1Lesson Goals
I will be able to:
- describe activities at a playground.
- use comparative adjectives.
- plan an outing with a partner.
Start here: What makes a playground a good place for families?
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Margaret Mahy Playground
Christchurch · Play and community
Teacher note: The picture is an imagined playground scene, not a photograph of the real site. Learners can plan a visit without making one. Read the listening script from the teacher answers twice.
2Reading
Margaret Mahy Playground is a large public playground in central Christchurch, beside the Ōtākaro Avon River. It is named after Margaret Mahy, a well-known New Zealand writer of children’s books. Families, local people and visitors come here to play and spend time together.
There are different kinds of equipment, including slides, swings, tunnels and a climbing tower. The water-play area has water cannons and sprinklers. Children can choose activities that suit their interests and abilities.
A playground is more than a collection of equipment. It is also a place to meet people, take turns and try something new. Children may feel proud when they finish a climbing challenge. They can learn to share equipment and encourage one another.
Visitors do not all enjoy the same activities. Some children prefer a quiet game, while others like climbing or water play. Families can plan a visit around the needs of their group.
Before an outing, discuss where to meet and what to bring. Read the signs at the playground and keep an eye on younger children. A thoughtful plan helps everyone enjoy time outdoors.
3Vocabulary
Match 1–6 with A–F.
- equipment
- tunnel
- ability
- challenge
- encourage
- outing
A. a difficult task that tests your skills
B. the skill to do something
C. a short trip for enjoyment
D. objects used for an activity
E. to give someone confidence or support
F. a passage you can move through
Use two words in your own sentences.
4Reading Comprehension
- Where is Margaret Mahy Playground?
- Who was Margaret Mahy?
- Name two kinds of play equipment from the reading.
- What is in the water-play area?
- What can children learn when sharing equipment?
- Why might families choose different activities?
- What should a group discuss before an outing?
Answer in sentences. Use the reading.
5Grammar
Compare two things: small → smaller; easy → easier; exciting → more exciting.
Use than: The tower is taller than the slide.
Write the comparative form of the adjective.
- This slide is ___ (low) than that tower.
- The morning is ___ (quiet) than the afternoon.
- This game is ___ (easy) than the climbing challenge.
- Water play is ___ (exciting) than sitting still for some children.
6Listening & Speaking
Listen: Your teacher will read a short script twice. Answer these questions.
- Where will the group meet?
- What time will they meet?
- What should they bring? Name two things.
Then discuss with a partner:
- Which playground activity would you choose? Why?
- Compare two activities using a comparative adjective.
- Agree on a meeting place, a time and two things to bring.
Try: I think… because… / We could… / What do you think?
Margaret Mahy Playground — continued
7Writing
Write 60–80 words planning a playground outing. Include who, a meeting time, two activities and two things to bring. Use one comparative adjective.
Plan your ideas, then write.
Check capitals, punctuation and verb forms.
8Something New
Playground word pairs: Match the words to make useful phrases.
1. take
2. climbing
3. water
4. meet
A. tower B. friends
C. turns D. play
Use two phrases to describe a good outing.
9Success Criteria ✓
- I can describe activities at a playground.
- I can use comparative adjectives.
- I can plan an outing with a partner.
- I can use three new words.
- I can answer questions about the listening.
Exit reflection: One thing I learned…
One thing I want to practise…
10Show What You Can Do
Final challenge: Create a simple outing plan with three activities in order. Explain who each activity suits. Use two comparative adjectives and give one reason for your choices.