104 104
Treasure!
45
Say: Look at the other eight words in their boxes. Colour the words that you can make. Be careful! There are some that you can’t make!
Don’t colour those! You can colour the boxes yellow or another colour.
You choose! Learners work in pairs and colour boxes.
Check answers by reading out the words and asking: Did you colour this box? Learners call out yes if they did or no if they didn’t.
Coloured boxes: parents, apps, seats, parties, pandas
Ask: Why can’t you colour ‘trousers’? Which letter is missing? (‘u’) And which letter do you need to write ‘sisters’? (We need three ‘s’s and there are only two!) What about ‘dinner’? (We need another ‘n’).
Write the three missing letters u, s and n on the board. Ask: What word can we make from these three letters? (sun)
Write on the board: Treasure Island. Pairs write similar puzzles, writing six or seven words in boxes, some of which can be made from the name of this famous book and some which can’t. Say:
Make your words four letters or more long! And only have one wrong letter in words that you can’t make, please!
Walk round and help if necessary.
Pairs swap puzzles to check the words and colour the correct boxes.
Suggestions for correct words:
trees, aunt, nurse, stars, reads, eats, learns, needs, sails, tries.
Suggestions for incorrect words:
grass, lakes, plant, skates, uncle, bear, dances.
C
C Write 1, 2 or 3 words to complete the sentences about the story.
Movers tip
In Reading and Writing Part 5, the answer will never be longer than three words. Candidates should only use words they can see in the story.
Say: This story is about going to see the film that’s called Pirates and Parrots!
Learners read the first part of the story. Point to the pirate in the first picture in C and ask: Who’s this? (Dan) Did the child who’s telling this story see this film in a cinema or at home? (in a cinema) Say Tell me about Dan. (He’s a famous pirate and he’s very strong.
He has a black beard and moustache.)
Point to the parrot and ask: What’s the parrot’s name? (Clever) Whose parrot is this? (Dan’s)
Read the first example sentence, pausing at the gap. The boy and his … ? (parents) read about the film on the internet. Explain that although the answer might also be ‘mum and dad’ these are NOT the words we read in the story so ‘mum and dad’ is the wrong answer here.
Read the second example. Ask: Where did the family see the film?
Point to the answer in the story (the Star Cinema). Ask: How many words are in this answer? (three). Remind learners they should not write more than three words in the gap.
Learners complete sentences 1–2.
Check answers:
1 a (famous) pirate 2 parrot Point to the second picture in the story.
Ask: Where are Dan and Clever now? (on an island / on the beach) Who are they with? (more pirates)
What are the pirates doing? (eating, climbing trees)
Learners read the next part of the text and complete sentences 3–5.
Check answers:
3 small island 4 find 5 went to sleep
Reading
& Writing
Part
5
A
ALook and read. Choose the correct words and write them on the lines.
a ticket islands
a pirate a bee
maps treasure
Example This person is in stories and sometimes he has a parrot! a pirate 1 You have to buy this when you go to watch a fi lm.
2 You see the sun in this in the day and the moon at night.
3 You look at these to fi nd roads to different towns.
4 These places have water all round them.
5 Pirates look for this under the water or under the ground.
6 Some people travel on this when they need to cross the sea.
B
B Colour the words you can make from the name of the fi lm!
parents apps seatstrouserspartiessistersdinnerpandas tests
C
CWrite 1, 2 or 3 words to complete the sentences about the story.
1
Pir tes nd P rrots
Examples The boy and his parents read about the fi lm on the internet.
On Sunday, they went to see the fi lm at the Star Cinema . 1 There was in the fi lm whose name was Dan.
2 Clever was Dan’s .
2
In the fi lm, Dan and his pirates sailed to a small island. When they got to the beach, Dan was hot and tired. ‘Find something for us all to eat!’
he said to the pirates. ‘Something for Clever too!’ Dan’s pirates found lots of bananas, pineapples, coconuts and kiwis to eat. They sat down in a circle on the sand, ate and then went to sleep after all their work.
3 The pirates went to a in their ship.
4 Dan told the pirates to some food for everyone.
5 The pirates all had something to eat, then they on the beach.
3
Then Clever made a really loud noise and Dan and the pirates woke up. Clever jumped up and down and said, ‘Pretty treasure! Pretty treasure!’ ‘Clever’s never wrong. There’s treasure here!’ Dan said.
The pirates found the box under the sand and laughed very loudly when they looked inside. That night the moon in the sky looked beautiful and all the pirates sang and danced and played music on the sand. I loved the fi lm. It was fantastic.
6 Dan knew that there was some under the sand because Clever was always right!
7 When the pirates found the treasure, they on the beach under the beautiful moon.
D
D Talk about differences between pictures 2 and 3.
EE Let’s write fi ve-line poems!
Last week, my parents and I read about a fi lm on the internet. We bought the tickets and went to see it at the Star Cinema on Sunday.
The fi lm was about a famous pirate called Dan. He wore black boots and had a black beard and moustache. He had a parrot too, whose name was Clever. Clever always sat on Dan’s shoulder.
the sky a ship
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Treasure!
45
Equipment needed
Colouring pencils or pens. See B.
A
A Look and read. Choose the correct words and write them on the lines.
Write on the board: a pirate. Ask: What kinds of things do we read about pirates in stories? Write learners’ ideas on the board. Ask questions to prompt answers if necessary. For example:
What do pirates wear? (scarves, trousers, shirts, hats)
What do pirates look like? (Ugly! They sometimes have beards and moustaches!)
