Teaching and Learning materials
Methodology and unit walk-through
CLIL
UNITS Knowledge Creativity Literacy
Welcome!
page 25
Contrasting childrens lives
City photography
All together now Inference; planning and writing
page 32 a description
The life cycle of a frog
Monets water gardens
2 Waterworld
page 56
Collecting information;
writing a report
Properties of materials
Jewellery
3 Material world
page 80
Describing an action;
writing an additional scene
Countries and their natural features
Map drawing
4 Expeditions
page 104
Imagining scenery;
writing a postcard
Creatures from Greek mythology
Describing and inventing dragons
5 Mythical creatures
page 128
Writing introductory paragraphs
for narratives
Thomas Edison and Ada Lovelace
Leonardo da Vincis blueprints
6 Incredible inventions
Describing problems and a process
page 152
Life on board a ship
Drawing pirates
7
Life at sea Writing a fictional biography
page 176
Comparing modern and
traditional classrooms
8 Plugged in
page 200
Designing gadgets
Writing a newspaper report
Festivals
page 224
page 4
page 10
Key structures
Phonics
I think its a . Its got .
Its before/after .
You can . There is/are . Whats ?
Present Simple: I (dont) like, he likes, she doesnt play
Does he (go sailing)? What/Where does ?
Theres a . / There are . / Are there any ?
Alternative spellings for ee green, me, beach
Prepositions: around, on, over, under
There is/are/arent - a/some/any
Present Simple: Froglets dont lay eggs, but frogs do.
Final spellings: er, ar, or teacher, popular, visitor
Its made of . / The are made of .
Can you (cut) it? I can (cut) (leather).
Present Simple questions: Is it made of (silver)?
Do you wear it on your (finger)?
Alternative spellings for ie five, my, island, light
Im going to . Were not going to . Are they going to ?
Where/Who/When/What are you going ?
I need a but I dont need a .
Alternative spellings for f fish, laugh, photo
Past tense of to be: Was it a ? Were they ?
There was . There were .
Alternative spellings for ai
rain, snake, day
Past tense: He was the inventor of . She was born in .
Did she invent a ? He didnt live in France.
When/Where/What/Who did ?
Pronunciation of ed endings talked, lived, wanted
Past tense: The ship had / didnt have .
She wore . He ate .
Did you sleep ? They laughed.
Alternative spellings for oa coat, rope, no
What do you use a computer for?
Can/cant / could/couldnt
Past tense: She sent me an email.
Did you (do the school work)?
Single and double consonants ff, ll, mm, nn, ss
I think its bad luck to .
The monkey was ninth, she was loud.
Who/What/Where/What/How/Why
 Key Competences page 16
Activity Bank page 17
Key vocabulary
Alphabet, Numbers, Ordinal numbers
IT activities (download a game, surf the net, write a blog)
Buildings in a city (bank, restaurant, university, flat )
Routines (do homework, go to bed, play with friends)
Activities (games, skiing, riding, camping, sailing, cooking)
Living and non-living things (grass, bamboo, water lily, beetle,
pondweed, snail, dragonfly)
Life cycle (breathe, lay, eat, become, live, lungs, gills, tadpoles)
Materials (metal, wood, fabric, glass, leather, silver)
Properties (see through, burn, tear, shatter, bend, fold)
Jewellery (brooch, bracelet, ring, earring, gold)
Equipment (ropes, tent, torch, sleeping bag, rucksack)
Landscape (desert, mountains, sand dune, crater)
Places (Switzerland, Germany, Pacific Ocean, Lake District)
Countries (China, Ethiopia, Australia, Iran, Mexico)
Animals (dragon, lion, horse, snake, monster, bird)
Animal body parts (horns, wings, feathers, tongue, fins, claws)
Inventions (printing press, light bulb, computer program)
Vehicle parts (wings, blades, mirror, solar panel, parachute)
Dates (1847, 1400, 3rd March)
Parts of a ship (cabin, masts, deck, crows nest, sails)
Clothes (trousers, hat, wig, turban, tunic)
Facial features (hair, beard, long, curly)
Computer parts (keyboard, mouse, screen, webcam, speakers)
Functions (have video chats, print, make music, play games)
Internet use (websites, download a film/music, send an email)
Personality (proud, kind, sensitive, independent, shy)
Ordinal numbers
Describing books (characters, settings, adjectives)
Bank page 22
Cultural
al focus
Functional language
I dont know I dont understand
The Scouts
Language for getting into groups: Come with us. Can I sit here?
Whats the name of your group? Im in a new group.
The Serpentine in Hyde Park
Language for observing nature: Can you hear that? What is it?
I think its a . Look! Theres a .
Recycling schedules
Language for recycling: Where does this (tin) go?
The (red) bins full. Put it in the (metal) recycling bin.
Australian landmarks
Language for train travel: The train leaves from platform .
Tickets, please! What time does it leave? How much is a single ticket?
The legend of King Arthur
Language for describing a theme park: There were some fantastic rides.
It was so scary. The best ride of all was the . That was brilliant.
School science competitions
Language for describing gadgets: Its a for my bedroom. Turn it off.
How does it work? Turn it down. The (red) button doesnt work.
Captain Cook
Language for sharing opinions: What did you think? Did you like it?
He was brilliant. I loved it. No way!
I think his last film was better. I dont think so.
Internet use
Language for using a computer: Do a presentation.
I couldnt open the attachment. Double click on the icon.
The computer crashed. Did you save your document?
I copied my document onto a pen drive.
Chinese New Year
World Book Day
Unit 3 Overview
Vocabulary
Materials: bamboo, fabric, glass, gold, leather,
metal, paper, plastic, silver
Properties of materials: bend, burn, cut,
fold, see through, shatter, tear
Jewellery: bracelet, brooch, earring, jewel,
ring, stone
Structures Recycled Language
Present Simple: Its made of (silver). Furniture
Is it made of (leather)? Parts of the body
Do you wear it on your (nger)? Days of the week
The (bottles) are made of (glass).
Can you (cut) it? I can (cut) leather.
Functional language: Where (does)
this (tin) go? The (red) bins full.
Put it in the (metal) recycling bin.

Creative St
Cultural Strand CLIL Object
ra nd
s:
Language Objective recycling. To design a
iv e:
rn the language fo r p iece of jewe
To lea llery.
lk about Language O
To understand and ta b
jectives:
in the UK. To learn the
a recycling schedule words for je
wellery.
To describe
a jewel using
It is made of the structure
(leather).

