti
ona
l).
•Th
e p
upils
pra
ctis
e as
king
and
ans
wer
ing
que
stio
ns.
Rev
iew
pre
fere
nces
fo
r d
iffer
ent
spo
rts
and
mak
e co
mp
aris
ons
.•
Ask
a p
upil
Do
yo
u p
refe
r (r
ugb
y) o
r (f
oo
tbal
l)?P
rom
pt
the
pup
il to
giv
e th
e fu
ll an
swer
and
ask
Why
? P
rom
pt
the
pup
il to
mak
e a
com
par
ison
, e.g
.(F
ootb
all
(Foo
tbal
l(
)Fo
otb
all)
Foot
bal
l is
mor
e ex
citin
g th
an (r
ugb
y(r
ugb
y(
). R
epea
t th
eru
gby)
. Rep
eat
the
rugb
yp
roce
dur
e w
ith d
iffer
ent
pup
ils.
Set
lear
ning
out
com
es a
nd u
se t
he t
alk
card
s.•
Say
To
day
we’
re g
oin
g t
o in
vest
igat
e N
ew Z
eala
nd.
•P
oint
to
the
talk
car
ds
to s
how
the
pup
ils t
he d
iffer
ent
way
s th
ey w
ill b
e w
orki
ng in
the
less
on.
Act
ivit
y B
oo
k
Act
ivit
y 1
List
en a
nd w
rite
the
eq
uip
men
t yo
u ne
ed.
CD
3 Tr
ack
21 p
253
•S
ay t
he s
por
ts e
qui
pm
ent
as a
cla
ss.
•P
lay
the
CD
, pau
sing
aft
er t
he �
rst
exch
ange
to
chec
kp
upils
’ und
erst
and
ing
and
to
allo
w t
hem
to
writ
e th
eeq
uip
men
t ne
eded
.•
Rep
eat
the
pro
ced
ure
with
the
oth
er e
xcha
nges
.
Ans
wer
s:1
helm
et, h
arne
ss, r
ope
2 he
lmet
, har
ness
3 w
etsu
it, h
elm
et, p
add
le, l
ife ja
cket
4 s
urfb
oard
, hel
met
Act
ivit
y 2
Exp
lore
the
Inte
rnet
wit
h yo
ur t
each
er. D
o t
he N
ew
Zea
land
web
que
st.
•R
ead
out
the
inst
ruct
ions
for
the
activ
ity.
•C
onne
ct t
o a
child
ren’
s w
ebsi
te (s
ee s
ugge
sted
web
site
s op
pos
ite) t
hat
pro
vid
es g
eogr
aphi
cal
info
rmat
ion
abou
t N
ew Z
eala
nd. R
ead
out
que
stio
ns1–
4. T
he p
upils
wor
k as
a c
lass
to
�nd
and
writ
e th
ean
swer
s. T
hey
shou
ld a
lso
colo
ur t
he �
ag.
•R
ead
out
que
stio
n 5.
Con
nect
to
a w
ebsi
te t
hat
show
s th
e w
eath
er a
roun
d t
he w
orld
. The
pup
ilsco
mp
lete
the
info
rmat
ion
abou
t th
e d
ay’s
wea
ther
.
Ans
wer
s:1
two
2 A
orak
i / M
ount
Coo
k 3
Wel
lingt
on4
red
, whi
te a
nd b
lue
Act
ivit
y 3
Find
out
mo
re. I
nves
tig
ate
mo
re o
utd
oo
r ac
tivi
ties
th
at y
ou
can
do
in N
ew Z
eala
nd.W
hat’s
the
mo
st
po
pul
ar s
po
rt in
New
Zea
land
?•
Tell
the
pup
ils t
hat
they
are
goi
ng t
o in
vest
igat
e m
ore
Tell
the
pup
ils t
hat
they
are
goi
ng t
o in
vest
igat
e m
ore
T outd
oor
activ
ities
in N
ew Z
eala
nd a
nd �
nd o
ut t
hem
ost
pop
ular
sp
ort.
•If
you
are
doi
ng t
he in
vest
igat
ion
as a
cla
ss, g
o to
a su
itab
le w
ebsi
te, e
.g. K
ids
Nat
iona
l Geo
grap
hic,
and
ask
the
pup
ils t
o sc
an t
he in
form
atio
n to
�nd
the
answ
ers.
•If
you
are
wor
king
in a
com
put
er r
oom
, org
anis
e th
ecl
ass
into
sm
all g
roup
s. T
he g
roup
s sh
ould
go
to t
hesi
te a
nd �
nd t
he a
nsw
er.
Ans
wer
:R
ugb
y is
the
mos
t p
opul
ar s
por
t in
New
Zea
land
.
ICT
IIIIIICCCCCCCCCCCCTTTTTTTTT
ICT
IIIIIICCCCCCCCCCCCTTTTTTTTT
End
ing
the
less
on
R
evie
w t
he le
sso
n an
d r
eflec
t o
n le
arni
ng.
•S
ay T
od
ay w
e’ve
lear
nt a
bo
ut N
ew Z
eala
nd. I
s it
an
inte
rest
ing
pla
ce?
Wha
t ca
n yo
u se
e an
d d
o t
here
? E
licit
the
info
rmat
ion
from
the
pup
ils.
•A
sk W
hich
was
yo
ur f
avo
urit
e ac
tivi
ty t
od
ay?
Whi
ch a
ctiv
ity
was
eas
y /
diffi
cult
?P
upil’
s B
oo
k A
ctiv
ity
1
Rea
d L
uke’
s q
uest
ions
. Wha
t d
o y
ou
thin
k?
•R
ead
the
sp
eech
bub
ble
as
a cl
ass.
•E
ncou
rage
the
cla
ss t
o te
ll yo
u w
hat
they
kno
w a
bou
tN
ew Z
eala
nd. S
how
the
pup
ils w
here
New
Zea
land
ison
an
onlin
e w
orld
map
.•
Rea
d t
he q
uest
ions
. The
pup
ils p
red
ict
the
answ
ers.
Sug
ges
ted
web
site
sht
tp:/
/map
s.go
ogle
.es/
http
://k
ids.
natio
nalg
eogr
aphi
c.co
mht
tp:/
/ww
w.b
bc.
co.u
k/w
eath
er
Co
de
acti
vity
CO
DE!
•Th
e p
upils
com
ple
te t
he c
ode
activ
ity.
Ans
wer
:sq
uid
Act
ivit
y B
oo
k
Pag
e 10
7Vo
cab
ular
y an
d G
ram
mar
Pra
ctic
e
Ans
wer
s:1.
1 gl
oves
1.2
mas
k 1.
3 he
lmet
1.4
pad
dle
1.
5 �i
pp
ers
1.6
wet
suit
2.1
bad
ly 2
.2 lo
udly
2.3
wel
l 2.4
slo
wly
2.5
qui
etly
3.1
Pet
er is
n’t
goin
g to
pla
y fo
otb
all a
fter
sch
ool.
3.2
Pet
er
is g
oing
to
wat
ch T
V t
onig
ht. 3
.3 P
eter
is g
oing
to
spea
k E
nglis
h to
mor
row
. 3.4
Pet
er is
n’t
goin
g to
sw
im n
ext
wee
k.4.
1 A
hor
se r
uns
qui
ckly
. 4.2
A s
eal s
wim
s w
ell.
4.3
A b
ird
runs
bad
ly. 4
.4 A
tor
tois
e m
oves
slo
wly
.
Pup
il’s
Bo
ok
Act
ivit
y 2
R
ead
and
list
en. A
nsw
er L
uke’
s q
uest
ions
. C
D3
Trac
k 20
p25
2•
Focu
s th
e cl
ass
on t
he p
hoto
s. A
sk W
hat
can
you
see
in t
he p
hoto
s?•
The
pup
ils r
ead
the
tex
t. If
you
wan
t th
em t
o re
ad t
hete
xt w
ithou
t th
e su
pp
ort
of t
he C
D, s
et a
tim
e lim
it.O
ther
wis
e, p
lay
the
CD
, pau
sing
aft
er e
ach
par
agra
ph
to c
heck
und
erst
and
ing.
•Th
e p
upils
ans
wer
Luk
e’s
que
stio
ns.
Ans
wer
s:1
You
can
do
bun
gee
jum
pin
g. 2
You
can
do
raft
ing.
3 Y
ou c
an d
o zo
rbin
g. 4
You
can
do
sand
sur
�ng.
Thi
nk a
bo
ut y
our
cul
ture
•
Rea
d o
ut t
he q
uest
ion
and
pro
mp
t d
iffer
ent
pup
ils t
oan
swer
. Sug
gest
ions
mig
ht in
clud
e sk
iing,
kay
akin
g,sn
owb
oard
ing,
raf
ting
or r
ock
clim
bin
g.
168
6
Act
ivity
Boo
kPu
pil’s
Boo
kA
t a G
lanc
e Le
sson
Pla
nLe
sso
n 1
Vo
ca
bu
lary
Less
on
1 V
oc
ab
ula
ry Tim
e fo
r sch
ool
1B
rain
sto
rm
2C
D1
12
3M
y sc
hoo
l is
co
ol
CD
1 13
4
Unit 1 8eigh
t
67sixty-seven
sixty-seven
6V
ideo
and
21s
t Cen
tury
Ski
llsSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
feSt
ayin
g sa
fe
1
Look
and
writ
e. L
iste
n a
nd c
heck
. Rep
eat.
Lo
ok a
nd w
rite.
Lis
ten
and
che
ck. R
epea
t.
Look
and
writ
e. L
iste
n a
nd c
heck
. Rep
eat.
Lo
ok a
nd w
rite.
