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Incredible english 1, 2 DVD activity book

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OXFORD


DVD Activity

Book

Introduction

2

Notes

5

Art 1


t6

Moths L

t9

ScienceL

22

Geogrophy

25

Art 2

2a

Moths 2

3r.

Science2

34

Music

37

OXJ.ORD
IJNIVERSITY

PRESS


Leorning through English is o key element of Incredible
English,ond lessonsthroughout the courselink directly
to sublectsin the brooder curriculum. The DVD provides
on interoctive resourcefor teqcherswanting to explore


the cross-curriculorlinks further in o woy thot pupils
will find engoging ond stimuloting.
The DVD is divided into 8 sections covering aspects of
Moths, Art, Science,Geogrophy qnd Music. Eqch section
qims to connect with o topic from the perspectiveof o
porticulor school subject, ond oct qs o storting point for
teacherswho wish to explore it further with their
clqsses.The DVD Activity Book provides photocopioble
worksheetsond qctivities to clccompqnyond extend the
moteriol coveredin the DVD, os well qs full teaching
notes.
Eoch DVD section is built oround o fun but fomilior
structure so the pupils Ieorn within o known fromework.
The sectionsinclude:
. noturql rerycling of vocobulory from the core course
components;
. reql life footoge to bring the topic into the pupils'
frome of reference;
r qn qctivity demonstrotedby the presenterswhich
preporespupils for the classroomoctivity stoge when
they personolizewhqt they hove leorned;
. interoctive questionsto check comprehension of the
materiol.
The Activity Book includes:
. Beforewatching the DVD octivities to introduce the
topic ond octivote pupils' existing knowledge;
o Watchingthe DVD octivities to help pupils focus on the
key elements of the episode;
. After watching the DVD octivities thot bring the topic
into the clqssroom ond ollow pupils to work with
whot they hqve leqrned, using the new ideos to creote
something of their own;
. full teqching notes ond suggestionsfor voriotions ond
further qctivities for teocherswho wish to continue
working with the topic.

Leorning other subjectsthrough English, or CLIL
(Content ond Longuoge Integroted Leorning), is:
". . .the study of o non-languoge subject through the
medium of o moior world or regionol foreign
Ionguoge." (Nixon, J. 1988)
IncredibleEnglishhos 'Leqrning through English' qs one
of its six stronds ond courseprinciples (seeTB1 page
10). This strqnd is importont becquseit provides pupils
with on opportunity to use the longuoge they ore
Ieorning noq rbther thon in o hypotheticql future. lt
cqters for diversity omong pupils, providing moteriol for

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pupils with different tqlents qnd interests, which in turn
builds their self-confidenceqnd q 'cqn-do' attitude.
Finolly, it provides q context for further exposure to
longuoge qt the some time os reinforcing other
curriculum oreqs.
In oddition to the DVD component, the 'Leorning
through English' strond is found in severol ploces
within the course:
. A double spreod in the Closs Book
o A poge in the Activity Book
. A poge in the PMB
o Picture cqrds qnd word cqrds
In qll these cosesthe focus is os much on the content qs
on the longuoge used to convey it.

DVDs ore on excellent way to odd voriety, outhenticity
qnd entertoinment to the longuoge clossroom,
providing genuine opportunities to develop pupils'
interest ond oppreciotion of subjectsqnd ideos outside
the bosic English curriculum.
Interoctive medio is so central to the lives of pupils thot
the use of interoctive qnd multi-medio teoching
moteriqls is not stronge to them. Pupils ore fomilior
with the structures ond concepts of studio-bosed TV
progrqmmes from their experiencein L1. The use of this
formqt ollows pupils to opply the some leorning
mechonisms to qbsorb longuoge ond conceptsin L2.
The spoken longuage input on the DVD is corefully
groded, using fomiliqr words from the Iessonbocked up
by plenty of visuol informqtion ond chunked in smoll,
digestible pieces.The DVD provides cleorly
comprehensibleinput through which pupils will pick up
or consolidqte understondino ot o subconscious,but no
lesseffective,Ievel.
The formqt of the DVD provides q cleqr frqmework for
the stagesof leorning:
o setting up the tosk;
r investigotion by the studio presenters;
. moving from the reol life context to q clossroombosed tqsk.
The formot is bqsed on o problem-solving opprooch to
leorning thot is reflectedin the stoging of eoch tosk,
and reinforced in the Activity Book with cleorly groded
tosks leoding to o freer production of longuoge.
Eoch stoge is fully supported with visuol colour qnd
movement to engqge the qttention of the youngest
viewers,ond the poce ond bockground music plus the
chqrqcterizotion of Mr Quiz qnd studio presenterswill
stimulote the pupils' interest ond imoginotion.


