Unit 5 lesson 4: Carrying things 3 Read

Learner’s Book pages: 68–69
Activity Book pages: 58–59
Lesson objectives
Listening: Listen to a poem.
Speaking: Speak about the shape of a poem.
Reading: Read a poem. Read for specific
information.
Language focus: Pronouns.
Vocabulary: Containers, sipping, instrument,
strips, wound round, sealed, wax, prevent, leaks,
swilling, spiral, puckered
Materials: Straws, Photocopiable activities 13 and 14,
glue, scissors, sheets of paper, drawing pin, pencil
with eraser on the top, sheets of paper, writing
/drawing supplies, tall boxes.
Warm up
• Ask the class to think about objects they use to
carry things, e.g. bags, boxes, etc.
• Supply additional vocabulary as necessary. Make a
list on the board.
1 Talk about it
• Ask the class to read the poem again and find the
answer to the questions.
• You may ask learners to discuss the answers in pairs or
small groups before discussing the answers as a class.
• Informal assessment opportunity: Circulate,
listening to learners’ interactions and take notes of
mistakes for remedial work.
Answers
Who invented the straw? Marvin Stone
When? In 1888
How did he invent his first straw? He wound paper strips
round his pencil and glued them together.
For further practice, see Activities 1 and 2 in the
Activity Book.
4 Word study
• Ask the class how they prefer to drink lemonade
and ask to explain why.
• Read with the class and ask them to match the
containers to the pictures.
• As a class discuss the answers to the questions.
Answers
a a suitcase
b a paper bag
c a backpack

• Ask the class to read the poem and the title and d a cup
e a glass
decide why it has such an unusual shape.
f a pencil case
• Discuss as a class and elicit ideas.
g a purse
• Ask them if they have ever seen a poem written in
h a lunch box
an unusual shape.
i a wardrobe

Answers
The letters look like the shape of straws.
2 Read
• Tell learners that they are going to read and listen to
the poem.
• Play the audio at least twice.
• Read the poem again with the class and help
learners with the new vocabulary.
• Give each learner a straw. Ask them to look at how
it is made. Tell them to pretend they are drinking
from it. Ask them to pay attention to how they put
their lips.
Audioscript: Track 39
See Learner’s Book pages 68.
j a cupboard
k a car boot
l a bin
Which is the biggest container? Probably the wardrobe.
Which is the smallest container? Either the purse, cup or
glass.
Which ones do you have in your house? Learners’ own
answers.
For further practice, see Activities 3 and 4 in the
Activity Book.
5 Let’s make it!
• Give each learner a sheet of paper, scissors, glue and
a copy of Photocopiable activity 13 (Make your
own paper bag).
• Tell them they are going to make a paper bag.
• Ask learners what they will put inside. Elicit ideas
from the class.
• Read the instructions with the class. Give them
enough time to make the paper bag.
• Circulate, helping as necessary.

1 Cambridge Global English Stage 3 Teacher’s Resource © Cambridge University Press 2019
 Wrap up Differentiated instruction
• When they have finished, ask learners to show their Additional support and practice
paper bags and tell the class what they will use
• Bring in some drinking straws and discuss with
them for.
learners how they are similar/different to the
• Home–school opportunity: Learners show their bag
original drinking straw. Are they made from
to the family and teach them how to make one. Then
spirals of paper, sealed with wax? Are they
they ask parents what they are going to put inside.
straight or do they bend?, etc. Ask learners to
Activity Book read the poem again and discuss the following
questions:
1 Read
1 What are some other inventions that learners
• Learners look at these words. They read about shape know of (including those read about in this
poems. unit) that were ‘sprung from [a person’s]
• Learners read the two shape poems and decide imagination’?
which they like better. Encourage them to explain 2 Look at the art for Lesson 1. What inventions
their answers. did those three children dream up as they were
‘wondering on any old day’?
Answers
3 What question does the poet ask the reader at
1 A straw.
2 Learner’s own answers.
the end of the poem? How would you answer
that question?

2 Write Extend and challenge

• Learners write their own shape poem. When they • Ask learners to work in pairs. They search the
have finished, give them real boxes to write the Internet and find more shape poems.
poem on. • They copy some poems and teach them to the
class.
Answers • You could ask them to copy them as mini-posters
Learners’ own answers.
and make a class display.
• In pairs, learners write a shape poem about
3 Word study
anything they like, e.g. a rain poem, a tree
• Learners look at the picture of Mick’s apartment.
poem, etc.
They write which things are in the wrong place.
• They copy their poem on a sheet of paper and
• Then they tell Mick where to put them.
read it to the class.
Answers • Display the poems. Then file them in the learners’
(Examples) portfolios.
There’s a T-shirt on the chair. Put it in the wardrobe.
Photocopiable activity 14
There’s a sandwich on the table. Put it in the lunchbox.
• Give each learner a copy of Photocopiable
There are some books on the floor. Put them in the backpack.
There are some pencils on the chair. Put them in the pencil activity 14 (Make a pinwheel) and the necessary
case / in the backpack.
materials.
There is a cup on the bed. Put it in the cupboard.
• As a class read and follow the instructions for
There is some rubbish on the floor. Put it in the bin.
making a pinwheel.
There are some trousers on the table. Put them in the
wardrobe. • When they have finished, ask: How does the
invention work? What is making the pinwheel
4 Challenge spin? Elicit the answers from the class.
• Ask the class to think of things they can put in the
containers.
Answers
Learners’ own answers.
Examples might include:
wood --- a wardrobe, a cupboard, a wooden box (for
pencils, etc.)
plastic --- a lunch box, a plastic bottle, a yogurt pot
glass --- a drinking glass, a flower vase, a jam jar
metal --- a car boot, a can of food or drink

2 Cambridge Global English Stage 3 Teacher’s Resource © Cambridge University Press 2019