Lis
ten
and
che
ck. R
epea
t.
Look
and
writ
e. L
iste
n a
nd c
heck
. Rep
eat.
Lo
ok a
nd w
rite.
Lis
ten
and
che
ck. R
epea
t. C
D3
22
wa
rm u
p
drin
k p
len
ty o
f wa
ter
we
ar k
ne
e p
ad
s
we
ar s
un
cre
am
w
ea
r go
gg
les
follo
w th
e ru
les
1 w
ear
sun
crea
m
4
2 5
3 6
2
List
en a
nd c
omp
lete
the
note
s.
List
en a
nd c
omp
lete
the
note
s.
List
en a
nd c
omp
lete
the
note
s.
List
en a
nd c
omp
lete
the
note
s.
List
en a
nd c
omp
lete
the
note
s. C
D3
23C
D3
23
Safe
ska
teb
oa
rdin
g1
You
mu
st a
lwa
ys w
ea
r a
helm
et.
2 It’
s a
lso
a g
oo
d id
ea
to w
ea
r .
3 Pa
ds
pro
tec
t yo
ur e
lbo
ws
an
d y
ou
r .
4 Yo
u m
ust
n’t
ska
te o
n th
e
.
5 N
eve
r rid
e b
eh
ind
a
.
3m
em
em
e R
ead
and
answ
er. A
sk a
nd a
nsw
er.
Rea
d an
d an
swer
. Ask
and
ans
wer
. R
ead
and
answ
er. A
sk a
nd a
nsw
er.
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
1 W
ha
t sp
ort
s d
o y
ou
do
? W
ha
t sp
ort
s d
o y
ou
do
? I
.
2 W
ha
t do
yo
u w
ea
r?
Wh
at d
o y
ou
we
ar?
3 W
ha
t do
yo
u d
o to
sta
y sa
fe?
Wh
at d
o y
ou
do
to s
tay
safe
?
Thin
k a
bou
t a s
por
t tha
t you
do.
W
hat d
o yo
u d
o to
sta
y sa
fe?
Nev
er r
ide
be
hin
d a
696V
ide
o a
nd 2
1st
Ce
ntur
y Sk
ills
Key
lear
nin
g o
utc
om
es: w
atch
an
d u
nd
erst
and
a v
ideo
ab
ou
t ex
trem
e sp
ort
s21
stLi
vin
g in
th
e w
orl
d: s
tayi
ng
saf
e w
hen
do
ing
sp
ort
sixty-nine
Tod
ay’
s p
rog
ram
me
is
ab
ou
t ext
rem
e s
po
rts.
A
re th
ey s
afe
or a
re
they
da
ng
ero
us?
W
ha
t do
yo
u th
ink?
Thin
k ab
out y
our c
ultu
reTh
ink
abou
t you
r cul
ture
Thin
k ab
out y
our c
ultu
re
1W
atc
h t
he
vid
eo
. Wh
ich
of t
he
se o
bje
cts
do
yo
u s
ee
? W
hic
h s
po
rt u
ses
the
m?
Wa
tch
th
e v
ide
o. W
hic
h o
f th
ese
ob
jec
ts d
o y
ou
se
e?
Wh
ich
sp
ort
use
s th
em
?W
atc
h t
he
vid
eo
. Wh
ich
of t
he
se o
bje
cts
do
yo
u s
ee
? W
hic
h s
po
rt u
ses
the
m?
Wa
tch
th
e v
ide
o. W
hic
h o
f th
ese
ob
jec
ts d
o y
ou
se
e?
Wh
ich
sp
ort
use
s th
em
?W
atc
h t
he
vid
eo
. Wh
ich
of t
he
se o
bje
cts
do
yo
u s
ee
? W
hic
h s
po
rt u
ses
the
m?
Wa
tch
th
e v
ide
o. W
hic
h o
f th
ese
ob
jec
ts d
o y
ou
se
e?
Wh
ich
sp
ort
use
s th
em
?W
atc
h t
he
vid
eo
. Wh
ich
of t
he
se o
bje
cts
do
yo
u s
ee
? W
hic
h s
po
rt u
ses
the
m?
Wa
tch
th
e v
ide
o. W
hic
h o
f th
ese
ob
jec
ts d
o y
ou
se
e?
Wh
ich
sp
ort
use
s th
em
?W
atc
h t
he
vid
eo
. Wh
ich
of t
he
se o
bje
cts
do
yo
u s
ee
? W
hic
h s
po
rt u
ses
the
m?
Wa
tch
th
e v
ide
o. W
hic
h o
f th
ese
ob
jec
ts d
o y
ou
se
e?
Wh
ich
sp
ort
use
s th
em
?W
atc
h t
he
vid
eo
. Wh
ich
of t
he
se o
bje
cts
do
yo
u s
ee
? W
hic
h s
po
rt u
ses
the
m?
Wa
tch
th
e v
ide
o. W
hic
h o
f th
ese
ob
jec
ts d
o y
ou
se
e?
Wh
ich
sp
ort
use
s th
em
?W
atc
h t
he
vid
eo
. Wh
ich
of t
he
se o
bje
cts
do
yo
u s
ee
? W
hic
h s
po
rt u
ses
the
m?
Wa
tch
th
e v
ide
o. W
hic
h o
f th
ese
ob
jec
ts d
o y
ou
se
e?
Wh
ich
sp
ort
use
s th
em
?
3Re
ad
th
e s
afe
ty in
stru
ctio
ns.
Th
ink
of t
hre
e d
iffe
ren
t sp
ort
s fo
r e
ac
h o
ne.
Rea
d t
he
sa
fety
inst
ruc
tion
s. T
hin
k o
f th
ree
diff
ere
nt
spo
rts
for
ea
ch
on
e.Re
ad
th
e s
afe
ty in
stru
ctio
ns.
Th
ink
of t
hre
e d
iffe
ren
t sp
ort
s fo
r e
ac
h o
ne.
2
Wa
tch
th
e v
ide
o a
ga
in. R
ea
d a
nd
sa
y W
atc
h t
he
vid
eo
ag
ain
. Re
ad
an
d s
ay
true
true
or
true
or
true
fals
e. C
orr
ec
t th
e fa
lse
. C
orr
ec
t th
e fa
lse
se
nte
nc
es.
sen
ten
ce
s.se
nte
nc
es.
1 Th
e fa
mily
are
go
ing
to g
o ro
ck
clim
bin
g.
The
fam
ily a
re g
oin
g to
go
roc
k c
limb
ing
.Th
e fa
mily
are
go
ing
to g
o ro
ck
clim
bin
g.
The
fam
ily a
re g
oin
g to
go
roc
k c
limb
ing
.Th
e fa
mily
are
go
ing
to g
o ro
ck
clim
bin
g.
The
fam
ily a
re g
oin
g to
go
roc
k c
limb
ing
.
2 Th
ere
are
five
pe
op
le in
the
raft.
Th
ere
are
five
pe
op
le in
the
raft.
Th
ere
are
five
pe
op
le in
the
raft.
Th
ere
are
five
pe
op
le in
the
raft.
3 Th
e ro
ck
clim
be
rs c
an
se
e s
om
e s
no
w.
The
roc
k c
limb
ers
ca
n s
ee
so
me
sn
ow
.Th
e ro
ck
clim
be
rs c
an
se
e s
om
e s
no
w.
The
roc
k c
limb
ers
ca
n s
ee
so
me
sn
ow
.Th
e ro
ck
clim
be
rs c
an
se
e s
om
e s
no
w.
The
roc
k c
limb
ers
ca
n s
ee
so
me
sn
ow
.
4 Yo
u n
ee
d a
torc
h in
the
ca
ve.
You
ne
ed
a to
rch
in th
e c
ave
.
5 Th
e m
an
do
es
a b
un
ge
e ju
mp
fro
m a
brid
ge.
It’s
imp
ort
an
t to
st
ay
safe
wh
en
yo
u d
o s
po
rt.
1 Yo
u m
ust
we
ar a
he
lmet
. Y
ou
mu
st w
ea
r a h
elm
et.
3 A
lwa
ys li
ste
n to
the
refe
ree.
Alw
ays
list
en
to th
e re
fere
e.
2 D
on’
t do
this
on
the
roa
d.
4 Yo
u m
ust
n’t w
ea
r sh
oe
s.
Stay
ing
safe
Stay
ing
safe
Stay
ing
safe
Wa
tch
th
e v
ide
o. W
hic
h o
f th
ese
ob
jec
ts d
o y
ou
se
e?
Wh
ich
sp
ort
use
s th
em
?
112
3334
5
Vid
eo
and
21s
t C
ent
ury
Skill
sV
ide
o a
nd 2
1st
Ce
ntur
y Sk
ills
Vid
eo
and
21s
t C
ent
ury
Skill
s
Teac
her’s
Dig
ital:
You
can
also
teac
h th
is le
sson
usi
ng th
e Te
ache
r’s A
pp o
n N
avio
.
Pup
il’s
Dig
ital:
Enc
oura
ge y
our
pupi
ls
to u
se th
e P
upil’
s A
pp o
n N
avio
to
prac
tise
the
activ
ities
from
this
less
on.
Dig
ital r
esou
rces
Act
ivit
y 1
•Lo
ok a
nd w
rite.
•Li
sten
and
che
ck.
CD
3 Tr
ack
22 p
XX
X•
Rep
eat.
Act
ivit
y 2
•Li
sten
and
com
ple
te t
heno
tes.
CD
3 Tr
ack
23 p
XX
X
Act
ivit
y 3
•R
ead
and
ans
wer
.R
ead
and
ans
wer
.R
ead
and
ans
wer
•A
sk a
nd a
nsw
er.