Functional Strand
Language Objectives:
To learn the functional
language related to sortin
g Material
material for rec ycl ing
different categories.
To talk about different
int

recycling routines at home

o

world
and at school.

Knowledge
CLIL Objec
Strand
To learn abo
tiv e:
ut the prop
of different erties
materials.
Literacy Strand Language O
To learn the
b
jectives:
CLIL Objectives: words for c
To describe an action. To learn the ommon ma
words to de terials.
To write an extra scene. of materials scribe the p
. roperties
Language Objectives: To learn the
words for th
To learn the e parts of a
To learn alternative spellings for the ie sound. structure C chair.
an you (ben
To write an additional scene in a story. d) it?
To learn adjectives for describing
and comparing materials.

80
 Skills Objectives Teachers i-book i-book

Listening: To understand conversations about materials Use the Richmond i-tools to complete
and recycling. To isolate words with the same ie sound in the activities with the children on the IWB.
the story.
Reading: To read and understand a Venn diagram and Activities in Lead-in and i-poster provide
a crossword, and short texts about materials. To read a digital alternative to introducei-flashcards
Speaking
the children
descriptions of jewellery. To read a story and answer to the lesson.
comprehension questions.
Writing: To describe a bedroom and a piece of jewellery. Activities with + beside the rubric offer
To write crossword clues. To spell words containing the ie an additional interactive activity to reinforce
sound. the activity content:
t Lesson 3: activity 2
Speaking: To talk about materials and how we can t Lesson 4: activity 1
recycle them. To describe action scenes in a story. t Lesson 7: activity 1
t Lesson 8: activity 1
t Lesson 9: grammar
Assessment Criteria provides extra interactive practice which can be
t Children can talk and write about materials. used for Fast Finishers or as a Wrap-up activity.
t Children can describe jewellery and furniture. Alternatively, it can be used as homework:
t Children can spell the words with the ie sound. t Lesson 2: knowledge
t Children can use a wide range of adjectives and t Lesson 4: functional
can classify words into actions and objects. t Lesson 6: phonics
t Children can understand a story and add a new scene t Lesson 7: literacy
to the story. t Lesson 8: literacy

Audiovisual material:
Optional Resources t Lesson 2: Are you green?
t Lesson 5: How do they make ?
Teacher's Resource Book Photocopies:
t Lesson 1: page 43, Listening provides a visual grammar presentation:
t Lesson 4: page 35, Writing t Lesson 9: review
t Lesson 5: page 51, Speaking
t Lesson 6: page 61, Phonics Use the Vocabulary Game Generator to create
t Lesson 7: page 27, Reading your own interactive games to review the key
t Lesson 9: pages 11-12, Language vocabulary from the unit at any time.
t Evaluation: pages 79-80 or 81-82, Unit 3 test
Extras/Realia
t Lesson 2: small samples of different materials
t Lesson 3: two or three pieces of jewellery or a For ideas on how to exploit the course
jewellery catalogue resources, see our Activity Bank: pages 17-24.
t Lesson 4: plastic bottles, old newspapers, zzy drink
can, clear jam jar and any other material for recycling
t Lesson 7: plastic beads, plasticine or modelling clay,
old costume jewellery for making a kaleidoscope jewel
t Lesson 9: dice

SCC
Key Competences Social and Civic Competences:
Children are introduced to different recyclable household items.

LC Linguistic Competence: CAE Cultural Awareness and Expression:

Children become familiar with vocabulary related to materials,
properties of materials, jewellery and language for recycling.
MST Competence in Maths, Science and Technology: LL
Children apply mathematical skills by doing a report on the classroom.
They also interpret a dice number code and a Venn diagram.
DC Digital Competence: IE
Children work together on the unit content using the IWB.
They further practise the unit content individually.
Children develop their creativity and imagination to design
a piece of jewellery.
Learning to Learn:
Children apply learning techniques by classifying the vocabulary
of the story into materials, actions and objects.
Sense of Initiative and Entrepreneurship:
Children become aware of the importance of coping with stress
and nding solutions.
81
 Lesson 1

3 Material world I wonder...

How many objects in the classroom
1 can you name?
2
How many different materials can
you see?
t Whats the most common mate
rial?

back

arms

seat
leg

LC 1 1.24 Listen and answer the questions.

2 Do a report on the classroom.

MST #!
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! 3 Write about the things in
your bedroom.

IE In my bedroom, the table

The chairs are made of . is made of .
The window is made of . The shelves are made of .

Materials, Parts of a chair | is/are made of ... . 27

LC Children improve their listening skills in the
context of materials and answer the questions
about the parts of a chair.
MST Children apply mathematical skills by doing a report
on the classroom and classifying the things that have
components made of each material in a table.
IE
Children show initiative in writing about the things
in their bedroom and what they are made of.
82
Key competences continuous assessment
Check if children:
1 Are able to follow the listening to do the activity.
2 Are able to classify objects in a table.
3 Are able to write a short text about the things
in their bedroom.
 Unit 3 Lesson 1
Fast Finishers
CLIL Objective The children draw a picture of their bedroom labelling the
To understand a listening activity about different materials different materials.
and parts of a chair.
Wrap-up
Language Objectives Play I spy. Say: I spy with my little eye, something beginning with
To introduce the words for common materials: fabric,
(W). The children ask yes/no questions about the materials:
glass, leather, metal, paper, plastic, wood
To introduce the words for the parts of a chair: arms, Is it made of glass?
back, legs, seat
To introduce the Present Simple passive structure: Optional Resources
The (chairs) (are) made of (wood).
To revise words for furniture. Teachers Resource Book, page 43, Listening.

Materials
Teacher's i-book Flashcards for Unit 3
Initial Evaluation
CD 1 Poster for Unit 3 Check if the children can:
Name the materials introduced in the lesson.
Name the parts of a chair.
Lead-in Look at a common object and say what it is made of using
the structures presented in the lesson.
1.23 Display the ashcards and say the names of the materials.
Tell the children to take the ashcards and place them on or near
objects of that material in the classroom. Display the poster. The
children match the word cards with the poster. Explain that all
materials come from an animal, a plant or a mineral and give them Activity Book
some examples. Play the audio and the children answer the questions. Unit 3, page 25, Lesson 1. See page 240 for answer key.
(See transcript page 102.)
i-book Open the i-flashcards and say the names of the materials.
Then, open the i-poster. Children practise the materials vocabulary
dragging the words to the correct place. Explain that all materials
come from an animal, a plant or a mineral and give them some
examples. Play the audio and the children answer the questions orally.
For further practice, describe one of the items on the poster, and ask
the children to circle it using the Richmond i-tools.

