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CALL MY BLUFF VOCAB GAME - s22421.pcdn.co · CALL MY BLUFF VOCAB GAME. For pairs or small groups...
Transcript of CALL MY BLUFF VOCAB GAME - s22421.pcdn.co · CALL MY BLUFF VOCAB GAME. For pairs or small groups...
![Page 1: CALL MY BLUFF VOCAB GAME - s22421.pcdn.co · CALL MY BLUFF VOCAB GAME. For pairs or small groups YOU NEED: • Game cards (on the next sheets, cut up and shuffled) HOW TO PLAY: 1.](https://reader035.fdocuments.in/reader035/viewer/2022062317/5fb4b3bf8aff3f19c74833f8/html5/thumbnails/1.jpg)
CALL MY BLUFF VOCAB GAMEFor pairs or small groups
YOU NEED:
• Gamecards(onthenextsheets,cutupandshuffled)
HOW TO PLAY:
1. Playeroneselectsagamecard.Theyreadoutthewordandthenreadoutthethreedefinitions.2. Eachoftheotherplayerssayswhichdefinitiontheythinkisthecorrectone.3. Playeronethenlooksupthewordinthedictionarytoconfirmthecorrectdefinition.4. Allthosethatguessedcorrectlyscoreapoint.5. Playertwoselectsagamecard(repeatstepsabove).6. Theplayerwiththemostpointafterallthecardshavebeenused,wins.
NC Links: (KS2)Reading – comprehension Pupils should be taught to: Develop positive attitudes to reading and understanding of what they read by:• Using dictionaries to check the meaning of words that they have readUnderstand what they read, in books they can read independently, by: • Checking that the text makes sense to them, discussing their understanding
and explaining the meaning of words in context
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CALL MY BLUFF VOCAB GAME Cut up and shuffle the game cards
Word:cushy(p9)Definitions:a) whenlifeiseasyb) whenlifeisdifficultc) whenlifeisexciting
Word:accomplished(p22)Definitions:a) waitingforsomebodyb) skilledinanactivityc) keepingsomebodycompany
Word:roamed(p37)Definitions:a) travelinahurryb) livesomewhereforalongtimec) moveaboutaimlessly
Word:turrets(p58)Definitions:a) moataroundacastleb) toweratthecornerofabuildingc) tunnelbeneathahouse
Word:intention(p66)Definitions:a) anaimorplanb) totrickordeceivec) hideinatent
Word:incident(p79)Definitions:a) toslipoverb) adentinacardoorc) aneventoroccurrence
Word:waging(p92)Definitions:a) tocarryonwithsomethingb) whenadogwigglesitstailc) sayinggoodbyepolitely
Word:tolerated(p93)Definitions:a) eatquicklyb) toputwithoracceptsomethingc) growtaller
Word:relished(p94)Definitions:a) redoapieceofworkb) asaucemadewithtomatoesc) greatlyenjoy
Word:ruthlessly(p105)Definitions:a) withoutpityforothersb) withRuth’shelpc) puttingothersfirst
Word:hound(p109)Definitions:a) asmallhillb) climbatreec) adogthatisgoodatsmelling
Word:translucent(p118)Definitions:a) completelycoveredoverb) semisee-throughc) shiningalight
Word:indicating(p124)Definitions:a) showingb) rollingadicec) askingaquestion
Word:detect(p136)Definitions:a) apersonwhoinvestigatesb) discoverornoticesomethingc) atoolthatbleepsatmetal
Word:proposed(p148)Definitions:a) putforwardanideab) gotmarriedc) can’tmakedecisions
Word:regime(p160)Definitions:a) adecoratedcrownb) atypeofvegetablec) anorderedwayofdoingthings
Word:penned(p175)Definitions:a) aboxofpenniesb) writtenc) thoughtabout
Word:indigo(p185)Definitions:a) adarkblue-purplecolourb) ared-orangecolourc) aqueueofpeople
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CROSSWORDTask:Solvethecluesandwriteyouranswersintothecrosswordpuzzle.Thenumberinbracketsafterthecluetellsyouhowmanylettersareintheanswerword/s).