Ask
and
ans
wer
.A
sk a
nd a
nsw
er
Act
ivit
y B
oo
k
•R
evie
w t
he le
sson
and
re�
ect
on le
arni
ng.
End
ing
the
less
on
•R
ead
the
saf
ety
inst
ruct
ions
.•
Thin
k of
thr
ee d
iffer
ent
spor
tsfo
r ea
ch o
ne.
Go
to t
he A
ctiv
ity B
ook
Act
ivit
y 3
Rei
nfo
rcem
ent
•P
lay
a gu
essi
ng g
ame.
Ext
ra a
ctiv
ity
Key
lang
uag
e•
bun
gee
jum
p, c
avin
g, g
love
s, g
oggl
es, h
arne
ss,
helm
et, k
nee
pad
s, li
fe ja
cket
, mou
ntai
n b
ikin
g, r
aftin
g,ro
ck c
limb
ing,
rop
e, s
kate
boa
rdin
g, t
orch
, zor
bin
g•
You
mus
t (w
ear
a he
lmet
). Yo
u ne
ed a
(tor
ch in
the
You
mus
t (w
ear
a he
lmet
). Yo
u ne
ed a
(tor
ch in
the
Y cave
). W
hat
do
you
do
to s
tay
safe
?
Mat
eria
ls•
Pup
il’s
Boo
k p
69; A
ctiv
ity B
ook
p67
; Cla
ss C
D3;
Teac
her’s
Ap
p o
n N
avio
Teac
her’s
Ap
p o
n N
avio
T•
Teac
her’s
Res
ourc
e B
ank:
Sp
orts
eq
uip
men
tTe
ache
r’s R
esou
rce
Ban
k: S
por
ts e
qui
pm
ent
T �ash
card
s•
Teac
her’s
Res
ourc
e B
ank:
Tal
k ca
rds
Teac
her’s
Res
ourc
e B
ank:
Tal
k ca
rds
T
Op
tio
nal m
ater
ials
•Te
ache
r’s R
esou
rce
Ban
k: T
rinity
Exa
m P
ract
ice
card
sTe
ache
r’s R
esou
rce
Ban
k: T
rinity
Exa
m P
ract
ice
card
sT (s
elec
ted
from
the
Sta
rter
Uni
t an
d U
nits
1, 2
, 3, 4
and
5)
•W
atch
and
list
en fo
r sp
eci�
c in
form
atio
n
•Id
entif
y w
ays
to s
tay
safe
whe
n d
oing
sp
ort
•R
e�ec
t on
per
sona
l saf
ety
in s
por
ts
•U
se t
he T
rinity
Exa
m P
ract
ice
card
s (o
ptio
nal).
•Th
ink-
Pair-
Shar
e. R
evie
wsp
orts
eq
uip
men
t vo
cab
ular
y.•
Set
lear
ning
out
com
es a
ndus
e th
e ta
lk c
ard
s.
Sta
rtin
g t
he le
sso
n
•B
efor
e yo
u w
atch
•W
atch
the
vid
eo.
Un
it 6
vid
eo•
Whi
ch o
f the
se o
bje
cts
do
you
see?
Whi
ch s
por
t us
es t
hem
?
Act
ivit
y 1
•W
atch
the
vid
eo a
gain
. U
nit
6 v
ideo
•R
ead
and
say
tru
e or
fals
e.•
Cor
rect
the
fals
e se
nten
ces.
Act
ivit
y 2
Det
aile
d Le
sson
Pla
n
6
Sta
rtin
g t
he le
sso
n
End
ing
the
less
on
CD
3 Tr
ack
23 p
XX
X
Pup
il’s
Bo
ok
Act
ivit
y 1
Pup
il’s
Bo
ok
Act
ivit
y 2
Pup
il’s
Bo
ok
Act
ivit
y 3
Ext
ra a
ctiv
ity
Act
ivit
y B
oo
k
CD
3 Tr
ack
22 p
XX
X
Det
aile
d Le
sson
Pla
n
169
Det
aile
d Le
sson
Pla
n
6
Sta
rtin
g t
he le
sso
n
Use
the
Tri
nity
Exa
m P
ract
ice
card
s (o
pti
ona
l).•
The
pup
ils p
ract
ise
aski
ng a
nd a
nsw
erin
g q
uest
ions
.Th
ink-
Pair-
Shar
e. R
evie
w s
po
rts
equi
pm
ent
voca
bul
ary.
•A
sk C
an y
ou
rem
emb
er t
he s
po
rts
equi
pm
ent
voca
bul
ary?
The
cla
ss t
hink
s si
lent
ly fo
r a
min
ute.
•Th
en t
he p
upils
wor
k w
ith a
Tal
k P
artn
er t
o na
me
the
spor
ts e
qui
pm
ent.
•In
vite
diff
eren
t Ta
lk P
artn
ers
to s
ay a
diff
eren
t ite
m.
Invi
te d
iffer
ent
Talk
Par
tner
s to
say
a d
iffer
ent
item
.In
vite
dif
Hol
d u
p t
he c
orre
spon
din
g �a
shca
rd a
nd p
rom
pt
the
clas
s to
rep
eat
the
wor
d.
•Fi
nally
, rep
eat
the
pro
ced
ure,
ask
ing
diff
eren
t p
airs
of
Talk
Par
tner
s ea
ch t
ime,
unt
il al
l the
sp
orts
eq
uip
men
tha
s b
een
nam
ed.
•In
trod
uce
the
exte
nsio
n vo
cab
ular
y kn
ee p
ads
and
gogg
les
whi
ch w
ill b
e us
ed in
the
vid
eo p
ages
.S
et le
arni
ng o
utco
mes
and
use
the
tal
k ca
rds.
•S
ay T
od
ay w
e’re
go
ing
to
wat
ch a
vid
eo a
nd t
hen
ask
and
ans
wer
que
stio
ns a
bo
ut e
xtre
me
spo
rts.
•P
oint
to
the
talk
car
ds
to s
how
the
pup
ils t
he d
iffer
ent
way
s th
ey w
ill b
e w
orki
ng in
the
less
on.
End
ing
the
less
on
Rev
iew
the
less
on
and
refl
ect
on
lear
ning
.•
Say
To
day
we’
ve w
atch
ed a
vid
eo a
bo
ut e
xtre
me
spo
rts.
Wha
t eq
uip
men
t ca
n w
e us
e to
sta
y sa
few
hen
do
ing
sp
ort
? E
licit
the
info
rmat
ion
from
the
pup
ils.
•A
sk W
hich
was
yo
ur f
avo
urit
e ac
tivi
ty t
od
ay?
Whi
ch a
ctiv
ity
was
eas
y /
diffi
cult
?
Ans
wer
s: 1
wea
r su
n cr
eam
2 w
arm
up
3 d
rink
ple
nty
of
wat
er 4
follo
w t
he r
ules
5 w
ear
knee
pad
s 6
wea
r go
ggle
s
Act
ivit
y 2
List
en a
nd c
om
ple
te t
he n
ote
s. C
D3
Trac
k 23
pX
XX
•E
xpla
in t
o th
e p
upils
tha
t th
ey a
re g
oing
to
liste
n to
the
safe
ty r
ules
at
a sk
ateb
oard
ing
clas
s. A
sk p
upils
for
idea
s of
pos
sib
le r
ules
. Rea
d o
ut t
he in
form
atio
n.Th
en p
lay
the
CD
, pau
sing
to
allo
w t
he p
upils
to
writ
eth
e m
issi
ng in
form
atio
n.•
Pla
y th
e C
D a
gain
with
out
pau
sing
.
Ans
wer
s: 1
hel
met
2 g
love
s 3
knee
s 4
road
5 b
ike
•A
sk p
upils
wha
t th
ey t
hink
the
mos
t im
por
tant
rul
e is
.C
an t
hey
give
a r
easo
n w
hy?
Act
ivit
y 3
Rea
d a
nd a
nsw
er. A
sk a
nd a
nsw
er.
•R
ead
out
the
sp
eech
bub
ble
. Ask
the
thr
ee q
uest
ions
to o
ne p
upil
(or
thre
e d
iffer
ent
pup
ils).
Est
ablis
h a
mod
el fo
r th
e an
swer
s re
qui
red
.•
The
pup
ils w
rite
answ
ers
to t
he q
uest
ions
ab
out
how
they
sta
y sa
fe w
hen
doi
ng s
por
t.•
Org
anis
e th
e p
upils
into
Tal
k P
artn
ers.
The
pup
ils t
ake
it in
tur
ns t
o as
k an
d a
nsw
er q
uest
ions
.P
upil’
s B
oo
k A
ctiv
ity
1
Bef
ore
yo
u w
atch
•R
ead
the
sp
eech
bub
ble
to
pup
ils. A
sk W
hich
extr
eme
spo
rts
can
you
nam
e? E
licit
resp
onse
sfr
om a
num
ber
of p
upils
. Tal
k ab
out
whe
ther
pup
ilsth
ink
that
the
se s
por
ts a
re s
afe
or d
ange
rous
.W
atch
the
vid
eo. W
hich
of
thes
e o
bje
cts
do
yo
u se
e? W
hich
sp
ort
use
s th
em?
•W
atch
the
vid
eo in
tro.
Ask
pup
ils W
hat
are
you
go
ing
to
see
nex
t? C
heck
tha
t th
ey u
nder
stan
d t
hat
they
will
see
lots
of s
hort
vid
eo c
lips
abou
t d
iffer
ent
extr
eme
spor
ts.
•P
lay
the
rest
of t
he v
ideo
. Ask
gen
eral
que
stio
ns t
och
eck
und
erst
and
ing.