1 Ask the I wonder questions.

1.24 Listen and answer the questions. Teach the names
of the parts of the chair. Then, ask what material each part of their
chair is made of. Look at the pictures in the book and ask the
children what they think the chairs are made of. Play the audio.
(See transcript page 102.)
Answers:
4, 1, 3, 2

2 Do a report on the classroom. The children copy the chart

into their notebooks and write the things in the classroom that
have components made of each material. Then, individual children
explain their charts.

3 Write about the things in your bedroom. The children write

about their bedroom using the model as a guide.

83
 UNIT 3 Lesson 2

LC 1 1.25 Listen and find the materials. Then, sing the song.


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cut tear fold see through

paper
leather
wood

burn bend shatter fold

fabric
metal
glass


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CAE 2 Write your own verse with a classmate.

Then, sing your verse.
I wonder...
Find out about plastic.
MST 3 Choose two materials and write riddles. t What is it made of?
t What can we use it for?
You can it and it and it,
t Why is it bad for the environment?
but you cant it. What is it?

More
28 practice Properties of materials | Materials, Properties | Can you it? You can/cant .

LC Children increase their knowledge of vocabulary Key competences continuous assessment

related to materials and their properties through
a song. Check if children:
CAE 1 Learn the new vocabulary through the song.
Children show their imagination and creativity
2 Use their imagination and creativity to invent
when inventing new verses of the song.
new verses of the song.
MST 3 Understand the various properties of materials.
Children develop their understanding of materials
and their properties.
84
Knowledge Strand
CLIL Objective
To become familiar with the properties of different materials.
Language Objectives
To learn verbs for demonstrating the properties
of materials: bend, burn, cut, fold, see through, shatter, tear
To revise the words for common materials.
To learn structures with modal verb can and the
impersonal you: Can you (bend) it? You cant (bend) it.
You can (shatter) it.
Materials
Teacher's i-book Optional realia: small samples
CD 1 of different materials: leather,
Poster for Unit 3 fabric, wood and metal
Flashcards for Unit 3
Lead-in
Display the poster (or open the i-poster on the Teachers i-book)
and ask the children what materials are pictured. If you have real
samples ask them to match the real sample with the poster.
Take a piece of paper and demonstrate the new verbs: I can (bend)
the paper. For the verb shatter you could put a boiled sweet in a plastic
bag and shatter it. Write each verb on the board. Then, put the
ashcards on the board. The children draw arrows from the words
to the ashcards and say: You can (shatter) (glass).
1 1.25 Listen and nd the materials. Then, sing the song.
The children look at the chart in the book and describe the
properties of each material. If you have the real thing they can check
the properties themselves. Play the audio and the children say what
material is being described. They then join in with the song.
(See transcript page 102.)
Answers:
Leather, Glass
i-book Touch + to open the activity. The children listen to
the song and drag the verbs to the correct place as they listen.
Once the activity is completed, open My Notes and write the verbs
using the Richmond i-tools. The children take turns to tell you
which materials you can burn, shatter, fold, etc.
Unit 3 Lesson 2
Fast Finishers
The children nd the names of other materials, for example, clay
or rubber, and make a chart of their properties like in Activity 1.
Wrap-up
Play Animal, Vegetable, Mineral. The children think of an object
and say its origin. The rest of the class have to guess what is by
asking yes/no questions. They are allowed a maximum of ve
questions.
Set the I wonder questions for homework. You could do a project
based on this too and display the results around the class.
i-book Watch the video Are you green? Complete the
onscreen comprehension activity with the children. For further
practice, open the worksheet before you watch the video and
use the Richmond i-tools to complete it as you watch the
video. Alternatively, print out copies for the children to work on
individually.
The children drag the words to form correct sentences.
This will help them review the properties of materials. For
further oral practice, once the activity is completed, the children
answer the questions and make questions for the affirmative
sentences on the screen.
Continuous Assessment
Check if the children can:
Understand and use the verbs introduced to describe
the properties of materials.
Say what the objects around them are made of using
the vocabulary and structures introduced.
Activity Book
Unit 3, page 26, Lesson 2. See page 240 for answer key.

2 Write your own verse with a classmate. Then, sing your verse.
The children invent a new verse and sing it for the rest of the class to
guess the material.

3 Choose two materials and write riddles. Each child writes two
riddles using the model as a guide. They get into groups and ask each
other the riddles.

85
 UNIT 3 Lesson 3

LC 1 Read and find the jewellery.

1
This piece of jewellery is made of gold.
Its got a big, black stone in the shape
of a beetle. You wear it on your finger.

2
This piece of jewellery is made of silver.
bracelet
sword Its got green stones and a horses head.
You wear it at your waist.

3
This piece of jewellery is small and
made of gold. Its got two eyes.
You wear it in your ear.
ring

earrin
g

bracelet
earring

brooch

sword

ring brooch

SCC 2 Choose a piece of jewellery and take turns

asking questions.
3 Design and describe a piece
CAE Is it made of silver?

of jewellery.
Yes, it is.
Has it got red and green stones? '


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No, it hasnt.

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Do you wear it on your clothes? $
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Yes, you do.

Jewellery | Its made of ... . Its got ... . You wear it . 29

LC Children increase their knowledge of vocabulary Key competences continuous assessment

about jewellery and develop their reading skills
by matching pictures and descriptions. Check if children:
SCC 1 Learn new vocabulary related to jewellery and
Children practise taking turns to ask and answer are able to match the pictures and descriptions.
questions. 2 Take turns to ask and answer questions.
CAE 3 Use their creativity and imagination to design
Children develop their creativity and imagination
a piece of jewellery.
to design a piece of jewellery.
86
Creative Strand Unit 3 Lesson 3
CLIL Objective Continuous Assessment
To design a piece of jewellery. Check if the children can:
Understand and use the words related to jewellery.
Language Objectives Describe a piece of jewellery in detail using the structures
To learn words related to jewellery: bracelet, brooch, ear, presented in the lesson.
earring, jewellery, piece, ring, stone, sword, waist; gold, silver
To practise the structures: Its made of (leather).
You wear it (on your wrist).

Materials
Activity Book
Unit 3, page 27, Lesson 3. See page 241 for answer key.
Teacher's i-book Optional realia: two or three pieces
CD 1 of jewellery or a jewellery catalogue

Lead-in
Show pieces of jewellery: This is a gold ring. This is a silver earring
with a red stone. If you do not have the real thing show pictures
from a catalogue. Discuss the materials and the colours and if
the children like the jewellery or not.

