1 Oxford Primary Skills 3 Unit 5 Teaching Notes Oxford University Press

5
At the museum
Lesson objectives
To understand an advertisement
To learn or revise some adjectives
To use a variety of time expressions
To write about after school activities
Language
They always (want to come again).
I sometimes (go swimming) on (Thursday).
New vocabulary: dark, scary, amazing, boring, comfortable,
exciting
Other vocabulary: sleep-over, flashlight, quiz, prizes, mask,
sleeping bags, wake up, gallery, library
More words: lonely, sleepy, grumpy, busy, uncomfortable
Presentation and pre-reading (page 20)
Ask the children to open their books at page 20, and point
out the unit title. Ask children if theyve visited a museum
before and what they did there. Then ask the children to
look at the photo within the reading text, without reading
any of the text. Ask them what they can see, and elicit
ideas about what the text might be about. Explain that it
is an advertisement, perhaps in a magazine.
Point to the pictures in the vocabulary panel at the top
of the page and say the words. Explain the meanings if
necessary. See if the children can tell you what kind of
words they are (adjectives).
Model the words again for the children and drill
pronunciation. Then say the words in a different order and
ask children to point at the right picture.
If you like, you could do a simple mime for each of the
adjectives and let the children guess which one you are
miming.
Reading (page 20)
1 Read and listen. $ 05
Play the recording while the children follow the text in
their books. Explain the meaning of sleepover. See Note
below.
Ask some questions to check understanding, e.g. What is
the Big Night? What do the children need to bring? What do
they do at eight oclock? What time do they have breakfast?
Play the recording again. Ask the children if they think
they would enjoy taking part in the Big Night.
NOTE Sleepovers are a popular weekend activity amongst
young children in North America. Children will invite a good
friend to their home, usually for dinner and then to stay over
night. Sometimes children, especially girls, choose to have a
sleepover party for their birthday: several friends bring their
pyjamas and sleeping bags and stay for the night, eating
party food and perhaps watching a DVD movie or playing
games.
Sleepovers at museums have become popular in recent
years. Children take part in various activities during the
evening, and enjoy the scary but exciting experience of
sleeping in the museum! Parents must always accompany
the children.
Comprehension (page 21)
2 Look and write the times.
Write the following digital times on the board: 5:00, 9:30.
Point to each one and ask What time is this? Write the
phrase oclock on the board.
Look at the example answer with the children. See if they
can find the sentence in the text that gives them the
answer (The Big Night starts at 6.30 in the evening.). The
children then use the text to help them to find the times
for the remaining activities.
Let the children check their answers in pairs, then check
them as a class.
KEY
1 six thirty 2 seven oclock 3 seven thirty
4 eight oclock 5 nine oclock 6 ten oclock
3 Read and check () or write a cross ().
Look at the example answer with the children, and help
them to find the part of the text that tells us that this
sentence is true (Its dark in the museum at night. Is it scary?
No.).
The children read each sentence, decide whether it is true
or false, and put a check or cross as appropriate.
Let the children check their answers in pairs, then check
them as a class. For each sentence, ask the children to tell
you where in the text they found the answer, and let them
correct the false sentences.
KEY
1 (Its dark in the museum at night. Is it scary? No.)
2
(In the day you can visit the museum and at night you can
sleep there!)
3 (7.00 Egypt quiz)
4 (7.30 Dinner in the caf in the museum)
5 (10.00 Bedtime get into your sleeping bags)
6 (Children always want to come again!)
4 Match the questions and the answers.
Let the children work in pairs to complete the exercise,
making sure they agree on all the answers before they
write anything.
Check the answers as a class.
KEY
1 c 2 e 3 d 4 b 5 f 6 a
2 Oxford Primary Skills 3 Unit 5 Teaching Notes Oxford University Press
Vocabulary (page 22)
5 Choose and write.
The children look at the pictures and choose the
appropriate adjective for each one. Tell them to look at
the faces of the children in the pictures!
Check the answers as a class.
KEY
1 exciting 2 boring 3 scary 4 comfortable 5 dark
6 amazing
6 Match.
The children work individually or in pairs to match the
sentences (or sentence halves), making sure that the
completed answer makes sense.