How do pirates travel round the world? (They sail in boats/ships.) What are pirates good at finding? (treasure)
Read out the example: This person is in stories and sometimes he has a parrot!
Ask: Do most children like reading stories about pirates? (Yes!) Point to the picture of the pirate in A. Ask: Has this pirate got a parrot? (no) What’s this pirate wearing? (blue and white trousers, a green and white shirt, a red scarf and a black and white hat) Point to the answer on the line in the example: a pirate.
Learners read the other sentences and write their answers on the lines.
Check answers:
1 a ticket 2 the sky 3 maps 4 islands 5 treasure 6 a ship Tell one learner to choose a picture. The other learners have to
guess which picture has been chosen. They ask questions about it, for example:
Is it a person? No, it isn’t.
Is it green? No, it isn’t.
Is it the boat? No, it isn’t.
Is it the treasure? Yes, it is.
Learners do the same in pairs for a minute or two.
B
B Colour the words you can make from the name of the film!
Write on the board: Pirates and Parrots. Point to the words and say:
‘Pirates and Parrots’ is the name of a film. Look at the letters in these three words. Can we make the word ‘tests’ from these letters? (yes) Ask a volunteer to come up to the board and circle the letters they
need to write ‘tests’ (the last three letters of pirates and the last two letters of parrots).
Learners look at B. Point to ‘tests’ in the first box. Ask: What colour is this box? (yellow) It’s yellow because we can make this word.
Reading
& Writing
Part
1
105 105
EE Let’s write five-line poems!
Write the following words on the board: pirates, islands, maps, trees, parrots, pineapples, coconuts, treasure, sand, noises, ships, waves.
Write on the board: clever.
Say: ‘Clever’ is a good name for a clever parrot. What can we say about Dan the pirate. Is he clever? (yes/no) Is he strong?
Say: Now tell me more about Dan the pirate. He’s …? Write learners’
suggestions on the board.
Ask for words to describe ‘islands’ and ‘noises’ in the same way.
Suggestions from Movers wordlist
boring, brave, cool, dangerous, diff erent, exciting, famous, fantastic, huge, loud, scary, silly, strong
Say: Work in pairs now. Point to the words on the board and say:
Choose one of the words on the board and write it in your notebooks.
Pairs choose and write their word, for example: ‘pirates’ or ‘maps’.
Say: Under your word, write two more words that you think of about your first word.
Examples:
pirates maps
sail sea rivers roads
Say: On the next line, write a question about your first word.
Examples:
pirates maps
sail sea rivers, roads Where do they go? Can you read them?
Say: Under that, write an answer to that question.
Examples:
pirates maps
sail sea rivers, roads Where do they go? Can you read them?
To islands Yes, I can.
For the last line in the poem, tell learners to write an adjective to describe the first word and then write the first word again.
Examples:
pirates maps
sail sea rivers, roads Where do they go? Can you read them?
To islands Yes, I can.
scary pirates silly maps
Learners could illustrate their poems with a drawing. Display the poems around the classroom.
Point to the third picture. Point to the box of treasure. Ask: What’s this? (treasure)
Learners read the last part of the story and find out where the pirates found the treasure (under the sand). They then complete sentences 6 and 7.
Check answers:
6 treasure 7 sang / danced / sang and danced
DD Talk about diff erences between pictures 2 and 3.
Point to the second and third pictures again.
Say: Some things are diff erent in these pictures. For example, in this picture there are some coconuts on the tree, but in this picture there are no coconuts in the tree. What other diff erent things can you see?
Learners suggest sentences to describe the diff erences. To help them, you could write these words on the board:
day/night, the bowl, eating/singing, climbing / playing the guitar, treasure, hat, dancing
Check answers:
In this picture (2) it’s day, but in that picture (3) it’s night.
There’s a pineapple and some coconuts in the bowl / only a pineapple.
Dan and the parrot are eating/singing.
A pirate is climbing the tree / playing the guitar.
There is no treasure / a box of treasure.
Dan’s hat is on the sand / on his head.
No pirates are dancing. / Two pirates are dancing.
You can see the sun / the moon.
The sea is blue/purple.
Look at the last picture. Listen! Is this right or wrong?
Learners look at the last picture again while you say seven diff erent things about the picture. Say: When I say something that is right about the picture, nod your head. (Demonstrate this.) When I say something that is not right about the picture, shake your head.
(Demonstrate this.).
Make sure learners have understood what you want them to do then read out the following sentences:
All the pirates in the picture are dancing. (Learners shake heads) You can see the moon above the sea. (Learners nod heads) The treasure box is open. (Learners nod heads) The parrot is on Dan’s head. (Learners shake heads) Someone is cooking the pirates’ dinner. (Learners shake heads) There’s a coconut on the sand by Dan. (Learners nod heads) There are fourteen pirates in the picture. (Learners shake heads) Say: Now listen to some questions and write about the last film you
saw. Tell learners if they can’t remember the last film they saw, they can invent information.
Learners write the numbers 1–5 in their notebooks. They listen to the five questions and write their answers next to each number.
Say: You don’t have to write long answers. Write short answers to my questions. You can write one, two, three or four words.
1 What was the name of the last film you saw?
2 Which day did you go?
3 Who did you watch it with?
4 Did you enjoy the film?
5 What was the film about?
Ask five diff erent learners these questions again. Learners read out their answers then talk about their films in pairs or small groups.