1 Read and nd the jewellery. Ask volunteers to read the texts

out loud and help with pronunciation and vocabulary as necessary.
Answers:
1 ring (picture) 2 sword (picture) 3 earring (photo)

2 Choose a piece of jewellery and take turns asking questions.

One child chooses a piece of jewellery from the pictures. Ask them
yes/no questions to demonstrate the activity. They then work in
pairs or small groups.
i-book Touch + to open the activity. Play I can read your mind!
Ask the children to look at the pictures, choose an item and write
the word on a piece of paper. Individual children take turns to read
and answer the questions on the screen according to the piece of
jewellery they have chosen. Once the answer is provided on the
screen, the children show their piece of paper to validate.

3 Design and describe a piece of jewellery. The children draw a

piece of jewellery and make a written description in their notebooks
using the model as a guide. They show it to the rest of the class.

Fast Finishers
The children design another piece of jewellery.

Wrap-up
Draw a boy and a girl on the board. Children take it in turns to come to
the board and the rest of the class say what jewellery to draw: The boy
has got a blue earring in his left ear.

87
 UNIT 3 Lesson 4
Functional language
SCC 1 Do you recycle at home?
2 Do you recycle at school? #$!'
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4 What do you recycle most?

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LC
1 Answer the questions.
2 1.26 1.27 Look at the earrings and listen for the mistakes. Then, listen and read the diary.

CAE 3 Write your own version and act out the scene.

More
30 practice Language for recycling

SCC
Children talk about recycling and recognise its
importance.
LC Children demonstrate their reading and
listening skills to find mistakes in the recording
of a description of a piece of jewellery.
CAE Children use their imagination and creativity
when writing their own diary page and acting
out the scene for the rest of the class.
88
Key competences continuous assessment
Check if children:
1 Recognise that it is important to recycle and reuse.
2 Are able to understand the reading and the listening
to complete the activity.
3 Develop their creativity to write their own diary
and act out a scene.
Functional Strand Unit 3 Lesson 4
3 Write your own version and act out the scene. The children
CLIL Objective get into groups of four or more and write their own version of
To act out a scene related to recycling rubbish. the scene. Encourage them to be creative, for example, they nd
Language Objectives a gold ring in the recycling bin, or a note passed in class. They act
To learn words related to recycling: bin, cloth, recycling, out their scenes for the rest of the class.
rubbish, strips, type
To learn verbs related to recycling: check, recycle, reuse, Fast Finishers
sort out The children make recycling posters for the school.
Functional language: Can you believe it? Whats it all made of?
Where does it all go? The (red) bins full. Can I put it in the Wrap-up
(yellow) one? No! That one is for (glass). How do you sort all Do a recycling project. There are many ideas online on how to
this out? make decorations out of recycled material, for example, jewellery
made out of used coffee capsules. Choose one that suits your
Materials class and resources and display the results.
Teacher's i-book Optional realia: plastic bottles, old The children take a quiz. Encourage them to search
CD 1 newspapers, zzy drink can, clear jam
the book to nd the correct answers.
Flashcards for Unit 3 jar and any other material for recycling

Optional Resources
Lead-in Teachers Resource Book page 35, Writing.
Display the material for recycling and the ashcards (or open the
i-ashcards on the Teachers i-book). Ask what each item is made
of. Where possible put the object with the ashcard. Ask about the
Continuous Assessment
colours of the local recycling bins. For the purpose of the story
Check if the children can:
explain that the yellow bin is for plastic and tetra bricks, the blue for
Understand and use the words related to recycling.
paper, the green for glass and the red for metal. Take each object and Reproduce the functional language related to recycling.
ask: Which recycling bin does this (can) go into? Write a sketch based on what they have read and act it out
using the language and structures introduced.
1 Answer the questions. Have a class discussion based on
the questions. Write headings on the board, for example: Reuse,
Recycle, Home, School and write up any signicant facts.
i-book Touch + to open the activity. The children learn about Activity Book
the recycling bins and what to recycle in each. Then, they drag the Unit 3, page 28, Lesson 4. See page 241 for answer key.
pictures to the correct bin. For further practice, ask them to name
other objects to recycle and where to put them.

2 1.26 1.27 Look at the earrings and listen for the

mistakes. Then, listen and read the diary. First, ask the children
to describe the earrings. Then, play the audio and ask individual
children what the mistake is each time or, alternatively, they could
write the words in their notebooks and check the answers later.
Then, they read and listen to the diary.
(See transcripts page 102.)
Answers:
Look at my lovely new earrings! Theyre made of gold (silver).
Theyve got gold (silver) chains with triangles (circles) at the end.
There are lions (snakes) heads in the triangles (circles).
The lions eyes are made of green (red) glass.
Then, theyve got strips of red plastic (brown leather)
hanging from the top.
At the ends of the strips theyve got paper (plastic) owers.

89
 UNIT 3 Lesson 5
Culture


People recycle some of their rubbish at home. They have a
calendar to show when they can leave their rubbish out for
collection. They take other things to the local recycling centre.

SCC
1 1.28 Listen and say Yes or No.
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Monday Tuesday Wednesday Thursday Friday Saturday Sunday
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Pair Work
SCC 2 Look at the recycling schedule in Activity 1. See who can throw out all the rubbish first.
Student A, go to page 91. Student B, go to page 94.
Its Wednesday.
Have you got any to throw out? I wonder...
Yes, I have. Choose a country.
t Find out the colour of the
recycling bins for plastic, glass,
LC 3 Compare recycling at home and at school. metal and paper.
At home, we recycle .

Recycling | Household items, Days of the week | Weve got . Can I put them ? Have you got any ? 31

SCC
Key competences continuous assessment
Children are introduced to different recyclable
household items. Check if children:
SCC 1 Identify and recognise different recyclable
Children demonstrate skills by working in pairs to
household items.
ask and answer questions about a recycling schedule.
2 Work well in pairs to ask and answer questions.
LC 3 Improve their ability to write in English.
Children improve their writing skills by comparing
recycling at home and at school.
90
Cultural Strand
CLIL Objective
To become aware of different recyclable household items.
Language Objectives
To introduce language for recyclable household items:
batteries, cans, clear bottles, coloured glass, coloured plastic,
garden waste, old clothes, old newspapers, plastic bottles; schedule
To revise the days of the week.
To practise the verb have got with any and the modal
verb can (permission): Can I put the (garden waste) out on
(Wednesday)?
Unit 3 Lesson 5
i-book Watch the video How do they make ? Complete
the onscreen comprehension activity with the children.
For further practice, open the worksheet before you watch
the video and use the Richmond i-tools to complete it as you
watch the video. Alternatively, print out copies for the children
to work on individually.
Optional Resources
Teachers Resource Book page 51, Speaking.