Across1. ThenameofHubert’sdog(7)2. Hubert’ssurname(6-5)3. ThenumberofstaircasesinthehousewhereHubertlives(5)4. CousinBarbarathoughthisanimalwastheghost(3)5. Hubertwasthisagewhenhefellintoaswimmingpool(5)
Down6. ThenameofHubert’smortalenemy(6,11)7. ThispersonlivesinatreeonLambtonStreet(5,8)8. ThenameoftheFeltfamily’sdog(4)9. ThispersoninventedSoapSoap(9,7)10. Hubert’sfamily’sfavouritehouse(8,5)
NC Links: (KS2)Reading – comprehension Pupils should be taught to: Develop positive attitudes to reading and understanding of what they read by:• Listening to and discussing a wide range of fiction, poetry, plays, non-
fiction and reference or textbooksUnderstand what they read, in books they can read independently, by: • Asking questions to improve their understanding of a text
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6
7
9 1
2
3
4
10
5
CROSSWORD
8
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CROSSWORDANSWERS
6E
7E L
8G D L
9P R G 1w I G M O R E
R I A O
2B O B T O N T R E N T
F G S
3S E V E N R N
S I 4P I G
S 10S M D
O W P G
5T H R E E T E
L E O C
I P N O
T I M
C N B
H G E
E A
N C
R
E
S
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FAMILYTREE“AlthoughtheBobton-Trentswereonlythreeintotal,andfourifyoucountedWigmorethedog,whichmostpeopledidn’t,thereweremanyBobton-Trentrelatives.Grandparents,great-grandparents,great-great-grandparents,aunts,uncles,great-auntsanduncles,cousins,distantcousinsandcousinsseveraltimesremoved.Hubertwasendeavouringtoconstructafamilytreeforaschoolprojecthewasworkingon,but,wheneverhethoughthehadfinished,anotherBobton-Trentcametolightandhewasnowbeginningtorunoutofbranches.”
(pages99–100)
Task:Useinformationfromthestorytoplan,drawandlabelafamilytreeforHubertHoratio.Ifyouaren’tsurehowafamilytreeworks,researchexamplesontheInternetoraskyourteachertoshowyou.Usethefamilytreetemplateonthenextsheettohelpyouifyoulike.Thenplan,drawandlabelafamilytreeforyourfamilytoo.
NC Links: (KS2)Reading – comprehension Pupils should be taught to: Develop positive attitudes to reading and understanding of what they read by:• Identify themes and conventions in a wide range of booksUnderstand what they read, in books they can read independently, by: • Identifying how language, structure and presentation contribute to
meaning
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FAMILYTREE
Mother
Grandmother
Aunt/Uncle
Sister/Brother Sister/Brother
Aunt/Uncle
Cousin Cousin
Cousin Cousin
Cousin Cousin
Cousin Cousin
Aunt/Uncle
Sister/Brother Sister/Brother
Aunt/Uncle
Cousin Cousin
Cousin Cousin
Cousin Cousin
Cousin Cousin
Father
MyName
Grandfather Grandmother Grandfather
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HUBERTORED’SDIARY“MrBobton-Trentshookhishead.“Aghostwhocanuseatin-openerisaverytroublingspectreindeed.”Huberthadenormousrespectforhisfatherbutreally…wasitlikelythataghostwouldtakethetroubleofwrestlingwithatin-openerwhenitwassurelycapableofstickingitsghostlyhandsrightinsidethetin?Well,maybe…Whocouldknowtheanswertothat?ButHubertwasquitecertainghostsdidnoteatham,emergencyornoemergency.”(page154)
“Pleasesomebodyhelpme!IthinkitispossiblethatIaminentirelythewronghousebecausenothingaboutthisresidenceresemblesthehomemycousinBillivesin–foronething,ithasstairs.Ihavebeensearchingformanydaystofindotherfamiliarlifeformsor,failingthat,awayout,andhaveonlysurvivedthusfarbyeatingemergency tinnedham.”
(pages99–100)
Task:ThefirstextractaboveisHuberttryingtoworkoutthemysteryofthehowlingandmutteringnoise,thateverybodythinksisaghost,thathasbeendiscoveredtoeattinnedham.ThesecondextractaboveisfromCousinEd’sletter,writtenwhilesheislostinthehouse.ChoosetoimagineyouareeitherHubertorEd.Thinkaboutthestoryfromthatcharacter’spointofviewandwriteadiaryentryincharacter.
USEINFORMATIONFROMTHESTORYANDYOUROWNIMAGINATION.
Ideastoinclude:• Whathashappenedsofar?• Whatisbotheringyou?• Whatareyouplanningtodonext?• Howdoyoufeel?
WRITEYOURDIARYONTHENEXTPAGE.