The key to using interoctive medio effectively is
preporotion. Here ore some useful suggestions to ensure
success:
o fqmiliqrize yourself thoroughly with the equipment
including the monitor, the DVD ployer ond the
remote control;
o preview the DVD ond fomiliarize yourself with the
trock breoks. Eoch section is divided into four trocks:
- What's in the box? (studio footoge of Mr Quiz ond the
presenters introducing the topic);
- Let'swatch fhis/ (live video footoge providing the
bockground to the tosk);
- Let's read fhis/ (instructions and demonstrotion of the
tosk);
- Questionfimel (interoctive questions on the mqteriol in
the episode);
. qrronge the seoting before the clqss,or prepore cleor
instructions for pupils to reorronge their seoting;
r position the screen so thqt it con be cleorly seen by oll
pupils;
. lights should be Ieft on qs much os possibleto
reinforce the foct thot video is not possive
entertqinment ond to focilitate the while watching
octivities;
. position yourself to moximize your role os focilitotor;
. remember thot pousing, indicoting vqrious items on
screen ond discussion will be essentiol elements of the
lesson.

r Use the pouse button to freeze-frome. This con be used
to control the poce ond omount of input; elicit
responses,descriptions or predictions; check
comprehension, or highlight o culturol point, such os
o building or o sign. Ask pupils to moke comporisons
with their own experience where oppropriote.
o Plqy sections without sound. This increoses the fun,
reduces pressure and helps develop the cognitive skill
of deduction os the pupils soy whot they think is
hoppening, or ask questionsobout the scenes.
After wotching the DVD
Moke the DVD on integrol part of the pupils' learning
experience.
r Use the interqctive questions to moke sure thot
everyone hos understood the moin ideos.
o Use the stoged worksheets in the Activity Book. They
help pupils processond proctise the ideqs feotured in
eoch section ond finolly personolizeor extend them.
. If possible, use the extro octivities to extend the
moteriol covered in the lesson ond give the pupils the
opportunity to creote something thot could become
port of o portfolio, or o meons of involving friends
ond fomily in whot they have been leorning.

In oddition to the teoching notes, here ore some generol
procedureswhich cqn be used to mqximize the pupils'
involvement. The qctivities ore divided into three
sections: Beforewatching the DVD; Watching the DVD; qnd
After watching the DVD.
Before wotching the DVI)
Stort by oppeoling to the pupils' noturol curiosity,
imoginotion, personol experiencesond memory.
. Set the sceneond stimulqte the pupils' pre-existing
knowledge of the topic. They con broinstorm
vocobulory or things they know qbout the topic. They
con write down questions to which they might wont to
know the qnswers.
. Ask pupils to predict whot they ore going to see, or
words ond expressions they think they will heor.
. Sing o song reloted to the topic.
. In o follow-up lesson,osk the pupils to tell you whot
they remember qbout the DVD or brqinstorm some
vocobulory from the section of the DVD which the
pupils hove seen.
Watching the DVD
Give the pupils tosks to do while wotching the DVD.
This focusestheir ottention ond helps them get the most
out of the experience.
r Use the Watching the DVD tosks in the Activity Book.
They encouroge octive viewing ond help pupils to
focus on the key elements of the footoge,

a


Art L Activity Sheet I o I Listen ond colour.
r Use floshcords or clossroom items of different colours
(e.9. pencil croyons) to review colours. Include the
following colours: blue, green, purple, white,yellow, grey.
r Give out copies of Art 1 Activity Sheet 1 p16. Make
sure oll the pupils hove coloured pencils or croyons
which include the colours listed obove.
o Point to the six numbered pictures of point tubes on
Activity Sheet 1. Tell the pupils thot you ore going to
soy o number ond o colour. Exploin thot they should
listen ond colour the point occordingly.
o Soy Number 1..BIue.Repeot if necessory.Give the
pupils enough time to colour the point from the first
tube.
r Continue in the some woy, soying Number 2. Grey.I
Number 3. Green.I Number 4. Puryle. I Number 5. White.
I Number 6. YeIIow.Encouroge the pupils to colour the
point from eoch tube occording to your description.
r When the pupils hove finished colouring the point,
osk them to cut out the six cords in preporotion for
the next octivity.