Foc
us t
he p
upils
’ att
entio
n on
the
pho
tos
in A
ctiv
ity 1
. Say
Whi
ch o
f th
ese
ob
ject
sd
o y
ou
see
in t
he v
ideo
? E
licit
idea
s.•
Pla
y th
e vi
deo
aga
in fo
r th
e p
upils
to
answ
er t
heq
uest
ions
. Che
ck a
nsw
ers
as a
cla
ss.
Ans
wer
s: 1
ska
teb
oard
ing
2 ra
ftin
g 3
not
in v
ideo
4 ra
ftin
g, r
ock
clim
bin
g, c
avin
g, s
kate
boa
rdin
g 5
rock
clim
bin
g, b
unge
e ju
mp
ing
Pup
il’s
Bo
ok
Act
ivit
y 2
Wat
ch t
he v
ideo
ag
ain.
Rea
d a
nd s
ay t
rue
or
fals
e.
Co
rrec
t th
e fa
lse
sent
ence
s.
•E
xpla
in t
hat
you
are
goin
g to
do
a tr
ue o
r fa
lse
activ
ity.
•A
sk a
pup
il to
rea
d o
ut s
ente
nce
1. A
sk t
he c
lass
whe
ther
the
y th
ink
the
sent
ence
is t
rue
or fa
lse.
Rep
eat
with
sen
tenc
es 2
–5.
•P
lay
the
vid
eo. S
tud
ents
wor
k in
pai
rs t
o d
ecid
ew
heth
er t
he s
ente
nces
are
tru
e or
fals
e. T
hey
corr
ect
the
fals
e se
nten
ces.
Ans
wer
s: 1
F T
he fa
mily
are
goi
ng t
o go
raf
ting.
2 F
The
rear
e se
ven
peo
ple
in t
he r
aft.
3 T
4 T
5 T
Pup
il’s
Bo
ok
Act
ivit
y 3
Rea
d t
he s
afet
y in
stru
ctio
ns. T
hink
of
thre
e d
iffer
ent
spo
rts
for
each
one
.•
Tell
pup
ils t
hat
in t
he la
st p
art
of t
he v
ideo
Chl
oean
d M
ark
talk
ab
out
havi
ng t
he c
orre
ct e
qui
pm
ent
to s
tay
safe
whe
n d
oing
sp
ort.
Ask
Wha
t ac
tivi
ty is
Chl
oe
go
ing
to
do
? (S
kate
boa
rdin
g.) W
hat
safe
tyeq
uip
men
t d
oes
she
use
? (H
elm
et, g
love
s, k
nee
(Hel
met
, glo
ves,
kne
e(
pad
s.) A
sk p
upils
if t
hey
can
thin
k of
any
oth
ersa
fety
eq
uip
men
t (g
oggl
essa
fety
eq
uip
men
t (g
oggl
essa
fety
eq
uip
men
t (
, elb
ow p
ads)
or
safe
tyin
stru
ctio
ns (d
on’t
skat
eboa
rd o
n th
e ro
ad) t
hat
coul
dd
on’t
skat
eboa
rd o
n th
e ro
ad) t
hat
coul
dd
on’t
skat
eboa
rd o
n th
e ro
adb
e us
ed w
hen
skat
eboa
rdin
g.•
Exp
lain
tha
t p
upils
are
goi
ng t
o re
ad s
ome
safe
tyin
stru
ctio
ns a
nd h
ave
to t
hink
of t
hree
diff
eren
t sp
orts
for
each
inst
ruct
ion.
Rea
d t
he in
stru
ctio
ns w
ith t
hecl
ass
and
che
ck v
ocab
ular
y.•
Pup
ils w
ork
in p
airs
to
thin
k of
diff
eren
t sp
orts
. Col
late
idea
s on
the
boa
rd a
nd s
ee h
ow m
any
spor
ts y
ou c
anco
me
up w
ith fo
r ea
ch s
afet
y in
stru
ctio
n.
Ext
ra a
ctiv
ity
Rei
nfo
rcem
ent
•Th
ink
of a
n ex
trem
e sp
ort.
Say
I’m
wea
ring
a h
elm
etan
d a
life
jack
et. I
’m w
eari
ng a
wet
suit
. I m
ust
hold
the
pad
dle
tig
ht. W
hat
am I
do
ing
? Th
e p
upils
gue
ssA
re y
ou r
aftin
g? R
epea
t w
ith d
iffer
ent
spor
ts.
•Th
e p
upils
pla
y th
e ga
me
in p
airs
.
Act
ivit
y B
oo
k
Act
ivit
y 1
Loo
k an
d w
rite
. Lis
ten
and
che
ck. R
epea
t. C
D3
Trac
k 22
pX
XX
•Lo
ok a
t th
e w
ord
s in
the
box
and
che
ck v
ocab
ular
y.•
Pup
ils w
ork
on t
heir
own
to m
atch
the
saf
ety
inst
ruct
ions
to
the
pic
ture
s.•
Pla
y th
e C
D a
nd c
heck
ans
wer
s.
Det
aile
d Le
sson
Pla
n
170
Less
on
1
Act
ivity
Boo
kPu
pil’s
Boo
kA
t a G
lanc
e Le
sson
Pla
n
70
Inve
stig
ate
Key
lear
nin
g o
utc
om
es: r
emem
ber
an
d le
arn
th
e n
ames
of
nat
ura
l an
d m
an-m
ade
thin
gs
on
an
isla
nd
; in
vest
igat
e an
isla
nd
Lan
gu
age:
nat
ura
l an
d m
an-m
ade
thin
gs
on
an
isla
nd
Trea
sure
isla
nds
Des
ign
a tr
easu
re m
ap a
nd p
lay
a ga
me.
Sain
t Lu
cia
The
Big
Isl
and
of H
aw
aii
Tene
rife
1A
re t
he
re a
ny is
lan
ds
in y
ou
r c
ou
ntr
y? W
he
re a
re t
hey
?A
re t
he
re a
ny is
lan
ds
in y
ou
r c
ou
ntr
y? W
he
re a
re t
hey
?A
re t
he
re a
ny is
lan
ds
in y
ou
r c
ou
ntr
y? W
he
re a
re t
hey
?A
re t
he
re a
ny is
lan
ds
in y
ou
r c
ou
ntr
y? W
he
re a
re t
hey
?A
re t
he
re a
ny is
lan
ds
in y
ou
r c
ou
ntr
y? W
he
re a
re t
hey
?A
re t
he
re a
ny is
lan
ds
in y
ou
r c
ou
ntr
y? W
he
re a
re t
hey
?A
re t
he
re a
ny is
lan
ds
in y
ou
r c
ou
ntr
y? W
he
re a
re t
hey
?A
re t
he
re a
ny is
lan
ds
in y
ou
r c
ou
ntr
y? W
he
re a
re t
hey
?A
re t
he
re a
ny is
lan
ds
in y
ou
r c
ou
ntr
y? W
he
re a
re t
hey
?H
ow
ca
n y
ou
tra
vel t
he
re?
Ho
w c
an
yo
u t
rave
l th
ere
?W
hole
Cla
ssW
hole
Cla
ss
•Li
st fi
ve m
an
-ma
de
thin
gs
on
the
isla
nd
.is
t fiv
e m
an
-ma
de
thin
gs
on
the
isla
nd
.is
t fiv
e m
an
-ma
de
thin
gs
on
the
isla
nd
.
•LLi
st fi
ve n
atu
ral t
hin
gs
on
the
co
ast
.is
t fiv
e n
atu
ral t
hin
gs
on
the
co
ast
.is
t fiv
e n
atu
ral t
hin
gs
on
the
co
ast
.
•Li
st fi
ve n
atu
ral t
hin
gs
in th
e m
idd
le
ist f
ive
na
tura
l th
ing
s in
the
mid
dle
o
f th
e is
lan
d.
2W
ork
in g
roup
s o
f thr
ee. L
oo
k a
t the
ma
p a
nd m
ake
list
s. W
here
’s th
e tre
asu
re?
Wo
rk in
gro
ups
of t
hree
. Lo
ok
at t
he m
ap
and
ma
ke li
sts.
Whe
re’s
the
trea
sure
?W
ork
in g
roup
s o
f thr
ee. L
oo
k a
t the
ma
p a
nd m
ake
list
s. W
here
’s th
e tre
asu
re?
Wo
rk in
gro
ups
of t
hree
. Lo
ok
at t
he m
ap
and
ma
ke li
sts.
Whe
re’s
the
trea
sure
?W
ork
in g
roup
s o
f thr
ee. L
oo
k a
t the
ma
p a
nd m
ake
list
s. W
here
’s th
e tre
asu
re?
Bra
inst
orm
Bra
inst
orm
3Li
sten
and
che
ck y
our
list
s. Li
sten
ag
ain
and
rep
eat t
he w
ord
s.Li
sten
and
che
ck y
our
list
s. Li
sten
ag
ain
and
rep
eat t
he w
ord
s.Li
sten
and
che
ck y
our
list
s. Li
sten
ag
ain
and
rep
eat t
he w
ord
s.C
D3
24
4In
vest
iga
te a
n is
land
. Ma
ke n
ote
s o
n p
ag
e 68
in y
our
Ac
tivity
Bo
ok.
Inve
stig
ate
an
isla
nd. M
ake
no
tes
on
pa
ge
68 in
yo
ur A
ctiv
ity B
oo
k.
Dig
ital t
ip!
Use
the
Inte
rne
t to
lo
ok
at p
ho
tos
an
d
ma
ps
of t
he
isla
nd
. W
ha
t ca
n y
ou
se
e?
My
pro
jec
t 2
Less
on
1
seventy
Trea
sure
isla
nds
1
Ma
ke n
otes
ab
out y
our i
sla
nd.
