LFO Teacher's Guide - Book - Page 121
Pullout Box – Did you know…?
Read the short pullout box with the students. Make sure they understand what is being said
and ask how it relates to the movie. Have the students try to find a connection between the
movie and the short piece on legends. Ask if anyone knows of another lake monster legend?
(the Loch Ness Monster)
Post Reading
4. Let’s Complete!
WBKB: Have the students turn to workbook page 98, exercise 1
and complete the missing information in the movie ticket.
5. Let’s Write!
Ask the students to say why they would like to see the movie and
why they wouldn’t.
Then have them do this exercise in their notebooks. They should
write one sentence saying why they would want to see the movie
and one sentence saying why they wouldn’t want to see the movie.
AI: Students locate
relevant information for a
specific purpose.
SI: Students express
feelings, likes and dislikes
and express opinions.
WKBK: Have the students turn to workbook page 98 and do exercise 2.
Pages 94-95
6. Language Focus!
Plurals
Have the students look at the pictures on page 94. Ask them to
read the speech bubbles.
Ask:
• How many tickets are they buying? (4)
• What else are they buying? (food – popcorn, candies,
sandwiches, soft drinks, juices)
AL: Students know how
word order, sound and
writing systems in English
are organized and how
these elements compare
with their home language.
On the board write:
• ticket – tickets
• candy – candies
• box – boxes
• boy – boys
Explain how to change a singular word to plural. Most words just get the addition of an ‘s’,
but sometimes we need to add more than just ‘s’ because the word ends in some special
letters.
When a word ends with ‘y’, but there is a vowel before the ‘y’, like in ‘boy’, we just add ‘s’,
so we get a ‘boy / boys’.
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