Option
Reviewthe coloursagain by holding up a coloured set one
at a time and elicitingthe namesof the colours.

tick the picture which is exoctly the some os the
picture Adom ond Sophie moke in the studio.
r Ploy the lef's read this! section, where Sophie ond
Adqm are moking their picture, agoin. Pause ot the
end so thot the pupils con look at Sophie ond Adom's
completed picture corefully.
. Ask the pupils to tell you the number of the correct
picture (Number 3). Ask why this is the correct picture,
eliciting the key feotures, for exomple: This picture has
got ... (the sun and the sea, a bridge, an opera houseand
a boat).

Art I Activity Sheet2 .
2 Colour the correct picture.
o Point to picture 3 on Art I Activity Sheet 2. Say Can
you rememberthe colours?Elicit the colours of eoch of
the items from Sophie ond Adqm's picture. Ask l'fhat
colour is the sun? (ltt yellow.) What colour is the bridge?
(It's grey.) What colour is SydneyOpera House?(lt's
white.) What colour is the sea?(lt's blue.) What colour is
the boat? (It's yellow ond green.)

Option
lf the pupils can't rememberthe colours,play the end of
the let3 reod this!sectionagain to remind them. Pausethe
DVD at the point where Sophieand Adam's picturc is
shown. Point to eachfeatureand elicit the colours.
o Now tell the pupils to colour picture 3 the same
colours os in Sophie ond Adom's picture.
. When they hove finished, osk one or two pupils ot
rondom to describe their pictures while the rest of the
closs listen ond point to the things in their own
pictures.

Art L Activity Sheet3 . 1.Colour the key.
Art I Activity Sheet I . 2 Wotch ond show.
. Tell the pupils thot you ore going to ploy the DVD.
Soy Today we're going to do some art. We're going to
make a picture.
r Ploy the What's in the box? section of the DVD. Then
pouse ond exploin thot the pupils should watch the
DVD ond hold up o colour cord whenever they heor
thot colour mentioned.
r PIoy the lef3 watch this! section oll the way through,
encouroging the pupils to hold up their colour cords
oppropriotely.
Art I Activity

Sheet 2 o

L Wotch ond tick the correct picture.
. Tell the pupils thot you are going to play some of the
DVD agoin.
r Give o copy of Art I Activity Sheet 2 pL7 to eoch pupil
ond exploin that this time they hove to wqtch ond

r Review colours ogoin, this time soying o colour ond
osking o pupil ot rondom to find ond soy or point to
something in the room which is that colour.

Option
lf you like, ask a pupil to be teacherand say a colour for
another pupil to find in the classroom.
. Now tell the pupils they ore going to moke q different
picture.
. Give o copy of Art L Activity Sheet 3 p18 to each
pupil.
o Ask the pupils to look ot the key ot the top of the
sheet. Exploin thot they hove to colour eoch shope
occording to the colour word below it. Either osk the
pupils to reod and colour the key or give them more
guidonce by eliciting eoch coloul one ot o time, ond
then ollowing them time to colour eoch shope.


Art 1 Activity Sheet3 . 2 Colour the picture.
. When the pupils hove finished colouring the key ot
the top of Art 1 Activity Sheet 3, elicit the colours by
soying the numbers. For exomple, soy What's number
3? (Green.) What's number52 (Red.)Repeotfor oll the
colours.
r Then exploin thot the pupils ore going to colour the
picture by number. Give them on exomple, point to
the sky ond osk What's fhis7 (The sky.) Point to the
number L ond soy What colouris the sky?(Blue.)
o Monitor, encouroging the pupils to colour the picture
by number.
Art I Activity Sheet 3 o 3 Write the colours.
r When the pupils hove finished colouring the picture,
osk them to complete the simple descriptionsot the
bottom of the poge.
o Encouroge them to use the colour words at the top of
the poge qs a model for their own writing.
. Check the octivity by osking the pupils to tell you the
colours they wrote ond writing them on the boord,
e.g. Number I (blue sky), Number 2 @rown house),
Number 3 (yellow sun), Number 4 (brown bridge),
Number 5 (green seo), Number 6 (red boot).