M
ake
not
es a
bou
t you
r isl
and
.
Ma
ke n
otes
ab
out y
our i
sla
nd.
M
ake
not
es a
bou
t you
r isl
and
.
Ma
ke n
otes
ab
out y
our i
sla
nd.
Na
me
of t
he
isla
nd
:
Wh
ere
is it
?
Wh
at n
atu
ral t
hin
gs
ca
n y
ou
se
e o
n th
e is
lan
d?
Tic
k (✓
).
clif
fs
a b
ea
ch
mo
un
tain
s a
ca
ve
ro
cks
roc
ks
a la
ke
a ra
info
rest
a
vo
lca
no
a
rive
r a
wa
terfa
ll
Oth
ers
:
Wh
at m
an
-ma
de
thin
gs
ca
n y
ou
se
e o
n th
e is
lan
d?
Tic
k (✓
).
a b
ridg
e
a
roa
d
a
roa
d
a
vill
ag
e
a
vill
ag
e
a
po
rt
a
po
rt
a li
gh
tho
use
Oth
ers
:
Wo
uld
yo
u li
ke to
live
on
the
isla
nd
?
Why
?
1
Ma
ke n
otes
ab
out y
our i
sla
nd.
68
My
proj
ect 2
Les
son
1
sixty-eigh
tsixty-eigh
t
Inve
stigate
Key
lang
uag
e•
Nat
ural
and
man
-mad
e th
ings
on
an is
land
: bay
,b
each
, brid
ge, c
ave,
clif
fs, c
oast
, isl
and
, jun
gle,
lake
,lig
htho
use,
man
-mad
e, n
atur
al, p
ort,
pyr
amid
, riv
er,
rock
s, t
reas
ure,
vill
age,
vol
cano
, wat
erfa
ll•
Whe
re’s
(Haw
aii)?
It’s
in (t
he P
acifi
c O
cean
). W
hat’s
itW
here
’s (H
awai
i)? It
’s in
(the
Pac
ific
Oce
an).
Wha
t’s it
Whe
rlik
e? T
here
are
(lot
s of
bea
ches
). Th
ere’
s (a
jung
le).
It’s
(bea
utifu
l).
Mat
eria
ls•
Pup
il’s
Boo
k p
70; A
ctiv
ity B
ook
p68
; CD
3•
Teac
her’s
Res
ourc
e B
ank:
Tal
k ca
rds
Teac
her’s
Res
ourc
e B
ank:
Tal
k ca
rds
T
Op
tio
nal m
ater
ials
•Te
ache
r’s R
esou
rce
Ban
k: T
rinity
Exa
m P
ract
ice
card
sTe
ache
r’s R
esou
rce
Ban
k: T
rinity
Exa
m P
ract
ice
card
sT (s
elec
ted
from
the
Sta
rter
Uni
t an
d U
nits
1, 2
, 3, 4
, 5an
d 6
)•
An
onlin
e w
orld
map
•C
omp
uter
s
Sta
rtin
g t
he le
sso
n
•U
se t
he T
rinity
Exa
m P
ract
ice
card
s (o
ptio
nal).
•S
et le
arni
ng o
utco
mes
and
use
the
talk
car
ds.
End
ing
the
less
on
•R
evie
w t
he le
sson
and
re�
ect
onle
arni
ng.
Ext
ra a
ctiv
ity
Ext
ensi
on
•U
se t
he In
tern
et t
o in
vest
igat
eth
e is
land
s fu
rthe
r.th
e is
land
s fu
rthe
r.th
e is
land
s fu
rthe
r
My
pro
jec
t 2:
Tre
asu
re is
land
sM
y p
roje
ct
2: T
rea
sure
isla
nds
Inve
stig
ate:
Act
ivit
y 1
•A
re t
here
any
isla
nds
in y
our
coun
try?
•W
here
are
the
y?•
How
can
you
tra
vel t
here
?
Inve
stig
ate:
Act
ivit
y 2
•W
ork
in g
roup
s of
thr
ee.
Wor
k in
gro
ups
of t
hree
.W
•Lo
ok a
t the
map
and
mak
e lis
ts.
•W
here
’s t
he t
reas
ure?
Act
ivit
y 3
•Li
sten
and
che
ck y
our
lists
.C
D3
Trac
k 24
pX
XX
•Li
sten
aga
in a
nd r
epea
t th
ew
ord
s.
Act
ivit
y 4
•In
vest
igat
e an
isla
nd.
•M
ake
note
s on
pag
e 68
in y
our
Act
ivity
Boo
k.
Go
to t
he A
ctiv
ity B
ook.
Act
ivit
y B
oo
k
Act
ivit
y 1
•M
ake
note
s ab
out
your
isla
nd.
Teac
her’s
Dig
ital:
You
can
also
teac
h th
is le
sson
usi
ng th
e Te
ache
r’s A
pp o
n N
avio
.
Pup
il’s
Dig
ital:
Enc
oura
ge y
our
pupi
ls
to u
se th
e P
upil’
s A
pp o
n N
avio
to
prac
tise
the
activ
ities
from
this
less
on.
Dig
ital r
esou
rces
Link
to
Sci
ence
•La
ndsc
apes
: Tal
k ab
out
the
loca
l lan
dsc
ape.
•R
emem
ber
and
lear
n th
e na
mes
of n
atur
alan
d m
an-m
ade
thin
gs o
n an
isla
nd
•Ta
lk a
bou
t th
e lo
cal l
and
scap
e (o
ptio
nal)
Talk
ab
out
the
loca
l lan
dsc
ape
(op
tiona
l)T
•Fi
nd o
ut a
bou
t an
isla
nd
•S
hare
info
rmat
ion
with
you
r gr
oup
•Id
entif
y is
land
s in
you
r co
untr
y
Det
aile
d Le
sson
Pla
n
Sta
rtin
g t
he le
sso
nE
ndin
g t
he le
sso
n
Ext
ra a
ctiv
ity
Inve
stig
ate:
Pup
il’s
Bo
ok
Act
ivit
y 1
Pup
il’s
Bo
ok
Act
ivit
y 3
CD
3 Tr
ack
24 p
XX
X
Inve
stig
ate:
Pup
il’s
Bo
ok
Act
ivit
y 2
Act
ivit
y B
oo
k
Pup
il’s
Bo
ok
Act
ivit
y 4
Link
to
Sci
ence
171
Det
aile
d Le
sson
Pla
n
Sta
rtin
g t
he le
sso
n
Use
the
Tri
nity
Exa
m P
ract
ice
card
s (o
pti
ona
l).•
The
pup
ils p
ract
ise
aski
ng a
nd a
nsw
erin
g q
uest
ions
.
Set
lear
ning
out
com
es a
nd u
se t
he t
alk
card
s.•
Say
To
day
we’
re g
oin
g t
o b
egin
ano
ther
pro
ject
.•
Poi
nt t
o th
e ta
lk c
ard
s to
sho
w t
he p
upils
the
diff
eren
tw
ays
they
will
be
wor
king
in t
he le
sson
.•
Focu
s th
e p
upils
’ att
entio
n on
the
cha
lleng
e at
the
top
of P
upil’
s B
ook
pag
e 70
. Rea
d t
he t
ext.
End
ing
the
less
on
R
evie
w t
he le
sso
n an
d r
eflec
t o
n le
arni
ng.
•S
ay W
e’ve
lear
nt a
bo
ut is
land
s. W
hich
isla
nd d
idyo
u in
vest
igat
e? W
hat
can
you
rem
emb
er?
Elic
itth
e p
upils
’ ans
wer
s.•
Ask
Whi
ch w
as y
our
fav
our
ite
acti
vity
? W
hich
acti
vity
was
eas
y /
diffi
cult
?
Ext
ra a
ctiv
ity
Ext
ensi
on
•A
sk t
he p
upils
to
use
the
Inte
rnet
to
inve
stig
ate
thei
ris
land
s fu
rthe
r. Th
e p
upils
sho
uld
�nd
the
nam
es o
fth
e b
igge
st t
own,
riv
ers,
lake
s, m
ount
ains
and
fore
sts.
Inve
stig
ate:
Pup
il’s
Bo
ok
Act
ivit
y 1
Are
the
re a
ny is
land
s in
yo
ur c
oun
try?
Whe
re a
re
they
? H
ow
can
yo
u tr
avel
the
re?
•R
ead
out
the
que
stio
ns t
o b
e d
iscu
ssed
as
a cl
ass.
Enc
oura
ge t
he p
upils
to
nam
e th
e is
land
s in
the
irco
untr
y. P
rom
pt
the
clas
s to
giv
e m
ore
info
rmat
ion
by
aski
ng H
ave
you
bee
n to
one
of
the
isla
nds?
Ho
wd
id y
ou
trav
el t
here
? W
hat
did
yo
u se
e?
Pup
il’s
Bo
ok
Act
ivit
y 3
List
en a
nd c
heck
yo
ur li
sts.
Lis
ten
agai
n an
d r
epea
t th
e w
ord
s. C
D3
Trac
k 24
pX
XX
•P
upils
list
en a
nd c
heck
the
ir lis
ts. T
hen
they
list
enag
ain
and
rep
eat
the
wor
ds.
Inve
stig
ate:
Pup
il’s
Bo
ok
Act
ivit
y 2
Wo
rk in
gro
ups
of
thre
e. L
oo
k at
the
map
and
mak
e lis
ts. W
here
’s t
he t
reas
ure?