Check the answers as a class, asking volunteers to read
out the complete sentence or pair of sentences for each
one.
KEY
1 Theyre scary.
2 There are comfortable sofas there.
3 but my mom loves it.
4 It has lots of swings.
5 Its too dark at night.
6 We can learn interesting things there.
7 Choose and circle.
Ask the children to look at the photo and read the
caption, The Taipei 101 Tower. Give the children some
information about this famous Taiwan landmark.
Let the children work in pairs to read the text and choose
the correct words. Tell them to do this orally before they
write anything.
Check the answers as a class, asking volunteers to read
out sentences.
KEY
1 scary 2 amazing 3 interesting 4 exciting 5 dark
More words (page 46)
In a stronger class, use the More words section to extend
the childrens vocabulary.
Ask the class to turn to page 46 and look at the pictures
in the vocabulary panel. Say the words, and explain their
meanings.
Model and drill the new adjectives. Then say the words in
a different order while the children point at the pictures.
Choose and circle.
The children circle the correct word/phrase in each
sentence.
KEY
1 busy 2 lonely 3 uncomfortable 4 grumpy
5 comfortable 6 sleepy 7 amazing 8 grumpy
Writing (page 23)
Ask the children to look at the photo next to the model
text and ask them to tell you in L1 what they can see.
What do they think the boy is doing? (He is doing pottery).
Read the text while the children follow it in their books.
Ask some questions to check understanding, e.g. What
is Sams favorite club? When is Reading Club? Where is
Swimming Club?
Ask the children to find and read the sentences containing
these adverbs of frequency: sometimes, never, always.
Make sure the children understand what these adverbs
mean, and draw their attention to their position within the
sentence. Explain that they are going to use some of these
adverbs of frequency in their own writing.
8 Choose and write.
Ask the children to look back at the text and find phrases
that contain the prepositions in, on, at and to. As they read
out the phrases, write them on the board, in four lists, like
this:
At our school
at the sports center
at the swimming pool
at four oclock
at three thirty
at five oclock
in the library
in winter
in the art room
go to Music Club
give them to my mom
on Monday
on Tuesday (etc)
Look at the lists with the children and help them to
formulate some basic rules for when each preposition is
used. The rules are complicated, so only attempt to do this
in very basic terms. (Note that we usually use at for places,
but in for rooms. The preposition to usually indicates
direction.)
The children complete the exercise individually, using the
lists on the board to help them if necessary. Then let them
check their answers in pairs.
Check the answers as a class.
KEY
1 in 2 on 3 at 4 to 5 in 6 on 7 At
9 Write in your notebook about your activities
after school.
Write these time phrases on the board: sometimes, always,
every day, on Monday.
Ask individual children What do you do after school?
Encourage each child to answer with one full sentence,
containing one of the time expressions (changing the day
of the week as necessary), e.g. I do my homework every day,
I go to swimming classes on Thursday, I sometimes watch TV,
I always read comics) and help them with any vocabulary.
3 Oxford Primary Skills 3 Unit 5 Teaching Notes Oxford University Press
Tell the children to write about two or three after school
activities, using the language in the box in Exercise 9.
Encourage them to use the model text and Exercise 8 to
help them too. They should start by naming the activity,
then add information about it, e.g.
On Tuesday I always go to Soccer Club. Its at the sports
center at four oclock.
My favorite activity is Art Club. Its on Monday at five
thirty. I sometimes do pottery at Art Club.
Monitor and help as necessary. When the children have
finished, let volunteers read out their finished texts.
Writing (optional extension activity)
Before the lesson, think of some important landmarks and
tourist destinations in your country (e.g. tall buildings or
statues, museums, theme parks).
Look again at the text about the Taipei 101 Tower on page 22.
Ask the children to tell you the names of some famous
landmarks/places in your country. Elicit some facts about
each one, and make notes on the board. Add some
information yourself.
Tell the children to choose one of the landmarks and
to write a short paragraph about it. Encourage them to
include the structure You can, as in the text about the
Taipei 101 Tower.