Chooseyour colour key
. As on alternotive to using the lobelled key ot the top
of Art 1 Activity Sheet 3, erase the colour word lobels
ond the written exomple on o copy of the sheet before
copying it for the whole closs.The pupils con then
choose their own colours for the key, the picture ond
the written octivity below.
Poir colour dictqtion
r Erose the colour word lqbels ond the written exomple
on o copy of the sheet before moking o copy for eoch
pupil.
. Allow the pupils to colour the picture on Art 1 Activity
Sheet 3 with their own choice of colours.
. Then orgonize the clqss into poirs ond distribute o
second copy of the some octivity sheet to eoch pupil.
. Exploin thot one pupil in eoch poir should describe
the picture they coloured to their portnel e.g. Red
house.BIue sea.Yellowboat. Blackskl. etc. Their portner
should listen ond colour the cleon copy of the picture
occording to the description. When they hove
finished, they should chonge roles ond repeot the
octivity. Remind the pupils not to show eoch other
their pictures before dictoting the colours.

Moths I Activity Sheet L
. Before the lesson, osk the pupils to bring in photos of
their fomily.
o Choose o pupil ot rondom to stond up ond show his/
her photos to the rest of the closs. Encouroge them to
introduce eoch fomily member: My mum, my sister,my
brother, etc.
. If you like, bring in some photos of your own fomily
to show the pupils.
. Then give each pupil o copy of Moths I Activity Sheet
1 p19. Soy In a moment, we are going to seea family on
the DVD. This is the family.lt's Molly's fomily. Identify
Molly for the closs.
. Ask the pupils to cut out the eight cords in
prepqrotion for the next octivity.

Moths L Activity Sheet I o 1 Wqtch ond show.
. Tell the pupils thot you ore going to ploy the DVD.
Say Todaywe're going to do some maths. We'regoing to
make a graph.
o Plqy the lVhaft in the box? section of the DVD. Then
pouse ond exploin that the pupils should wotch the
DVD ond whenever they seeo member of Molly's
fomily, hold up the corresponding photo card.
o Plqy the lef3 watch this! section oll the woy through,
encouroging the pupils to hold up their fomily cords
oppropriotely.
Moths L Activity Sheet I o 2 Wotch ond order.
r Now tell the pupils thot they ore going to wotch the
DVD ogoin ond this time put their photo cards in the
order that they see eoch fomily member.
. Ploy the lef3 watch this! section showing Molly's
fomily oll the woy through ogoin without stopping
qnd encouroge the pupils to place the picture cqrds in
order from left to right on the desk in front of them.
. To check the tosk, ploy the Let's watch fhis/ section
ogoin ond freeze-frame each fomily membel giving
the pupils time to Iook ot the order of their cords qnd
re-order them if necessory.
Answcrs: I Molly, 2 Grondmo,3 Nick,4 Jqcob,5 Tom,
6Dad'7 Mum, 8 Grondpo,9 Aunt |one
o When they hove finished checking the tosk, ask the
pupils to number their cords in order from left to right
(or top to bottom) with numbers I to 9.
o Proctise the fomily words by saying o number ond
eliciting the family member.

@rl


Option
PlayBingo.
Askthe pupilsto choosetour of the eight
picturesand lay them face up on the deskin front of them.
Explainthat you will sayfamilymembersat randomand
that if they hearthe word that corresponds
to one of their
pictures,they should turn it over.When they haveturned
over all their cards,they shouldshout EingolUsea set of
cardsto remindyou which familywordsyou havealready
saidand to checkthat all the words havebeensaidwhen a
pupil callsErngol