•Fo
cus
the
clas
s on
the
map
of t
he is
land
and
ask
Wha
t ca
n yo
u se
e?•
Rea
d o
ut t
he t
hree
tas
ks, c
heck
und
erst
and
ing
and
pro
mp
t th
e cl
ass
to �
nd e
xam
ple
s.•
Org
anis
e th
e cl
ass
into
gro
ups
of t
hree
and
ask
eac
hgr
oup
to
choo
se a
scr
ibe
to w
rite
the
lists
in h
is /
her
note
boo
k. S
et a
tim
e lim
it fo
r th
e gr
oup
s to
list
item
sth
at a
pp
ear
on t
he m
ap.
•A
t th
e en
d o
f the
tim
e, p
rom
pt
diff
eren
t gr
oup
s to
rea
dou
t th
eir
lists
. Writ
e th
e w
ord
s on
the
boa
rd a
nd g
ive
the
pup
ils t
he n
ames
of a
ny u
nkno
wn
item
s.
Sug
ges
ted
ans
wer
s:M
an-m
ade
thin
gs o
n th
e is
land
: ab
ridge
, a p
yram
id, a
vill
age,
a p
ort,
a li
ghth
ouse
Nat
ural
thi
ngs
in t
he m
idd
le o
f the
isla
nd: a
lake
, a ju
ngle
, avo
lcan
o, a
riv
er, a
wat
erfa
llN
atur
al t
hing
s on
the
coa
st: a
bay
, a b
each
, clif
fs, a
cav
e,ro
cks
Act
ivit
y B
oo
k
Act
ivit
y 1
Mak
e no
tes
abo
ut y
our
isla
nd.
•A
sk a
pup
il to
rea
d t
he in
form
atio
n. C
heck
und
erst
and
ing.
•If
you
do
the
inve
stig
atio
n as
a w
hole
cla
ss a
ctiv
ity,
use
an o
nlin
e m
ap t
o ex
plo
re e
ach
isla
nd in
tur
n. Y
ouca
n lo
ok a
t sa
telli
te p
hoto
s to
exp
lore
the
nat
ural
and
man
-mad
e fe
atur
es o
f the
isla
nd’s
land
scap
e. T
hew
hole
cla
ss c
an t
alk
abou
t w
hat
you
can
see,
but
onl
yth
e p
upils
who
hav
e b
een
allo
cate
d t
his
isla
nd s
houl
dm
ake
note
s.•
If yo
u ha
ve a
cces
s to
sev
eral
com
put
ers,
org
anis
eth
e cl
ass
so t
hat
the
pup
ils w
ho a
re in
vest
igat
ing
the
sam
e is
land
are
wor
king
tog
ethe
r. G
ive
each
gro
upth
e lin
k to
the
onl
ine
map
and
ask
the
m t
o m
ake
note
s. h
ttp
://m
aps.
goog
le.e
s/
Pup
il’s
Bo
ok
Act
ivit
y 4
Inve
stig
ate
an is
land
. Mak
e no
tes
on
pag
e 68
in y
our
A
ctiv
ity
Bo
ok.
•
The
pup
ils c
an d
o th
is a
s a
who
le c
lass
act
ivity
or
ingr
oup
s.•
Ask
the
pup
ils t
o d
escr
ibe
wha
t th
ey c
an s
ee in
the
pho
tos.
Poi
nt o
ut t
hat
thes
e is
land
s ar
e in
diff
eren
tp
arts
of t
he w
orld
.•
Org
anis
e th
e cl
ass
bac
k in
to t
heir
grou
ps
of t
hree
and
ask
them
to
dec
ide
whi
ch is
land
eac
h gr
oup
mem
ber
is d
oing
to
inve
stig
ate.
Link
to
Sci
ence
•If
you
are
stud
ying
the
Sci
ence
top
ic o
f Lan
dsc
apes
in E
nglis
h, t
alk
abou
t th
e la
ndsc
ape
whe
re y
ou li
ve.
Enc
oura
ge t
he c
lass
to
iden
tify
the
diff
eren
t na
tura
lan
d m
an-m
ade
feat
ures
in t
heir
envi
ronm
ent.
My
pro
jec
t 2
172
Act
ivit
y B
oo
k Li
sten
and
mat
ch.
CD
00
Trac
k 0
p00
0
Less
on
2
Act
ivity
Boo
kPu
pil’s
Boo
kA
t a G
lanc
e Le
sson
Pla
n
71
Plan
and
cre
ate
your
pro
ject
Key
lear
nin
g o
utc
om
es: r
emem
ber
an
d le
arn
th
e n
ames
of
nat
ura
l an
d m
an-m
ade
thin
gs
on
an
is
lan
d; i
nve
stig
ate
an is
lan
d L
ang
uag
e: n
atu
ral a
nd
man
-mad
e th
ing
s o
n a
n is
lan
d
1D
isc
uss
th
e q
ue
stio
ns.
Writ
e t
he
info
rma
tion
on
D
isc
uss
th
e q
ue
stio
ns.
Writ
e t
he
info
rma
tion
on
D
isc
uss
th
e q
ue
stio
ns.
Writ
e t
he
info
rma
tion
on
p
ag
e 6
9 in
yo
ur A
ctiv
ity B
oo
k.
1 W
ha
t’s th
e n
am
e o
f yo
ur i
sla
nd
?
2 W
ha
t na
tura
l th
ing
s a
re o
n th
e
isla
nd
? C
ho
ose
eig
ht.
isla
nd
? C
ho
ose
eig
ht.
3 W
ha
t ma
n-m
ad
e th
ing
s a
re o
n
the
isla
nd
? C
ho
ose
fou
r.
4 W
he
re a
re y
ou
go
ing
to h
ide
the
W
he
re a
re y
ou
go
ing
to h
ide
the
tre
asu
re?
trea
sure
?
Coop
erat
ive
lear
ning
Coop
erat
ive
lear
ning
Coop
erat
ive
lear
ning
List
en
to a
nd
resp
ec
t ev
ery
on
e’s
op
inio
n.
List
en
to a
nd
resp
ec
t ev
ery
on
e’s
op
inio
n.
List
en
to a
nd
resp
ec
t ev
ery
on
e’s
op
inio
n.
List
en
to a
nd
resp
ec
t ev
ery
on
e’s
op
inio
n.
List
en
to a
nd
resp
ec
t ev
ery
on
e’s
op
inio
n.
List
en
to a
nd
resp
ec
t ev
ery
on
e’s
op
inio
n.
List
en
to a
nd
resp
ec
t ev
ery
on
e’s
op
inio
n.
3
Pre
sen
t yo
ur
tre
asu
re m
ap
to y
ou
r c
lass
ma
tes.
Pla
y th
e g
am
e.
Pr
ese
nt
you
r tr
ea
sure
ma
p to
yo
ur
cla
ssm
ate
s. P
lay
the
ga
me.
Pre
sen
t yo
ur
tre
asu
re m
ap
to y
ou
r c
lass
ma
tes.
Pla
y th
e g
am
e.
Is th
e tr
ea
sure
in
the
jun
gle
?N
o, i
t isn
’t.
Is th
e tr
ea
sure
b
eh
ind
the
wa
terfa
ll?Ye
s, it
is.
2
Dra
w y
ou
r tr
ea
sure
ma
p a
nd
hid
e y
ou
r tr
ea
sure
.
Dra
w y
ou
r tr
ea
sure
ma
p a
nd
hid
e y
ou
r tr
ea
sure
.
Dra
w y
ou
r tr
ea
sure
ma
p a
nd
hid
e y
ou
r tr
ea
sure
.
Dra
w y
ou
r tr
ea
sure
ma
p a
nd
hid
e y
ou
r tr
ea
sure
.
Pres
ent y
our p
roje
ct
Go
to p
ag
e 6
9 in
yo
ur A
ctiv
ity B
oo
k.G
o to
pa
ge
69
in y
ou
r Ac
tivity
Bo
ok.
Thin
k ab
out y
our p
roje
ct
List
en
to a
nd
resp
ec
t ev
ery
on
e’s
op
inio
n.
We
ca
n h
ave
a w
ate
rfall.
Let’s
ca
ll th
e is
lan
d T
err
or I
sla
nd
.
We
ca
n h
ide
it in
the
jun
gle
.
Let’s
ha
ve a
ca
ve.
HIGH F IV
E, EV
ERYO
NE!
HIGH
WELL
DONE!
Team
wor
k tip
!Re
me
mb
er!
Eve
ryo
ne
c
on
trib
ute
s in
a te
am
.
My
pro
jec
t 2
Less
on
2
seventy-one
1
Ma
ke n
otes
ab
out y
our t
rea
sure
ma
p.
Ma
ke n
otes
ab
out y
our t
rea
sure
ma
p.
✩✩
✩✩
✩✩
1 N
ow
we
kn
ow
...
a li
ttle
info
rma
tion
ab
ou
t isl
an
ds.
som
e in
form
atio
n
ab
ou
t isl
an
ds.
a lo
t of i
nfo
rma
tion
ab
ou
t isl
an
ds.
2 O
ur m
ap
...
ha
s so
me
na
tura
l
thin
gs.
ha
s so
me
na
tura
l
an
d m
an
-ma
de
thin
gs.
ha
s so
me
na
tura
l an
d
ma
n-m
ad
e th
ing
s a
nd
is e
xciti
ng
.
3 O
ur c
lass
ma
tes
...sa
y th
e g
am
e is
OK.
Ou
r cla
ssm
ate
s ...
say
the
ga
me
is O
K. O
ur c
lass
ma
tes
...sa
y th
e g
am
e is
OK.
say
the
ga
me
is
go
od
.
say
the
ga
me
is
fan
tast
ic.
4 W
e w
ork
tog
eth
er …
ba
dly
. W
e w
ork
tog
eth
er …
ba
dly
. W
e w
ork
tog
eth
er …
ba
dly
.w
ell.
very
we
ll.