Materials Continuous Assessment

Teacher's i-book Check if the children can:
CD 1 Understand and use the words for recyclable household items.
Understand and interpret a recycling schedule and ask and
answer questions about it using the structures and vocabulary
Lead-in introduced.
Ask the children about their recycling habits and the colour of Write about their recycling habits at home and at school.
the recycling bins in the area. Explain that in the UK there is a
rubbish collection service door to door for certain items. Explain
what a recycling centre is and what a compost bin is.
i-book Open the lead-in activity. Play Guess it! The children have Activity Book
to guess the picture. Divide the class in groups. Touch play to start. Unit 3, page 29, Lesson 5. See page 242 for answer key.
The children look at the picture and try to guess what it is. When the
children want to have a guess they raise their hand. Stop the timer.
If the answer is correct, give one point to the team. If its not correct,
restart the timer. Use the Richmond i-tools to write each teams
score and time on the chart provided.

1 1.28 Listen and say Yes or No. Play the audio and the
children vote yes or no: Hands up all who say yes! After the activity
invite a child to ask another the same question: Today is (Monday).
Ive got lots of (garden waste). Can I put (it) out today?
(See transcript page 102.)
Answers:
1 Yes, 2 No, 3 No, 4 Yes, 5 Yes, 6 Yes

2 Pair work: Look at the recycling schedule in Activity 1.

See who can throw out all the rubbish rst. The children use
the days of the week spinner and the structures given to see who
gets to throw out their rubbish rst.

3 Compare recycling at home and at school. Before writing,

remind them of the discussion at the beginning of the class.
If the words are on the board leave them there.

Fast Finishers
The children divide an A4 sheet into four quarters and draw similar
recyclable objects made of paper, plastic, glass and metal.

Wrap-up
If you dont have Internet access, set the I wonder questions for
homework. If you do, set the task and discuss the ndings.
91
 UNIT 3 Lesson 6
The kaleidoscope jewel
LC 1 1.29 Read and listen to the story. 2 They land the capsule and climb out. Its very
dark but they can see with their special lights.
1 Team 55 has got a new mission. They are looking for Tana and Klip walk slowly. They shine their '%
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a mysterious jewel. They fly down a deep tunnel into torches on the walls.
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the centre of the Earth. Tana and Klip are looking at
the amazing view from the windows of their capsule.
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4 The liquid in the samples is thick and clear.

3 Klip shines his torch on the ground. Tana tests it using her special kit.
It is very bright and hard.
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LC 2 1.30 Find the sound in the story. Then, listen and check.

Instructions
t Look at the list: light, shine, fly, climb
t Find more words in the story with the same sound.
t Listen and check.

DC More
32 phonics Alternative spellings for the long i sound | Materials, Adjectives, Equipment

LC
Key competences continuous assessment
Children acquire increased enjoyment of listening
to and reading a story. Check if children:
LC 1 Enjoy listening to and reading the story.
Children learn to differentiate the alternative
2 Are able to differentiate the alternative spellings
spellings for the long i sound.
for the long i sound.
DC 3 Use the digital resources to practise phonics.
Children work together on the IWB and do
further phonics practice individually.
92
 UNIT 3 Lesson 7
IE 5 All the rivers flow in the same direction.
Klip and Tana decide to follow them.
Tana remembers to mark their route 6 After several minutes, the tunnel opens into a huge cave.
so they know the way back. There is a lake in the middle of the cave and a shiny island in
the middle of the lake. All the different rivers mix in the lake.
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7 Tana takes another sample. Then, she folds some
fabric around the samples and puts them in her bag. 8 Tana and Klip run
Suddenly, there is a loud explosion and the liquid back to the capsule.
begins to burn. The situation is very
dangerous now.
Tana uses her
brooch to throw a
safety line to the
capsule. They start
the capsule and fly
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back to the surface.
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Back on the surface, Tana 10
9 and Klip look at their
samples. They arent liquid
anymore. They are now
beautiful jewels. The
most beautiful jewel is
the sample from the lake.
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colours and is shinier and
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harder than the others.
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LC 1 Read the story again and answer the questions. #$!'+'(
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1 Is this story about real or fantasy events? 4 What can they see in the lake?
2 What are the waterfalls made of? 5 Why do Tana and Klip run quickly
3 Can they see through the liquid back to the capsule?
in the samples? 6 Why do they call it a kaleidoscope jewel?

DC More
Comprehension | Whats it made of? Its bright and hard. practice 33

IE Children acquire skills in personal development by Key competences continuous assessment

becoming aware of the importance of coping with
stress and finding solutions to overcome difficulties.
LC Children develop increased comprehension
skills when focusing their attention on questions
related to a story.
DC
Children work together on the IWB and do further
practice individually.
Check if children:
1 Realise the importance of coping with stress
and finding solutions to overcome difficulties.
2 Are able to answer the questions about the story.
3 Use the digital resources to practise
the new language.
93
 Literacy Strand
CLIL Objective
To acquire skills in phonics while reading a ctional story.
Language Objectives
To learn the nouns: capsule, earth, diamond, jewel, kit,
liquid, mission, path, sample, torch, tunnel, view, wall, waterfall
To learn the adjectives: amazing, bright, clear, dark, hard,
mysterious, special, thick
To learn the verbs: believe, land, look for, pass, shine, test
To introduce alternative spellings for the long i sound.
Materials
Teacher's i-book
CD 1
Lead-in
Preteach some of the new nouns. Ask if they know of any adventure
stories involving jewels, like Harry Potter and the Philosophers Stone
or King Arthur and the Holy Grail. Point to the pictures in the story:
This is a capsule. Write the adjectives on the board.
Unit 3 Lesson 6
Fast Finishers
The children write sentences in their notebooks with the
adjectives on the board: I have got an (amazing) pet.
Wrap-up
With their books closed, the children tell the story around
the class.
Note: Tell the children for next lesson to bring in plastic beads,
plasticine or modelling clay, old costume jewellery and modelling
glue to make a kaleidoscope jewel.
The children listen and drag the letters to form the
words. They choose the correct spelling for the long
i sound (igh, i, i_e, y). Use the hint to focus the childrens
attention exclusively on the spelling of the long i sound. For
further practice, open My notes and the Richmond i-tools and
dictate more words containing this sound.
Optional Resources
Teachers Resource Book page 61, Phonics.