Moths 1 Activity Sheet 2 .
1 Colour Mollyt fomily's hoir.
. Give eoch pupil o copy of Moths I Activity Sheet2
p20.
o Point to the fomily tree ot the top of the sheet. Point
to different fomily members ond elicit their nqmes /
fomily relotionship to Molly, for exomple: fhis is
Molly's ... (brotherI cousinI grandpa)etc. Then point to
the hqir of eoch fomily member. Exploin thot the
pupils should listen qnd colour the hoir of eqch
member of Molly's fomily occording to your
descriptions.
o Mqke sure thot eoch pupil hos pencil croyons or
coloured pens including the following colours: brown,
yelloq red qnd block.
. Soy eoch of the following sentencestwice, pousing to
ollow the pupils time to colour the hoir on their
octivity sheet:
Grandpa'sgot blonde hair.
Grandmq'sgot black hair.
Dad's got black hair too.
Mum's got blondehair.
Aunl lane's got red hair.
MoIIy and her brothershave aII got brown hair.
Cousinlacob's got brown hair too.
. Check the tqsk by pointing to eoch fomily member in
the fomily tree qnd asking What colouris hislherhair?
Elicit the correct hqir colour for eqch person
(brown/blonde/red etc).
Moths I Activity Sheet 2 .
2Troce the fomily words.
. Reviewthe nomes of the fomily members by osking,
for exomple: Who'sgot black hair? and eliciting
Grandmaand Dad etc.
. Then point to the word lobels under eoch picture. Ask
the pupils to reqd the words with you. Then qsk them
to trqce over the words with their pencils.
Mqths 1 Activity Sheet 2 .
3 Colour the blocks.
. Point to the bor groph ot the bottom of the poge.
Exploin thot the groph shows the fomily's hqir colour
from the DVD qnd the fomily tree they hove olreody
coloured.

Bww,

. Encourogethe pupils to reqd the lqbels olong the
horizontql oxis ond colour the keys occordingly. They
should then colour the brown hqir blocks brown, the
red hqir block red or oronge, the block hoir blocks
blqck qnd the blonde hoir blocks yellow.
Moths L Activity Sheet 2 c 4Write the numbers.
. When the pupils hqve finished colouring, osk How
many peoplein MoIIy's family have brown hair?
Encourogethe pupils to count the brown blocks with
you: One, two, three,four.TelI the pupils to write the
number 4 in the box next to the brown hoir lobel on
the right of the sheet.
. Repeotfor red, blqck ond blonde hoir.
Moths L Activity Sheet 3 .
1 Drow four people in your family.
Write their nqmes.
. Go through the hqir colours from the DVD with the
students,then encourogethe pupils to odd ony others,
for exomple, white,grey.
. Tell the pupils to think of four people in their fomily.
Ask them to choosemembers of their fomily who look
quite different from one qnother, if possible,i.e.
fomily members with different colour hqir. Don't
forget to osk whether onyone hos on unusuol colour
of hoir in their fomily!
r Then qsk them to drqw the fqcesof these four people
in the four spqcesot the top of Activity Sheet3 p21.
Remind them to colour the hoir of eoch fomily
member.
Option 1
you can tell the pupilsto draw friendsinstead
lf necessary,
of or as well as familymembersand askthem to write their
friends'namesunderneatheachoicture.

Option 2
Beforethe class,you could askthe pupilsto bring in small
photosof four peoplein their family.They can then stick
thesephotosin the spacesat the top of Maths1 Activity
Sheet3 insteadof drawingtheirfamily members.
. When the pupils hove finished drowing, qsk them to
lobel their drowings by choosing the oppropriote
family word from the box ond writing it underneoth
their picture.
Moths 1 Activity Sheet 3 .
2 Make o block groph.
. When the pupils have finished drowing ond Iobelling
their fomily members, osk them to count how mony
of the people they hove drown hove e.g. brown hqir.
Tell them to drow o brown block to representeoch
person with brown hoir in the bqr groph below. Then
tell them to complete the lqbel occordingly, e.g.by
writing brown under the first column.
. Repeqtfor qll other possibilitiesof hqir colour, e.g.
blqck, blonde, red, grey or white, etc.


