ꢀ Ask some questions to check understanding, e.g. What is
the name of the village? Was it big or small? Did people have
(cookers)? Was there a theatre/cinema? Were there any cars?
Vocabulary (page 34)
Find five mistakes in the picture. Write.
ꢀ Ask the children to look at the picture in Exercise 5. Explain
that this is a picture of a house in 1900. Ask the children to
tell you what things should not have been included in the
picture. Revise the word rocket if necessary.
•ꢀ Draw the children’s attention to the list of words at the
left hand side of the model text. Explain that the child
who wrote the text started by making this list, but that it
isn’t complete. Ask the children to look back at the text
and tell you some things that they could add to the list
(e.g. cars ✔, planes ✘, telephones ✔, electric lights ✔,
candles ✔, cookers ✔, microwaves ✘, TVs ✔, books ✔).
ꢀ The children write each word from the box in the correct
place, to make the sentences true.
In 1900 they had… books, cookers, candles
In 1900 they didn’t have… planes, microwaves, rockets,
Write and, or or but.
ꢀ Ask the children to find examples of sentences containing
and, or and but in the model text.
ꢀ The children complete the sentences with and, or or but.
Remind the children if necessary that we use but when we
are contrasting two statements.
Complete the sentences.
ꢀ The children complete the text using the appropriate
words. Remind them if necessary to use the plural forms.
Explain that they will have to look back at the reading
text on page 32 to find out how to spell two of the words
ꢀ Let them check their answers in pairs before checking
them as a class.
theatres and cinemas).
ꢀ Check the answers by asking volunteers to read out
or 2 and 3 but 4 or 5 but 6 and
Find a picture of ꢁour town in the past. Look
and tick (✔) or cross (✘). Write about it in ꢁour
microwaves 2 cookers 3 cars 4 (horses and) carriages
underground trains 6 theatres 7 cinemas
electric lights 9 candles
ꢀ For this activity, you will need copies of an old photo
of your town. It doesn’t need to be a black and white
photo, but it should be old enough that it looks definitely
different to the city now.
More words (page 47)
ꢀ In a stronger class, use the More words section to extend
the children’s vocabulary.
ꢀ Read the list of words with the children. For each one, ask
Was there a…? or Were there any…? Tell them to put a tick
or cross next to each word as appropriate.
ꢀ Ask the class to turn to page 47 and look at the pictures
in the vocabulary panel. Model and drill the new words.
Then say the words in a different order while the children
point at the pictures.
ꢀ Ask the children to look closely at the photo, and tell you
more things they could add to the list. Write the list on the
board, and tick and cross as before.
Match and write.
•ꢀ Look at the writing framework with the children. Ask
volunteers to tell you sentences about the town in the
past, using the lists and the prompts to help them.
ꢀ If necessary, do the first word as an example. Say Look at
number one. What’s this? Tell the children to look at the
vocabulary panel and find a word with a double t in it
•ꢀ When the children are ready, ask them to write a short
paragraph about the town in the past, using sentences
like the ones they have been practising.
kettle). They draw a joining line between the picture of
the kettle and the first word. Then they write the missing
letters on the dashes to spell out kettle.
ꢀ Let the children complete the exercise individually. Check
the answers as a class.
Writing (optional extension activity)
•ꢀ Use this activity to practise There was/were/wasn’t/weren’t.
ꢀ Put some familiar classroom objects on a table, e.g. two
books, three pencils, a bag, a ruler, a pencil sharpener. Ask
the children to gather round and to look closely at the
objects. Explain that you are going to remove the objects
and then they must try to remember what was there. Give
them a minute or two to look and memorize what they
kettle 2 dishwasher 3 hoover 4 street light 5 tram
Writing (page 35)
ꢀ Ask the children to look at the old photo next to the
model text. Ask What can you see? (e.g. houses, a road, a
bike, a person, two cars). Ask the children to look at the
first sentence of the model text and tell you when the
photo was taken (1948).
ꢀ Remove all the objects and put them out of sight. Write
the following on the board:
ꢀ Read the text while the children follow it in their books.
Pause if necessary at the beginning of the second
paragraph, and explain the meaning of There weren’t many
cars. Compare with There weren’t any cars and make sure
the children understand the difference (There weren’t many
means there were some, but very few).
There weren’t any
Oxford Primary Skills 3 Unit 8 Teaching Notes © Oxford University Press