NC Links: (KS2)Reading – comprehension Pupils should be taught to: Understand what they read, in books they can read independently, by: • Drawing inferences such as inferring characters’ feelings, thoughts and
motives from their actions, and justifying inferences with evidence • Predicting what might happen from details stated and implied• Identifying main ideas drawn from more than one paragraph and
summarising these
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INVITATIONTOVISIT“TheBobton-Trentswereexpectingguests.Theyhadbeenexpectingguestsforthepastfivedaysbutsofartheexpectedguestshadnotturnedup.AthalfpastfiveonTuesdayafternoon,theBobton-TrentsstoodonthestepsofSweepingAcres,readytogreet.Byeighto’clockthatsameeveningtheygaveitupasalostcausebutkepttheporchlightlitandslippedthedoorkeyunderthemat.Everydaythereaftertheypreparedbreakfast,lunchanddinnerfortheirabsentvisitorsinthehopethattheymightappear.”
(pages112–116)
Task:TheBobton-TrentsinvitedMrsBobton-Trent’sauntCin,herbrotherBilandhissonConanddaughterDottovisitthem.DesigntheinvitationthatMrsBobton-Trentsentherfamily.Usethetemplateonthenextsheetifyoulike.
THINK ABOUT: • Howdecorativewouldtheinvitationlook?• Whatinformationwoulditcontain?• Whatistheinvitationfor?• Whyistheinvitationbeingsent?• Whatcanbeexpectedtohappenduringthevisit?• Mightitcontaindirections?• WoulditasktheFeltstoreply?
NC Links: (KS2)Reading – comprehension Pupils should be taught to: Develop positive attitudes to reading and understanding of what they read by:• Identify themes and conventions in a wide range of booksUnderstand what they read, in books they can read independently, by: • Identifying how language, structure and presentation contribute to
meaning
![Page 11: CALL MY BLUFF VOCAB GAME - s22421.pcdn.co · CALL MY BLUFF VOCAB GAME. For pairs or small groups YOU NEED: • Game cards (on the next sheets, cut up and shuffled) HOW TO PLAY: 1.](https://reader035.fdocuments.in/reader035/viewer/2022062317/5fb4b3bf8aff3f19c74833f8/html5/thumbnails/11.jpg)
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MULTIPLE CHOICE QUIZTask:AreyouaHubertHoratiosuperfan?Seehowmanyofthesequizquestionsyoucananswercorrectly.Youcouldtimeyourselfandseehowmanyyoucananswerinthreeminutes.
1. HowdotheBobton-Trent’sfeelaboutpeople?
a) Theylovethemb) Theyhatethemc) Theytoleratethem
2. HowmanychildrendotheBobton-Trent’shave?
a) noneb) onec) two
3. HowcleverisHubertHoratio?
a) ascleverasadormouseb) fairlyintelligentc) atotalgenius
4. Whichofthesesubjectsdoesn’tHubertexcelat?
a) footballb) cake-bakingc) singing
5. WheredoesHubertputallhismoney?
a) intohischinapigb) underhispillowc) intohispocket
6. HowrichweretheBobton-Trents?
a) notatallb) quitewealthyc) extremelyrich
7. WhatdidtheBobton-Trentsliketodothemostwiththeirmoney?
a) spenditoncarsb) entertainandhostpartiesc) giveittocharity
8. WhatisintheatticatSweepingAcres?
a) trunks,suitcasesandthree-leggedchairsb) boxes,bagsandfurniturec) dust,spidersandjunk
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MULTIPLE CHOICE QUIZ
9. WhyisthedrawingroomcalledtheEmeraldDrawingRoom?
a) Ithasbrightgreenwallpaperb) Anempresslostanemeraldintherec) Thesofaisemeraldgreen