Lorge woll block groph
. For q more creqtive octivity, osk eoch pupil to
decorqteo poper plote to look like themselves.Ask
them to colour their hoir (or stick coloured wool onto
the plote) to representtheir hqir colour.
. With lorge sheetsof poper or cord, moke two oxes on
the wqll. The verticql qxis should show the number of
pupils in the closs. (Eochnumber should be the depth
of o poper plqte oport.) The horizontol oxis should
show qll the possibilitiesof hoir colour in the clqss.
. When the pupils hqve finished their poper plote foces,
osk them to come qnd stick their fqcesin the correct
port of the groph on the wqll, occording to their hoir
colour. Eqch foce should representq block on the
groph.
. When the groph is finished, osk the pupils to count
with you the number of pupils in the closswith block,
brown, blonde, and red hoiq, etc.
Green hoir!
o Provide q further link to qnother qreo of the
curriculum by incorporoting o science-bqsedoctivity.
o For this octivity you will need q plostic cup for eoch
pupil, some soil or potting compost ond some cress
seeds.
o Ask the pupils to drqw q fqce on their pot. Mqke sure
they drow eyes,eors, q nose qnd q mouth, but no
hoir. Stick nqme lobels on eoch pot.
. Then show them how to plont some cressseedsin soil
in their pot.
. Put the pots on the window sill or in o light position
ond woter them qs necessqry.
r As the cressstorts to groq the pot foces will oppeqr to
grow green hoir.

Science L Activity Sheet I
. Reviewfood vocqbulory with the pupils by playing o
vocobulory gome with food flqshcqrds(e.9. Kim'sgame
or Pelmanism)or by bringing reql items of food (or
food pocketsond contoiners) to the clqss.Mqke sure
thot some of these floshcqrdsor food items qre milk
products, e.g. yoghurt, ice ueam, milkshake,butter,
cream etc. Group oll these together ond osk the pupils
whot they hqve in common. Encourogethem to tell
you, in LL if necessqrythot they are qll mqde from
milk.
. Next give eoch pupil a copy of Science1 Activity Sheet
L p22. Ask them whqt they con see qnd elicit cows,
cheeseqnd milk. Ask them to cut out the six photo
cqrds in preporotion for the next octivity.

Science I Activity Sheet I o L Wqtch ond show.
. Tell the pupils that you ore going to play the DVD.
Say Todaywe'regoing to do some science.We'regoing to
find out about cheese.
. Plqy the What's in the box? section of the DVD. Then
pouse ond exploin thot the pupils should wotch the
next pqrt of the DVD ond hold up o photo card
whenever they see the some octivity in the live
footoge.
. Ploy the Let's watch fhisl section of the live footoge of
cheesemoking oll the way through, encouroging the
pupils to hold up their photo cords oppropriotely.
Science I Activity Sheet 2 o
1 Drow the poth from cow to cheese.
. Exploin to the pupils thot they ore going to wotch the
DVD ogoin qnd this time they hqve to look corefully
qt the order of the octivities.
. Give eoch pupil o copy of Science1 Activity Sheet2
p23. Point to the cow in the top Ieft hqnd corner qnd
say What's this? (A cow.) Then point to the pencil line
exomple ond where it leods. SayLook! First the cowseat
grcss. Tell the pupils to continue the pencil path os
they wotch the DVD.
. Plqy the Let'swatch fhis/ section ogoin. This time, if
you like, pouse ot eoch key point to give the pupils
time to drow the next port of the path i.e. pouse os
the cows ore going into the cowshed, os the cows ore
being milked, os the milk is being stirred, os the
cheeseis being mode qnd stop the film ot the end
result: the cheese.
. Check the tqsk by holding up o sheet ond tracing the
correct poth with your finger.

Science I Activity Sheet 3 .
1 Follow the poth from sheep to iumper
r Show the let's read this! section of the DVD to the end.
o Then hold up o copy of Science1 Activity Sheet2,
which the pupils hove olreody completed. Say Ihis is
the path from ... (cow)to ... (cheese).Cheeseis made
from ... (milk). MiIk comesfrom... (cows).Then hold up
o copy of Science 1 Activity Sheet 3 p24. Say Now we
are going to look at the path ftom sheepto jumper. Point
ot the sheep ond the iumper to illustrote whot you
meqn. Soy A jumper is made from wool Wool comesfrom
sheep.
. Explqin thqt the pupils hove to follow the poth
through the maze using o pencil. As they drow the
poth, they will discoverthe wool-mqking process.
o Monitor ond help the pupils if necessory.
. When the pupils hqve finished, exploin thot they ore
going to qct out the wool-moking process.Ask them to
stond up. Soy eoch wool-moking octivity cleorly os
you do the octions below Encourogethe pupils to join
in with the qctions.
Here'sthe sheep.
(Encourogethe pupils to moke noiseslike o sheep.Use
gestureto show o big woolly shope in front of you.)