2Co
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngTh
ink
ab
out y
our p
roje
ct. R
ead
and
circ
le.
Thin
k a
bou
t you
r pro
ject
. Rea
d a
nd c
ircle
. Th
ink
ab
out y
our p
roje
ct. R
ead
and
circ
le.
Thin
k ab
out y
our p
roje
ct
My
proj
ect 2
Les
son
2 69sixty-nine
Na
me
of t
he
isla
nd
: N
am
e o
f th
e is
lan
d:
Na
me
of t
he
isla
nd
: N
am
e o
f th
e is
lan
d:
Na
tura
l th
ing
s o
n th
e is
lan
d:
Na
tura
l th
ing
s o
n th
e is
lan
d:
Na
tura
l th
ing
s o
n th
e is
lan
d:
Na
tura
l th
ing
s o
n th
e is
lan
d:
Na
tura
l th
ing
s o
n th
e is
lan
d:
Na
tura
l th
ing
s o
n th
e is
lan
d:
Ma
n-m
ad
e th
ing
s o
n th
e is
lan
d:
Ma
n-m
ad
e th
ing
s o
n th
e is
lan
d:
Ma
n-m
ad
e th
ing
s o
n th
e is
lan
d:
Ma
n-m
ad
e th
ing
s o
n th
e is
lan
d:
The
tre
asu
re is
Th
e tr
ea
sure
is
The
tre
asu
re is
.
Thin
k a
bou
t you
r pro
ject
. Rea
d a
nd c
ircle
.
.
The
tre
asu
re is
Na
me
of t
he
isla
nd
:
Na
tura
l th
ing
s o
n th
e is
lan
d:
Key
lang
uag
e•
Rec
ycle
d: m
an-m
ade
feat
ures
on
an is
land
; nat
ural
feat
ures
on
an is
land
; beh
ind
, bet
wee
n, in
, in
fron
t of
,on
, und
er•
Let’s
(hid
e th
e tr
easu
re).
I thi
nk w
e sh
ould
(hav
e a
Let’s
(hid
e th
e tr
easu
re).
I thi
nk w
e sh
ould
(hav
e a
Let’s
(hid
e th
e tr
light
hous
e). I
agr
ee. Y
ou’r
e rig
ht. T
hat’s
a g
ood
idea
,b
ut h
ow a
bou
t (h
avin
g a
wat
erfa
ll)?
Whi
ch d
o yo
up
refe
r? I
pre
fer
(this
tre
asur
e m
ap).
Is t
he t
reas
ure
(beh
ind
the
wat
erfa
ll)?
Yes,
it is
. No,
it is
n’t.
Mat
eria
ls•
Pup
il’s
Boo
k p
71; A
ctiv
ity B
ook
p69
•Te
ache
r’s R
esou
rce
Ban
k: T
alk
card
s•
A la
rge
pie
ce o
f pap
er o
r ca
rd fo
r ea
ch g
roup
of t
hree
pup
ils; c
olou
red
pen
s an
d p
enci
ls
Op
tio
nal m
ater
ials
•Te
ache
r’s R
esou
rce
Ban
k: T
rinity
Exa
m P
ract
ice
card
s(s
elec
ted
from
the
Sta
rter
Uni
t an
d U
nits
1, 2
, 3, 4
, 5an
d 6
)
Sta
rtin
g t
he le
sso
n
•U
se t
he T
rinity
Exa
m P
ract
ice
card
s (o
ptio
nal).
•S
et le
arni
ng o
utco
mes
and
use
the
talk
car
ds.
Ext
ra a
ctiv
ity
Rei
nfo
rcem
ent
•W
rite
a d
escr
iptio
n of
you
ris
land
.
End
ing
the
less
on
•R
evie
w t
he le
sson
and
re�
ect
on le
arni
ng.
My
pro
jec
t 2:
Tre
asu
re is
land
sM
y p
roje
ct
2: T
rea
sure
isla
nds
•Li
sten
to
and
res
pec
tev
eryo
ne’s
op
inio
n.
Coop
erat
ive
lear
ning
Co
oper
ativ
e le
arni
ng
Coop
erat
ive
lear
ning
Co
oper
ativ
e le
arni
ng
Coop
erat
ive
lear
ning
Co
oper
ativ
e le
arni
ng
Coop
erat
ive
lear
ning
Co
oper
ativ
e le
arni
ng
Coop
erat
ive
lear
ning
Co
oper
ativ
e le
arni
ng
Coop
erat
ive
lear
ning
Co
oper
ativ
e le
arni
ng
Pre
sent
yo
ur p
roje
ct:
Act
ivit
y 3
•P
rese
nt y
our
trea
sure
map
to
your
cla
ssm
ates
.•
Pla
y th
e ga
me.
•Th
ink
abou
t yo
ur p
roje
ct
Go
to t
he A
ctiv
ity B
ook.
Act
ivit
y 2
•D
raw
you
r tr
easu
re m
ap a
ndhi
de
your
tre
asur
e.A
ctiv
ity
Bo
ok
Act
ivit
y 1
•M
ake
note
s ab
out
your
trea
sure
map
.
Thi
nk a
bo
ut y
our
pro
ject
: A
ctiv
ity
2•
Thin
k ab
out
your
pro
ject
.•
Rea
d a
nd c
ircle
.
Pla
n an
d c
reat
e yo
ur
pro
ject
: Act
ivit
y 1
•D
iscu
ss t
he q
uest
ions
.•
Writ
e th
e in
form
atio
n on
pag
e 69
in y
our
Act
ivity
Boo
k.
Go
to t
he A
ctiv
ity B
ook.
Teac
her’s
Dig
ital:
You
can
also
teac
h th
is le
sson
usi
ng th
e Te
ache
r’s A
pp o
n N
avio
.
Pup
il’s
Dig
ital:
Enc
oura
ge y
our
pupi
ls
to u
se th
e P
upil’
s A
pp o
n N
avio
to
prac
tise
the
activ
ities
from
this
less
on.
Dig
ital r
esou
rces
•R
emem
ber
and
lear
n th
e na
mes
of n
atur
alan
d m
an-m
ade
thin
gs o
n an
isla
nd•
Pre
sent
you
r tr
easu
re m
ap t
o ot
her
pup
ilsan
d p
lay
a ga
me
•R
e�ec
t on
wha
t yo
u’ve
lear
nt a
nd h
ow y
ou’v
ew
orke
d t
oget
her
•W
ork
toge
ther
to
des
ign
an is
land
Det
aile
d Le
sson
Pla
n
Sta
rtin
g t
he le
sso
n
End
ing
the
less
on
Ext
ra a
ctiv
ity
Pla
n an
d c
reat
e yo
ur p
roje
ct: P
upil’
s B
oo
k A
ctiv
ity
1
Act
ivit
y B
oo
k
Pup
il’s
Bo
ok
Act
ivit
y 2
Act
ivit
y B
oo
k
Pre
sent
yo
ur p
roje
ct: P
upil’
s B
oo
k A
ctiv
ity
3
173
Det
aile
d Le
sson
Pla
n
Sta
rtin
g t
he le
sso
n
Use
the
Tri
nity
Exa
m P
ract
ice
card
s (o
pti
ona
l).•
The
pup
ils p
ract
ise
aski
ng a
nd a
nsw
erin
g q
uest
ions
.
Set
lear
ning
out
com
es a
nd u
se t
he t
alk
card
s.•
Say
To
day
we’
re g
oin
g t
o c
ont
inue
the
pro
ject
.P
rom
pt
the
clas
s to
tel
l you
wha
t th
ey d
id in
the
last
less
on.
•P
oint
to
the
talk
car
ds
to s
how
the
pup
ils t
he d
iffer
ent
way
s th
ey w
ill b
e w
orki
ng in
the
less
on.
•H
ighl
ight
tha
t th
e p
upils
will
be
wor
king
in s
mal
lgr
oup
s an
d p
rom
pt
the
clas
s to
tel
l you
wha
t th
eym
ust
do
whe
n th
ey w
ork
in g
roup
s: li
sten
, tak
e tu
rns,
resp
ect
diff
eren
t op
inio
ns, e
tc.
End
ing
the
less
on
R
evie
w t
he le
sso
n an
d r
eflec
t o
n le
arni
ng.
•S
ay W
e’ve
co
mp
lete
d a
pro
ject
ab
out
tre
asur
eis
land
s. A
sk W
oul
d y
ou
like
to li
ve o
n an
isla
nd?
•A
sk W
hich
was
yo
ur f
avo
urit
e ac
tivi
ty?
Whi
chac
tivi
ty w
as e
asy
/ d
ifficu
lt?
Ext
ra a
ctiv
ity
Rei
nfo
rcem
ent
•A
sk t
he p
upils
to
writ
e a
shor
t d
escr
iptio
n of
the
iris
land
. The
y ca
n d
o th
is in
gro
ups
or o
n th
eir
own.
Pla
n an
d c
reat
e yo
ur p
roje
ct: P
upil’
s B
oo
k A
ctiv
ity
1
Dis
cuss
the
que
stio
ns. W
rite
the
info
rmat
ion
on
pag
e 69
in y
our
Act
ivit
y B
oo
k.•
Invi
te a
pup
il to
rea
d o
ut t
he t
ext.
Hig
hlig
ht t
he t
wo
stru
ctur
es fo
r m
akin
g su
gges
tions
: Let
’s ..