10. WhoseportraithangsnearHubert’sbedroomdoor?
a) GreatUncleBruceb) AlbertEtheringtontheFirstc) SirCedricLavington
11. HowoftendoesHubertfeelbored?
a) neverb) sometimesc) always
12. Whousedtoowntheemptyhousenextdoor?
a) MrsParakeetb) MrsVanHibbertc) MrsVanWinkle
13. WhataretheFeltfamilylegendaryfor?
a) Theirsmellysocksb) Theirexcellentsenseofdirectionc) Theirpoorsenseofdirection
14. Whydideveryonethinktherewasaghostinthehouse?
a) howlingandmutteringnoisesb) thingsgoingmissingc) acolddraftevenwhenitwaswarm
15. OnwhatwasCousinEd’sletterwritten?
a) north-winggueststationeryb) thebackofacerealboxc) LaBobton-Trent’sbestpaper
16. WhatbreedofdogisGrin?
a) YorkshireTerrierb) Dachshundc) FrenchBulldog
Answers
NC Links: (KS2)Reading – comprehension Pupils should be taught to: Develop positive attitudes to reading and understanding of what they read by:• Identify themes and conventions in a wide range of booksUnderstand what they read, in books they can read independently, by: • Checking that the text makes sense to them, discussing their understanding
and explaining the meaning of words in context
![Page 14: CALL MY BLUFF VOCAB GAME - s22421.pcdn.co · CALL MY BLUFF VOCAB GAME. For pairs or small groups YOU NEED: • Game cards (on the next sheets, cut up and shuffled) HOW TO PLAY: 1.](https://reader035.fdocuments.in/reader035/viewer/2022062317/5fb4b3bf8aff3f19c74833f8/html5/thumbnails/14.jpg)
PLANFORAPLOTOFLAND“TheBobton-Trenthousestoodnexttoavacantplot…well,notquitevacant.Itstillhadasmallandslightlyleaning-to-the-leftpottingshedstandinginthelonggrassatthefarendofwhathadoncebeenagarden.Inthegardentherehadoncebeenahouse–averybeautifulandpeculiarbuildingwithtwistingbalconiesandaweathervaneshapedlikeadragon.Thebuildinghadstoodemptyandneglectedforsomanyyearsthatfinallythewindowshadshatteredandthedoorshadpartedfromtheirhingesandthechimneypotshadgivenupandfallendownandthedragonhadbecomestuckforlornlypointingnorth.”
(pages86–87)
Task:ItgivesHubertgreathappinesstospendtimeontheovergrownplotoflandnextdoor.Hespendsmanyhoursbuildinghistreehouseandplottingagainsthismortalenemy,ElliotSnidgecombe.HelpHuberttodesigntheultimategardendesignandtreehouseontheplotoflandandincludeanythingelseyouthinkmightbefun,forexample,secrettunnels,ziplinesorclimbingwalls.Usetheplanningsheetonthenextpage.
NC Links: (KS2)Reading – comprehension Pupils should be taught to: Develop positive attitudes to reading and understanding of what they read by:• Identify themes and conventions in a wide range of booksUnderstand what they read, in books they can read independently, by: • Identifying main ideas drawn from more than one paragraph ad
summarising these
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‘PLEASEDON’T!’LETTER“Hebeganwindinghiswaytowardsthem,steppingoverbramblesandpushingthroughtheumbrellabamboousinghispenknifetocutapathway.Herealisedhehadreachedhisdestinationwhenhebumpedhisheadontheold“FORSALE”signthatstoodjustinsidethegates.Ithurtquitealotandhiseyeswentabitblurry.Hehopedhedidn’thaveconcussion.Hetriedtofocusonsomethingjusttomakesureandlookedupattheestateagent’ssignwithitsfadingwordsandbleached-outcolour.”
(pages196–197)
Task:Hubertisveryupsetwhenhediscoversthathisbelovedplotoflandhasbeensold.ImagineyouareHubertandwritealettertotheestateagenttotryandpersuadethemnottosellthelandtosomeoneelse.Trytoincludethreereasonsthatyouthinktheplotshouldnotbesold.Writeyourletteronthenextsheet.Usethevocabularyboxbelowtohelpyou.
NC Links: (KS2)Reading – comprehension Pupils should be taught to: Develop positive attitudes to reading and understanding of what they read by:• Identify themes and conventions in a wide range of booksUnderstand what they read, in books they can read independently, by: • Drawing inferences such as inferring characters’ feelings, thoughts and
motives from their actions, and justifying inferences with evidence
Introductions: Makingyourpoint:
• Ithinkthat…• Ifeelthat…• Itiscertain…• Ofcourse…• Ontheotherhand…
• Furthermore…• Also…• Likewise…• Similarly…• Additionally…
Details: Endings:
• Forexample…• Infact…• Forinstance…• Asevidence…• Insupportofthis…
• Asyoucansee…• Onthewhole…• Withoutadoubt…• Inconclusion…• Tosummarise…
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ROLLADICEVOCABULARYGAMEFor individuals, pairs or small groups
Youneed:• Wordcards(onthenextsheet,cutupandshuffled)• Adice
Howtoplay:1. Selectawordcardatrandom2. Rollthedice3. Carryoutthetaskthatmatchesthenumberyourolled4. Ifyouneedhelp–useadictionary!
