&lt;p&gt;Lesson aims Pupils consolidate language with a story. They also discuss the value of being resourceful.&lt;/p&gt;&lt;p&gt;New language art gallery | What day is it today? | Is the (art gallery) open on (Saturdays)? | What can we do now? | Are you OK, Tom? Yes, I&rsquo;m fi ne. Don&rsquo;t worry. | What do you think?&lt;/p&gt;&lt;p&gt;Recycled language Saturday, painting, take a photo, open | I like (Art). | Let&rsquo;s go to the (art gallery). | We can&rsquo;t (take a photo). | I&rsquo;ve got (an idea)! | Be careful! | It&rsquo;s very good.&lt;/p&gt;&lt;p&gt;Materials CD1&lt;/p&gt;&lt;p&gt;Pupil&rsquo;s Book page 42&lt;/p&gt;&lt;p&gt;15 Read and listen.&lt;/p&gt;&lt;p&gt;&bull;Ask What are the children looking for today? Pupils look at the mobile phone message at the start of the story and answer A painting.&lt;/p&gt;&lt;p&gt;&bull;&amp;nbsp; Do they buy a painting? What do they do? Where do they go? (Pre-teach the word art gallery.) Who paints the painting?&lt;/p&gt;&lt;p&gt;&bull; Read and listen. Play the recording. Pupils follow the story in their books. At the end of the story, ask Have they got the painting? (Yes, they have.) Who paints it? (Tom.)&lt;/p&gt;&lt;p&gt;&bull; Then play the recording again, pausing at the end of each frame to ask more questions: Frame 2: What day is it? (It&rsquo;s Saturday.) Where do they want to go? (To an art gallery.) Frame 3: Is the art gallery open? (Yes, it is.) Frame 4: Who can see the painting? (Anna.) Frame 5: Can they take a photo of the painting? (No, they can&rsquo;t.) What does Tom want to do? (Paint/copy the painting.) Frame 6: Is Tom&rsquo;s painting good? (Yes, it is.)&lt;/p&gt;&lt;p&gt;Value Be resourceful&lt;/p&gt;&lt;p&gt;&bull; Pupils look at frame 5 again. Ask What do the children need for their treasure hunt? (A painting.) Can they take the painting from the art gallery? (No, they can&rsquo;t.) Can they take a photo of the painting? (No, they can&rsquo;t.) How can they get the painting? Who has an idea? (Tom.) What can he do? (He can paint a painting.) Say Tom is being resourceful and make sure that pupils understand that this means thinking of ideas and making things or solving problems for yourself.&lt;/p&gt;&lt;p&gt;&bull; Pupils think of occasions when they have been resourceful. Help them with suggestions as necessary, e.g. making a present for someone&rsquo;s birthday when they haven&rsquo;t got any money, mending a toy when it&rsquo;s broken instead of buying a new one, making a sandwich when they are hungry.&lt;/p&gt;&lt;p&gt;Activity Book page 34&lt;/p&gt;&lt;p&gt;13 Read and number in order.&lt;/p&gt;&lt;p&gt;&bull; Pupils number the story frames in the correct order&lt;/p&gt;&lt;p&gt;14 Look at activity&lt;/p&gt;&lt;p&gt;13. Answer the questions.&lt;/p&gt;&lt;p&gt;&bull; Pupils read and answer the questions, referring back to the story frames and speech bubbles in activity 13.&lt;/p&gt;