1 1.29 Read and listen to the story. Ask the children Continuous Assessment
to nd the adjectives which are on the board. Ask comprehension Check if the children can:
questions: Where is Team 55? Recognise and spell the words that contain the long ie sound.
(See transcript page 103.) Understand and reproduce the adjectives introduced in the
story.
i-book Touch the story to open the i-story in a new window.
Read and listen to the story with the children.
Hot spots: Capsule, Jewel, Flow. Use the Hot spots to highlight
this potentially difficult vocabulary before the reading activities.
Activity Book
2 1.30 Find the sound in the story. Then, listen and check. Unit 3, page 30, Lesson 6. See page 242 for answer key.
Read out the words given as examples and tell the children to repeat.
Then, play the story again and the children note down the words
with the long i sound. Finally, play the audio and write the words on
the board to see if they were right.
(See transcript page 103.)
Answers:
light, bright
shine, ve, decide, striped, line, wire
y, my, why
climb, island, diamonds, I
eyes

94
Literacy Strand Unit 3 Lesson 7
CLIL Objective Optional Resources
To understand a ctional story. Teachers Resource Book page 27, Reading.

Language Objective
Comprehension.
Continuous Assessment
Materials Check if the children can:
Follow the story and answer comprehension questions
Teacher's i-book Optional realia: plastic beads,
about the events in the story.
CD 1 plasticine or modelling clay,
Understand and use the new verbs introduced in the story.
old costume jewellery for making
a kaleidoscope jewel

Lead-in
Encourage the children to retell the story without looking
Activity Book
in their books. Unit 3, page 31, Lesson 7. See page 243 for answer key.

1 1.29 Read the story again and answer the questions.

Play the whole story again and make sure they understand it.
The children answer the questions orally and then write both
questions and answers in their notebooks.
(See transcript page 103.)
Answers:
1 The story is about fantasy events.
2 The waterfalls are made of liquid diamonds.
3 Yes, they can see through the liquid in the samples.
4 They can see a shiny island in the middle of the lake.
5 They run back because there is a loud explosion
and the liquid begins to burn.
6 They call it a kaleidoscope jewel because it is striped
with all the colours.
i-book Touch + to open the activity. The children review the
story completing the sentences on the screen.

Fast Finishers
The children write sentences with ten of the new verbs introduced
in the story. The sentences can be about the story or not. If necessary
write a list of the verbs on the board.
Wrap-up
The children use the materials they have brought in to make their
own kaleidoscope jewel. Alternatively, they can draw a picture of a
kaleidoscope jewel. When they have nished, they describe the jewel
to their classmates.
The children play a game matching the sentence halves
to form correct sentences. This activity can be set up
between two or more teams. Alternatively, cover the second halves
of the sentences using the shade in Richmond I-tools and ask the
children to complete them in their notebooks using their own ideas.

95
 UNIT 3 Lesson 8

LL 1 Use the story to complete the lists with a classmate.

Actions
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Material
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Objects


LC 2 Make sentences and find the pictures in the story.

s.
some clip
the view.
looking at g the river
s.
Tana cuttin
Klip tearing the liquid.
is pointing at
.
Tana and Klip
are jumping the torch
bending some rocks.
TIJOJO
H ond .
folding the diam
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island.
UI
Tana and Klip are looking at the view.

Thats picture 1. Klip is .

CAE 3 Use your imagination and add a scene to the story.

Instructions
t Choose a place to add a picture. t Write the speech bubbles.
t Draw the picture. t Write a caption describing the action.

More
34 practice Describing action; writing an additional scene | They are looking at .

LL
Key competences continuous assessment
Children apply learning techniques by classifying
the vocabulary of the story. Check if children:
LC Children strengthen their language skills by 1 Can classify the vocabulary into different categories.
making sentences about the actions in the story 2 Can make sentences about the story to practise
using the Present Continuous. the Present Continuous.
CAE 3 Use their imagination to write an additional scene
Children use their imagination to write an
to the story.
additional scene to the story.
96
Literacy Strand Unit 3 Lesson 8
CLIL Objective Continuous Assessment
To learn how to write an additional scene. Check if the children can:
Classify the new words learned into objects, actions
Language Objectives and materials.
To practise structures with the Present Continuous: Make sentences about the actions in the story using
Tana (is) (looking at) (the waterfall). the Present Continuous.
To revise the words for materials, adjectives and verbs Write in a new scene to add to the story.
introduced in Lessons 6 and 7.
To write a descriptive text about an action scene.

Materials
Teachers i-book Activity Book
CD 1 Unit 3, page 32, Lesson 8. See page 243 for answer key.

Lead-in
Look back at the story and ask if the children remember any new
vocabulary learned. Try and tell them to use the new words in
another context: Striped! My football shirt is striped.

1 Use the story to complete the lists with a classmate.

The children get into pairs and write groups of words. Encourage
them to do an explanatory drawing where possible.
i-book Touch + to open the activity. The children review the
vocabulary learned in previous lessons classifying the words into
categories. They look at the pictures, read the words and choose the
correct category: materials, actions and objects. For further practice,
once the activity is completed, ask the children to add more words
to each category using the Richmond i-tools.

2 Make sentences and nd the pictures in the story.

Demonstrate a few example sentences and tell the children to nd
the pictures. Whoever guesses the correct picture makes up the
next one and so on around the class.

3 Use your imagination and add a scene to the story. Give

an example: I am adding a picture between picture 5 and 6. Tana
is putting a wire trail along the tunnel so they know their way back.
They see a strange pair of eyes in the dark.

Fast Finishers
The children write a diary entry from the point of view of one
of the characters from the story.
Wrap-up
Ask for their opinion of the story and why they liked or disliked it.
Remind them of the other stories they have read. Ask which is their
favourite and why.
The children play a fun game choosing the correct verbs
to complete the sentences. This will help them consolidate
the Present Continuous.

97
 UNIT 3 Lesson 9

LL 1 1.31 Copy the spelling chart. Then, listen and complete.

i i+e y igh

IE 2 Make crossword clues for your classmate. p

a
p
You can tear and fold this material. 3
e
This metal is yellow.
e a t
2 l h e r
You wear this on your finger.
a
5 4 b r o o c h
7
c r
8
6 p l a s t i c
10
m o i n
9 b r a c e l e t l 11 g l a s s
i t h v s
n a 13 e
g l 12 s w o r d
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14 g o l d
d

MST Grammar help 3 Describe things in the classroom.