NC Links: (KS2)Reading – comprehension Pupils should be taught to: Develop positive attitudes to reading and understanding of what they read by:• Using dictionaries to check the meaning of words that they have read• Discussing words and phrases that capture the reader’s interest and
imaginationUnderstand what they read, in books they can read independently, by: • Identifying how language, structure and presentation contribute to meaning
Numberrolled Task
1 Writeoutyourwordsixtimes.
2 Writeadefinitionofyourword.
3 Writeasynonymofyourword.
4 Writeanantonymofyourword.
5 Drawapictureofyourword.
6 Writeyourwordinasentence.
![Page 19: CALL MY BLUFF VOCAB GAME - s22421.pcdn.co · CALL MY BLUFF VOCAB GAME. For pairs or small groups YOU NEED: • Game cards (on the next sheets, cut up and shuffled) HOW TO PLAY: 1.](https://reader035.fdocuments.in/reader035/viewer/2022062317/5fb4b3bf8aff3f19c74833f8/html5/thumbnails/19.jpg)
remarkable composing donated clobber
aspect devoured duties plight
vacant fragile territory vigilant
dwindling acquisition intertwined unison
conjured seniors adjoining pondered
ROLLADICEVOCABULARYGAME
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WELCOMETOSWEEPINGACRES“Thiswasahousewithsevenstaircasesandmanymoreturrets.Itwasspreadoveragreatmanyfloors,andrambledwithhallwaysandpassages.Therewasabasementfullofwineandoldbicyclesandotherbitsofclobber.Therewasanatticfulloftrunksandsuitcasesandthree-leggedchairs,andtheusualthingspeopleseemtostoreandneverlookatagainuntilit’stimetosellupandmoveon.Therewasagrandballroomandaconservatoryandalargesalonandasmallsalonandasnugandabreakfastroomandadiningroomandaroomforhightea,knownastheEmeraldDrawingRoom,and…well,etc.”
(pages58–59)
Task:Hubertisveryupsetwhenhediscoversthathisbelovedplotoflandhasbeensold.ImagineyouareHubertandwritealettertotheestateagenttotryandpersuadethemnottosellthelandtosomeoneelse.Trytoincludethreereasonsthatyouthinktheplotshouldnotbesold.Writeyourletteronthenextsheet.Usethevocabularyboxbelowtohelpyou.
Thinkabout:• Headingandsub-headings• Colourfulimages• Mapsorfloorplansofinsideandoutside• Contactnumberstocall• Interestinginformationaboutthehistoryofthehouse• Usefulinformationabouttheroomsandlayoutofthehouse
NC Links: (KS2)Reading – comprehension Pupils should be taught to: Develop positive attitudes to reading and understanding of what they read by:• Identifying themes and conventions in a wide range of booksUnderstand what they read, in books they can read independently, by: • Identifying main ideas drawn from more than one paragraph and
summarising these
![Page 21: CALL MY BLUFF VOCAB GAME - s22421.pcdn.co · CALL MY BLUFF VOCAB GAME. For pairs or small groups YOU NEED: • Game cards (on the next sheets, cut up and shuffled) HOW TO PLAY: 1.](https://reader035.fdocuments.in/reader035/viewer/2022062317/5fb4b3bf8aff3f19c74833f8/html5/thumbnails/21.jpg)
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H O W L I N G N E S K W F L M
C A G O Y F H X L Z R D M I U
O T M T A I O H U B E R T B T
N O U D J R S O H O S C A E T
S P B W B W T R Q T P J L R E
E I K E H M G A V A O R E A R
R A S L C O L T A N N G N T I
V R C L X P T I F Y S P T E N
A Y M I L L I O N A I R E D G
T H N N T Y N U S K B V D L E
O P V G L D I Q R P L E Y Q I
R Z G S O W D M U J E Z O F B
Y A N T I C I P A T E D E N U
B I Q T H U N D E R O U S X K
E X T E N S I O N C J A H P D
WORDSEARCHTask:Canyoufindallofthewordsbelowfromthebookinthewordsearch?
HUBERT DWELLINGSHORATIO CONSERVATORY MILLIONAIRE EXTENSION RESPONSIBLE TOPIARY HOWLING BOTANY MUTTERING LIBERATED GHOST THUNDEROUS TALENTED ANTICIPATED
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