. We
can
...E
ncou
rage
the
pup
ils t
o us
e th
ese
stru
ctur
es t
o m
ake
sugg
estio
ns a
s a
clas
s.•
Org
anis
e th
e cl
ass
into
the
ir gr
oup
s of
thr
ee fr
omth
e p
revi
ous
less
on. E
xpla
in t
hat
the
pup
ils s
houl
dw
ork
in t
heir
grou
ps
to d
ecid
e on
a n
ame
for
thei
ris
land
, eig
ht n
atur
al t
hing
s on
the
ir is
land
, fou
r m
an-
mad
e th
ings
on
thei
r is
land
, and
a p
lace
to
hid
e th
etr
easu
re. T
hey
shou
ld r
ecor
d t
his
info
rmat
ion
in t
heir
Act
ivity
Boo
ks.
•If
pup
ils n
eed
mor
e su
pp
ort
with
thi
s ac
tivity
, ask
the
grou
ps
to d
o on
e ta
sk a
t a
time.
Offe
r su
gges
tions
to
help
with
the
�rs
t ta
sk. T
hen
mov
e on
to
the
seco
ndta
sk a
nd t
hird
tas
k. B
efor
e th
e p
upils
do
the
four
thta
sk, r
evie
w t
he p
rep
ositi
ons
of p
lace
tha
t th
e p
upils
know
and
writ
e th
em o
n th
e b
oard
: in,
on,
und
er,
bet
wee
n, in
fron
t of
, beh
ind
.
Act
ivit
y B
oo
k
Act
ivit
y 2:
Thi
nk a
bo
ut y
our
pro
ject
R
ead
and
cir
cle.
•E
xpla
in t
hat
the
pup
ils a
re n
ow g
oing
to
thin
k ab
out
how
the
y’ve
wor
ked
as
a gr
oup
. Rea
d o
ut e
ach
stat
emen
t an
d a
sk t
he p
upils
to
circ
le o
ne, t
wo
orth
ree
star
s d
epen
din
g on
the
ir p
roje
ct.
List
en t
o a
nd r
esp
ect
ever
yone
’s o
pin
ion.
•R
ead
out
the
rub
ric. D
iscu
ss w
ith t
he c
lass
way
s in
whi
ch w
e ca
n sh
ow r
esp
ect
for
each
oth
er’s
op
inio
ns.
•E
mp
hasi
se t
he im
por
tanc
e of
bei
ng p
olite
and
liste
ning
car
eful
ly t
o ot
hers
.
Coop
erat
ive
lear
ning
Co
oper
ativ
e le
arni
ng
Coop
erat
ive
lear
ning
Co
oper
ativ
e le
arni
ng
Coop
erat
ive
lear
ning
Co
oper
ativ
e le
arni
ng
Coop
erat
ive
lear
ning
Co
oper
ativ
e le
arni
ng
Coop
erat
ive
lear
ning
Pup
il’s
Bo
ok
Act
ivit
y 2
D
raw
yo
ur t
reas
ure
map
and
hid
e yo
ur t
reas
ure.
•H
and
out a
larg
e pi
ece
of c
ard
or p
aper
to e
ach
grou
p.H
and
out a
larg
e pi
ece
of c
ard
or p
aper
to e
ach
grou
p.H
and
out a
lar
The
pup
ils w
ork
as a
gro
up t
o d
esig
n th
eir
isla
ndan
d d
raw
the
ir tr
easu
re m
ap. T
ell t
he p
upils
tha
t th
eym
ustn
’t d
raw
the
tre
asur
e on
the
ir m
ap.
Act
ivit
y B
oo
k
Act
ivit
y 1
Mak
e no
tes
abo
ut y
our
tre
asur
e m
ap.
•Th
e p
upils
rec
ord
the
ir d
ecis
ions
ab
out
thei
r is
land
.
Pre
sent
yo
ur p
roje
ct: P
upil’
s B
oo
k A
ctiv
ity
3
Pre
sent
yo
ur t
reas
ure
map
to
yo
ur c
lass
mat
es. P
lay
the
gam
e.•
Reo
rgan
ise
the
grou
ps
by
aski
ng t
wo
pup
ils in
eac
hgr
oup
to
stan
d u
p. E
ach
pai
r sh
ould
mov
e to
the
nex
tgr
oup
and
sit
dow
n. T
he t
reas
ure
map
sho
uld
sta
yw
ith t
he p
upil
who
has
n’t
mov
ed. R
emin
d t
he p
upil
with
the
map
tha
t th
e lo
catio
n of
the
tre
asur
e is
ase
cret
and
is w
ritte
n in
the
ir A
ctiv
ity B
ook.
•Fo
cus
the
clas
s on
the
pho
to a
nd a
sk W
hat
are
the
child
ren
do
ing
? W
hat
can
you
see
on
the
isla
nd?
Then
ask
thr
ee p
upils
to
read
out
the
sp
eech
bub
ble
s.•
The
pup
il w
ith t
he m
ap s
how
s it
to t
he n
ew p
air
and
exp
lain
s th
e d
iffer
ent
feat
ures
. The
pai
r th
en h
ave
exp
lain
s th
e d
iffer
ent
feat
ures
. The
pai
r th
en h
ave
exp
lain
s th
e d
ifte
n at
tem
pts
to
gues
s w
here
the
tre
asur
e is
. Inv
ite a
grou
p t
o d
emon
stra
te.
•R
egro
up t
he p
upils
and
pla
y ag
ain.
Fin
d o
ut h
owm
any
pai
rs m
anag
ed t
o �n
d t
he t
reas
ure.
•If
you
wis
h, a
sk th
e cl
ass
to v
ote
on w
hich
trea
sure
map
is th
e be
st. E
xpla
in th
at th
e pu
pils
can
onl
y vo
tefo
r on
e tr
easu
re m
ap a
nd th
ey c
an’t
vote
for
thei
r ow
n.S
ay th
e na
me
of e
ach
map
in tu
rn a
nd a
sk th
e pu
pils
tora
ise
thei
r ha
nds
if th
ey th
ink
that
map
is th
e be
st.
Thi
nk a
bo
ut y
our
pro
ject
•Te
ll th
e p
upils
tha
t th
ey a
re n
ow g
oing
to
thin
k ab
out
Tell
the
pup
ils t
hat
they
are
now
goi
ng t
o th
ink
abou
tT w
hat
they
hav
e ac
hiev
ed a
nd e
valu
ate
how
the
irp
roje
ct w
ent.
Ask
the
pup
ils t
o tu
rn t
o p
age
69 in
the
irA
ctiv
ity B
ook.
My
pro
jec
t 2
174
At a
Gla
nce
Less
on P
lan
6
5W
hich
less
ons
/ a
ctiv
itie
s d
id m
y p
upils
find
the
mo
st d
ifW
hich
less
ons
/ a
ctiv
itie
s d
id m
y p
upils
find
the
mo
st d
ifw
hy?
6W
hat
did
I tr
y in
the
cla
ssr
Wha
t d
id I
try
in t
he c
lass
roo
m f
or
the
firs
t ti
me?
Ho
w d
id it
go
?
7W
hich
rW
hich
res
our
ces
did
I fi
nd m
ost
use
ful?
(inc
lud
ing
web
pag
es)
8W
hat
coul
d I
do
dif
Wha
t co
uld
I d
o d
iffer
entl
y ne
xt t
ime
I tea
ch t
his
unit
?W
hat
coul
d I
do
diff
eren
tly
next
tim
e I t
each
thi
s un
it?
Wha
t co
uld
I d
o d
if
Whi
ch le
sso
ns /
act
ivit
ies
did
my
pup
ils fi
nd t
he m
ost
diffi
cult
and
W
hich
less
ons
/ a
ctiv
itie
s d
id m
y p
upils
find
the
mo
st d
ifficu
lt a
nd
Whi
ch le
sso
ns /
act
ivit
ies
did
my
pup
ils fi
nd t
he m
ost
dif
oo
m f
or
the
firs
t ti
me?
Ho
w d
id it
go
?
eso
urce
s d
id I
find
mo
st u
sefu
l? (i
nclu
din
g w
eb p
ages
)
Dat
e:
Uni
t:
1W
hat
did
my
pup
ils le
arW
hat
did
my
pup
ils le
arn
in t
his
unit
?
2H
ow
did
my
pup
ils w
ork
? (
Ho
w d
id m
y p
upils
wo
rk?
( ✓)
ind
ivid
ually
in
div
idua
lly
in p
airs
in
sm
all g
roup
s
in la
rge
grou
ps
ge g
roup
s as
a c
lass
3W
hich
key
co
mp
eten
ces
did
my
pup
ils d
evel
op
?ke
y co
mp
eten
ces
did
my
pup
ils d
evel
op
?
Com
pet
ence
in li
ngui
stic
com
mun
icat
ion
Com
pet
ence
in li
ngui
stic
com
mun
icat
ion
Com
pet
ence
in m
athe
mat
ics,
sci
ence
and
tec
hnol
ogy
Com
pet
ence
in m
athe
mat
ics,
sci
ence
and
tec
hnol
ogy
Dig
ital c
omp
eten
ceD
igita
l com
pet
ence
Lear
ning
to
lear
nni
ng t
o le
arn
Soc
ial a
nd c
ivic
com
pet
ence
sS
ocia
l and
civ
ic c
omp
eten
ces
Sen
se o
f ini
tiativ
e an
d e
ntr
Sen
se o
f ini
tiativ
e an
d e
ntre
pre
neur
ship
Cul
tura
l aw
arC
ultu
ral a
war
enes
s an
d e
xpre
ssio
n
4W
hich
less
ons
/ a
ctiv
itie
s w
erW
hich
less
ons
/ a
ctiv
itie
s w
ere
the
mo
st s
ucce
ssfu
l and
why
?e
the
mo
st s
ucce
ssfu
l and
why
?
Re
flec
tive
Te
ach
er
Re
flec
tive
Te
ach
er
Re
flec
tive
Te
ach
er