Singular/plural nouns and verbs plastic and wood glass and metal
The ring is made of gold.
The earrings are made of silver. wood and metal leather and fabric
What is/are the ... made of? plastic and metal fabric and metal

6! Fabric and metal!

Mmm I know! My jeans are made
of fabric and metal.

Language review | long i sound, Singular and plural nouns, Materials, Properties 35

LL Key competences continuous assessment

Children develop learning techniques by
categorising vocabulary in a spelling chart.
IE Children show individual initiative to make
clues for a crossword puzzle with vocabulary
related to materials and jewellery.
MST Children apply mathematical skills when
rolling the die and using a number code
to identify different materials.
98
Check if children:
1 Are able to categorise vocabulary in the chart.
2 Use their initiative to make clues for the crossword
puzzle with vocabulary from the unit.
3 Interpret a die number code to identify different
materials.
Review Unit 3 Lesson 9
Fast Finishers
CLIL Objective The children invent their own crossword with clues.
To use singular and plural nouns and verbs in questions
and answers about materials and properties. Wrap-up
Have a Spelling Bee with words from Activity 1.
Language Objective
To review the vocabulary and structures of the unit.
Optional Resources
Materials Teachers Resource Book pages 11-12, Language.
Teachers i-book Flashcards for Unit 3
CD 1 Extra material: dice
Poster for Unit 3
Continuous Assessment
Check if the children can:
Lead-in Spell words with the ie sound.
Talk and write about the materials introduced
Display the poster. Ask about the materials. Ask the children to
and their properties.
point at something in the class made of different materials. Put
Talk about what things are made of.
the ashcards in a pile face down on your desk. A child takes a
ashcard and has to name the material and two properties of that
material: Glass. You can shatter it and you can cut it.
i-book Open the i-poster. The children listen to the materials
and nd them in the poster. Ask the children to point at something
Activity Book
in the class made of the materials shown in the poster. Alternatively, Unit 3, page 33, Lesson 9. See page 244 for answer key.
use the Vocabulary Game Generator to review the materials
vocabulary covered in the unit.
See pages 22-24 for interactive games description and ideas.

1 1.31 Copy the spelling chart. Then, listen and complete.

The children copy the spelling chart into their notebooks and ll
it in. Make sure they understand the meaning of the words.
(See transcript page 103.)
Answers:
i: island, diamond, climb, I i_e: ve, shine, line, striped
y: y, my, why igh: bright, light

2 Make crossword clues for your classmate. Remind the

children of the words clues, across and down. Each child writes down
a set of clues. Then, you copy the crossword onto the board and
ask individual children to read out a clue. The rst child to guess the
word correctly reads out their clue and so on around the class.
They can also work in pairs.

3 Describe things in the classroom. The children get into groups.

Each group has a die. They say classroom objects that are made of
the materials that correspond to the numbers on the die.

Visual grammar presentation.

i-book Touch + to open the activity. The children practise
the singular and plural of verbs and nouns. They read the questions
and choose the correct answers to complete them.
For further practice, ask them to answer the questions orally
or write the answers on the IWB using the Richmond i-tools.

99
 UNIT 3 Lesson 10

LC 1 1.32 Copy the chart, then listen and complete. Discuss your opinions.

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MST 2 Interpret the Venn diagram.

Properties of:
leather glass

bend
shatter
fold cut
ugh
burn thro
see

I cant shatter leather but I can shatter glass.

I cant tear leather or glass.
I can cut leather and glass.
IE
3 Choose two materials. Then, make a Venn diagram and write a description.

36 Oral review | Jewellery, Describing the properties of materials

LC Key competences continuous assessment

Children improve their listening skills by
completing a chart with the missing information. Check if children:
MST 1 Are able to understand the listening activity.
Children apply mathematical skills to interpret
2 Can interpret a Venn diagram.
a Venn diagram.
3 Show initiative to make a Venn diagram.
IE
Children use their initiative to make their
own Venn diagram.
100
Review
CLIL Objective
To consolidate structures and vocabulary by describing
pieces of jewellery and the properties of materials.
Language Objective
To review the vocabulary and structures of the unit.
Unit 3 Lesson 10
Final Written Evaluation
In the next lesson give the children the tests from the
Teachers Resource Book pages 79-80 or 81-82 depending
on each childs ability. Give as much support as necessary
for them to understand the structure of the tests.

Materials Note: The listening is the same for both tests.

Teacher's i-book Flashcards for Unit 3
CD 1 Final Assessment
Check if the children can:
Understand and make a Venn diagram about materials
Lead-in and their properties.
Revise the jewellery vocabulary. If someone in the class is wearing
jewellery ask: What (are) (your earrings) made of?

1 1.32 Copy the chart, then listen and complete.

Discuss your opinions.
The children look at the pieces of jewellery, name them and say Activity Book
what they think they are made of. Play the audio and the children Unit 3, page 34, Lesson 10. See page 244 for answer key.
mark off the opinions they hear.
(See transcript page 103.)
Answers:
Jessicas opinion: Toms opinion:
bracelet - leather bracelet - plastic
ring - glass ring - plastic
sword - metal sword - plastic
brooch - glass brooch - metal
earrings - plastic earrings - wood

2 Interpret the Venn diagram. Draw the Venn diagram on

the board. Then, ask individual children to make sentences based
on the diagram.

3 Choose two materials. Then, make a Venn diagram

and write a description. The children make their own Venn
diagram and describe it to the class.

Fast Finishers
The children make a Venn diagram of jewellery that can be worn
in school, out of school, or both.

Wrap-up
Play a ashcard game. Put the ashcards face down on your desk.
Ask a child to choose one and say: If you can shatter it, it's yours.
If the ashcard shows a material that you can shatter the child gets
a point. The child (or group) with the most points wins.
See page 18 for more ashcard games.
i-bookUse the Vocabulary Game Generator to review the key
vocabulary covered in the unit.
See pages 22-24 for interactive games description and ideas.

