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In the street
1.
Cross out. Then match and say.
Lots of things in the street help you.
W a ’
t i ?
2.
Make a traffic jam!
zebrå crossing
traffic light∫
road
street light
pavement
bin
What’s this?
•
Students look at the photo at the bottom of the page. Ask:
What’s this?
Hands up to answer (a police officer). Invite
the students to think about what they will talk about in
upcoming lessons based on the image.
✔
Teaching tip
•
Giving students an opportunity to give their opinions about
activities encourages them to reflect on their experiences
and think critically.
Extra idea!
Revision
•
Say different things that are found in the street and which
aren’t found in the street. Tell the class to stand up if you
say something found in the street and to sit down if you say
something that is not typically in the street. For example:
bed
(students sit);
traffic lights
(students stand);
zebra
crossing
(students stand).
Extension
•
Talk to the students about why it’s important to cross the
street at a zebra crossing and to pay attention to pedestrian
crosswalks. What would happen if there were no traffic
lights, street lights, zebra crossings or bins?
✔
Teaching tip
•
Keep in mind that students need positive reinforcement
and encouragement. Be sure to praise students when they
get answers correct or work well together.
Assessment opportunity
•
Ask students to look back at the first four pages of the unit
and to put a tick [
✔
] next to the activity they liked best.
ADDITIONAL RESOURCES
•
Online resources
•
Interactive activities
•
Worksheet 3.2
NOTES
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Key competences covered:
Solve daily problems using logic
(mathematical);
demonstrate critical thinking in the observation
of reality
(physical world);
learn from and with others
(learning
to learn).
free answer.
a police officer
