Session 7 Sequence of activities

What if?

Name/type Aims Procedures Materials Time

of activity

To review lesson 6: Should and  Display lesson 6’s leaflets and elicit what you should and shouldn’t do. Children’s 10
shouldn’t and seaside safety Tell the children they have to listen very carefully and if your statement leaflets
vocabulary. is true they should raise their right hand or false raise their left.
‘You should swim far from the beach.’ False.
To listen for the difference ‘You shouldn’t swim when there is a red flag’ True. Do 6 examples and
between Should and shouldn’t. then ask a strong pupil to come to the front and take the teacher’s role. If
the children have a high level of English they could do this activity in pairs.
To review the Past Simple and 5
Past Participle forms of irregular  Review the meaning of the verbs on S6M3. Ask for the Past Simple
verbs. and the Past Participle forms.
To discuss today’s aims.  Look at today’s aims.
Today's Aims
1. Review Lesson 6
2. Learn about the recycling
process
3. Learn Recycling Vocabulary
and a chant
4. Read pages 18-21
5. Review
Story To read pages 18-21  Tell the children it’s Story Time. 20
Time  Ask what happened last to the bottle and what did they think was going
to happen next. If they say it’s going to be recycled, ask them which
colour bin they put glass bottles in. Ask them is they have seen big
bins for bottles. Tell them these are called ‘bottle banks’.
 Turn to page 19. Can you see the bottle? What is the difference
between the two skips at the front? (One is for green bottles the other
brown bottles.) Look at the three bottle banks on page 18. Where did
the bottle go?
 Drill this vocabulary: recycling plant, conveyor belt, lorry and skip and
bottle banks.
 Read page 18. Follow the conveyor belt to the next page. Where is the
bottle? (on the conveyor belt) What happens next in the process? Use
the passive. The bottles are cleaned, are separated with a magnet,
and are crushed by a machine.
 Read page 20 and use the diagram below to explain the whole

The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).
 process, use linkers. Ask the children if all of these sentences are in
the Present Passive (the magnet one isn’t.)

CLIL To learn about the recycling  Hand out S7M1. Elicit what is happening in each picture. S7M1 30
The process.  Cut out the pictures and arrange them in order. Tell your partner what S7M2
Recycling is happening to the bottles in each picture. Use the Present Passive
Process To review the Present Passive. and linkers: first, then, next, after that, finally.
 Hand out S7M2 and ask the children to glue the pictures in the correct
To describe a process using the order onto the worksheet and at the bottom they have to write the
passive and linking words. process they described it to their partner.

 Hand out S7M3. Elicit what is in the pictures and which part of the S7M3 20
Chant To learn a chant recycling process it is. They can then match the pictures to the correct
line of the chant.
To consolidate recycling verbs in  Say the chant and the children clap twice after each line. Demonstrate
the imperative. that the children should say the verb at the start of the line hum two
syllables instead of saying ‘the bottles’ and then clap twice. The third
time they should be able to say the whole chant but make the learners
aware that the last line is slightly different.
 Ask the children if there is a verb, subject, object in each sentence.
 Explain that when there is no subject like this it is the imperative form.
Remind them that when they did the seaside picture dictation they told
their partner: ‘Draw a shell. Colour it blue.’ This was the imperative
form.

 What did you learn about? 5

To review today’s lesson.  What new vocabulary did you learn?
 Learn the chant for homework.

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