101
Transcripts
1.23 Poster, Unit 3. Animal, plant or mineral? 1.26 Look at the earrings and listen for the mistakes.
Teacher: Look at the rst picture. Do you know what material it is? Molly: Look at my lovely new earrings! Theyre made of gold.
Yes, that's right! It's paper! Does paper come from animals, plants Theyve got gold chains with triangles at the end. There are lions heads
or minerals? in the triangles. The lions eyes are made of green glass. Then, theyve
got strips of red plastic hanging from the top. At the ends of the strips
Look at the second picture. Do you know what material it is? Yes, that's
theyve got paper owers. Arent they just beautiful?
right! It's plastic! Does plastic come from animals, plants or minerals?
Look at picture number 3. Do you know what material it is? Yes, 1.27 Listen and read the diary.
that's right! It's bamboo! Does bamboo come from animals, plants
Molly to diary: Saturday, 12th December.
or minerals?
Magnetic earrings!
Look at picture number 4. Do you know what material it is? Yes, that's Justin: All this rubbish is from the classroom! Can you believe it?
right! It's wood! Does wood come from animals, plants or minerals? Harry: Youve got three different types of material there.
Camilla: So, whats it all made of?
Look at picture number 5. Do you know what material it is? Yes, that's
right! It's glass! Does glass come from animals, plants or minerals? Justin: Theres some metal, some plastic and some paper.
Where does it all go?
Look at picture number 6. Do you know what material it is? Yes, that's Harry: Well, put the metal in the red recycling bin.
right! It's leather! Does leather come from animals, plants or minerals? Justin: The red bins full. Can I put it in the yellow one?
Look at picture number 7. Do you know what material it is? Yes, that's Camilla: No! That ones not for metal.
right! It's metal! Does metal come from animals, plants or minerals? Harry: Read the instructions, Justin!
Look at picture number 8. Do you know what material it is? Yes, that's Justin: Wood, glass, cloth! How do you sort all this out?
right! It's fabric! Does fabric come from animals, plants or minerals? Harry: Well, think! Can you bend it?
Or you can just check it, like this!
1.24 Listen and answer the questions. Camilla: I just love your earrings, Molly!
Narrator: In this chair, the seat is made of fabric and the legs
are made of bamboo. What number is it? 1.28 Listen and say Yes or No.
In this chair, the seat is made of leather and the arms are made Narrator: Today is Wednesday.
of metal. What number is it? Boy: Mum! Weve got lots of old newspapers and clear glass bottles.
Can I put them out for recycling today?
In this chair, the back is made of paper and the arms are made Narrator: Today is Saturday.
of plastic. What number is it? Girl: Dad! Theres loads of garden waste and old clothes in the garage.
In this chair, the back is made of glass and the legs are made of wood. Can I put them out for recycling today?
What number is it? Narrator: Today is Monday.
Boy: Dad! Weve got lots of batteries and cans.
Can I put them out for recycling today?
1.25 Listen and nd the materials. Then, sing the song:
Narrator: Today is Friday.
The materials song.
Girl: Mum! There are lots of clear plastic bottles and old newspapers.
Can you cut it? Can you cut it? Can I put them out today?
Yes, you can! Yes, you can! Narrator: Today is Tuesday.
Can you tear it? Can you tear it? Boy: Dad! Weve got lots of cans and coloured plastic.
No, you cant! No, you cant! Can I put them out for recycling today?
Can you fold it? Narrator: Today is Thursday.
Yes, you can! Girl: Mum! There are lots of coloured glass bottles and old clothes.
Can you see through it? Can I put them out today?
No, you cant!
I know what it is!
Then tell me now!
Its
Can you burn it? Can you burn it?
No, you cant! No, you cant!
Can you bend it? Can you bend it?
No, you cant! No, you cant!
Can you shatter it?
Yes, you can!
Can you fold it?
No, you cant!
I know what it is!
Then tell me now!
Its

102
 Transcripts
1.29 Read and listen to the story: The kaleidoscope jewel. 1.30 Find the sound in the story. Then, listen and check.
Narrator: Team 55 has got a new mission. They are looking for Narrator: Listen to the sound: ie ie ie.
a mysterious jewel. They y down a deep tunnel into the centre Light, light Five Bright
of the Earth. Tana and Klip are looking at the amazing view from Shine, shine My Line
the windows of their capsule. Fly, y Island I
Climb, climb Diamonds Striped
Klip: Wow! In here even the walls are made of metals and jewels.
Decide Why Wire
Narrator: They land the capsule and climb out. Its very dark but they
can see with their special lights. Tana and Klip walk slowly. They shine 1.31 Copy the spelling chart. Then, listen and complete.
their torches on the walls.
Fly, y My, my Line, line
Tana: Look at the waterfalls, Klip! Bright, bright Five, ve I, I
Island, island Shine, shine Striped, striped
Klip: I wonder what they are made of? Diamond, diamond Climb, climb Wire, wire
Narrator: Klip shines his torch on the ground. It is very bright and hard. Light, light Why, why Eyes, eyes
Klip: Look! The path is made of gold and silver.
1.32 Copy the chart, then listen and complete.
Tana: We need to take some samples. Pass my bag, please. Discuss your opinions.
Narrator: The liquid in the samples is thick and clear. Tana tests Jessica: Look at this recycled jewellery, Tom. Its really funky, isnt it?
it using her special kit. Tom: Wow! And its all made of recycled materials.
Klip: Whats the liquid made of? Jessica: I think the bracelet is made of leather the ring is made of
Tana: I cant believe it! Its made of liquid diamonds! glass the sword is made of metal the brooch is made of glass
and the earrings are made of plastic.
Narrator: All the rivers ow in the same direction. Klip and Tana
decide to follow them. Tana remembers to mark their route so they Tom: Mmm. Im not sure. I think the bracelet is made of plastic and
know the way back. the ring is made of plastic. And I think the sword is made of plastic too!
The brooch is made of metal, and the earrings are made of wood!
Klip: Come on,Tana! Hurry up!
Jessica: Maybe.
Tana: Just a minute. I need to bend these clips and put this wire through.
Narrator: Now. What do you think?
Narrator: After several minutes, the tunnel opens into a huge cave.
There is a lake in the middle of the cave and a shiny island in the
middle of the lake. All the different rivers mix in the lake.
Klip: Why is that island so bright?
Tana: Wow! I think its a huge diamond.
Narrator: Tana takes another sample. Then, she folds some fabric
around the samples and puts them in her bag. Suddenly, there is
a loud explosion and the liquid begins to burn.
Klip: Quick! Get out of here!
Narrator: Tana and Klip run back to the capsule. The situation is very
dangerous now. Tana uses her brooch to throw a safety line to the
capsule. They start the capsule and y back to the surface.
Tana: Close your eyes, Klip!
Narrator: Back on the surface, Tana and Klip look at their samples.
They arent liquid anymore. They are now beautiful jewels. The most
beautiful jewel is the sample from the lake. Its striped with all the
colours and is shinier and harder than the others.
Tana: This jewel is made of all the others. Its so beautiful.
What can we call it?
Klip: Lets call it a kaleidoscope jewel!

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