Load the Dinosaur dig story. Ss help to make the pre-story puzzle. Ss tell you where the picture comes from (a computer game) and how they know (“3 lives left”).
Play the story. Ss complete as much as they can of part 1 of the activity sheet. Play the story again to help Ss finish. Give the Ss the text of the story to check their answers.
Ss write about their favourite computer game on part 3 of the activity sheet.
Ss design their own computer game. They should decide: the name, the characters, what you have to find in the game, what you mustn’t do, what you have to watch out for, how many lives you have got, etc. Ss can design the front and back cover of the game box, or an advertising poster for it.
Ss re-write the story, based on their own game, with themselves as the characters. Low levels can copy the original story, just changing details, high levels can be more creative.
Ss review some dinosaur vocabulary with this labelling game or through mime. Afterwards you can feed in some more vocabulary from the following activity.
Ss do some dinosaur research. Put up information about different dinosaurs around the room, separated by category not dinosaur: i.e. don’t put all the T-Rex information in one place, put the diet information of all the dinosaurs in one place, the size information in another place, etc. You can find much of the information on the flashcards. Give Ss this report to complete in pairs (tell them what dinosaur they’re going to research). Ss go round the room and find out the information. Once the reports have been completed, display the reports either around the room or on a large map of the world where each dinosaur lived. Then give the Ss the dinosaur facts worksheet, and they read each others’ reports in order to complete/check their answers. Or, Ss can give a mini-presentation on their dinosaur, acting out how their dinosaur walked/behaved etc.
Ss complete the weather map worksheet. If the language is too difficult, it could be simplified to a map of the UK describing the weather in different cities. Then provide Ss with a map of their own country. They draw their own weather map, with different weather in different cities or regions.
Either: play a memory game – Ss in pairs swap weather maps, and test each other: “What’s the weather like in Paris/the north-east?” Or: do a drawing dictation – give Ss a blank copy of the map, and in pairs they ask and dictate to each other the weather from their own map to draw. While demonstrating either of these activities, be sure to drill the question form.
TV weather forecast project! Ss work in groups of 3 or 4. Find simple maps showing 10-15 major cities of any countries, one country per group, on A3 paper. Ss then decide what the weather’s like in each city and make weather symbols on card for those cities, which can be attached using Blu-tack or similar. While still in their groups, help Ss plan and rehearse their weather forecast presentation. Depending on the Ss, you might like to demonstrate with a map and presentation of your own before getting the Ss to start the project. When the groups are ready, introduce each group as if the news has just finished, and each group presents the weather for that country, sticking on the weather symbols as they go. This might be a nice project to film.
Finally, Ss can re-imagine the story. Either individually or in pairs, they imagine where they would go if they found a magic carpet. This would be great story-boarded, Ss draw a picture and write a caption for each place they go, and where they start and finish. The original story text could be used to help Ss write captions. Then the stories could be displayed for the other Ss to read, or some pairs might like to act their stories out.
Sometimes when we ask students to write a composition they spend very little time at the important editing stage. In this lesson students will do a couple of ‘short writing’ activities with the focus on editing and accuracy.
In this lesson students practise speaking, reading and writing while talking about the fastest and slowest animals. The grammar focus is comparatives and superlatives with quantifiers. Students also learn some unusual animal vocabulary.
Lots of our students have problems with big numbers. Sometimes they don’t know where to say ‘and’. Sometimes they confuse numbers like ‘sixteen’ and ‘sixty’. In this lesson students revise big numbers in a fun way. First they play a guessing game, then they play Bingo! They finish with a pair work jigsaw reading activity.