@a


Firstcut the wool
(Mime sheoring the sheep.)
Next dye the wool.
(Mime pouring coloured dye onto the wool e.g. from a
bottle.)
Then spin the wool.
(Mime sitting ot o spinning mochine, treoding with
your foot os if on o pedol ond possing thin woollen
threod through your fingers.)
Finally, knit with the wool.
(Mime knitting with knitting needles.)
Here'sa jumper!
(Mime putting on o woolly iumper.)
r Repeot,this time encouroging the pupils to join in
with some of the key words os well os the octions.
Science I Activity

Sheet 3 .

2 Number the pictures in order.
r Point to the pictures ot the bottom of Science I
Activity Sheet 3. Soy Lookat the maze (point to the
moze) and number the picturesin order. Point to the
exomple number 1 next to the sheep. Ask lVhich
picture is next? (Encouroge the pupils to tell you Cut the
wool! or to mime shearing the sheep).
. Encouroge the pupils to number the pictures in order.
Check the tosk by asking the pupils to mime eqch of
the qctivities in turn ond, if they con, soy the
corresponding phrose.

Mode from milk
. Ask the pupils to bring in ony pockoging, wropping
or food lobels of foods mode from milk.
. Give eoch pupil o poper plote ond glue. Ask them to
glue the wropping, lobels, etc. onto the plote and
lobel it with the nome of the food, e.g. cheese,butter,
morgorine, etc.
. Then use the plotes to moke o clossroom display.

Processposters
. Thepupilscanleornoboutfurtherprocesses
involving
food products, including those involving onimols, ond
drow a flow chort showing the processon o poster to
moke o classroom disploy.
. Check the processusing resource books or the
intemet, ond simpliff it qs necessory for the pupils.
. Some ideos you moy like to try ore, for exomple: from
bee to honey, from oronge tree to orange juice, from
strowberry to iom, etc.

Geogrophy Activity Sheet I
r Review the nomes of ploces in o town with the pupils
with floshcords or postcords of ploces in your town or
city. Include the following ploces,which the pupils
will need to know for Activity Sheet 1: house,park,
cinemo, bus stop, shop, school.
. Proctise the vocobulory by ploying o mime gome. Say
Whereom P Mime being ot one of the ploces, for
exomple, wotching o film ot the cinemo, woiting ot o
bus stop, sleeping in bed ot home, swinging on a
swing in the pork, writing at school, buying
something in o shop etc.
. If you like, ask o pupil to come to the front qnd be
teochel choosing o ploce and miming on octivity in
thot ploce for the rest of the closs to guess.
o Next give eoch pupil o copy of Geogrophy Activity
Sheet I p25. Point to eoch ploce in the photographs in
order ond elicit the nome. Ask the pupils to cut out
the photo cords in preporofion for the next octivity.

Geogrophy Activity Sheet 1 o
l Wotch ond order.
. Tell the pupils thot you ore going to ploy the DVD.
Say Today we're going to do some geography. We're going
to leam about maps.
. Ploy the Whot's in the box? section of the DVD. Then
pouse.
. Explain that the pupils should wotch the DVD ond
place the cords in the order thqt the places oppeor
(either from left to right or from top to bottom on
their desk).
. Ploy the Let'swatch fhis/ section up until the end of the
footage obout Anno's town oll the woy through
without stopping, encouroging the pupils to order
their photo cords.
. To check the tosk, ploy the DVD ond freeze frqme
eoch ploce, giving the pupils time to look qt the order
of their cords ond re-order them if necessory.
Ansrverr: I house,2 shop,3 pott, 4 school,5 bus stop,
6 cinemo
. When they have finished checking the tosk, ask the
pupils to number their cords in order from left to right
or top to bottom with numbers 1 to 6.
r Proctise the words by soying o number ond eliciting
the ploce.

Option
Playa further game for more practice.Tell the pupilsyou
are going to describea journey around town and that they

fq


haveto listenand placefour of the picturesin the order
theyarementioned.
Describe
a shortjourney,using
gestureandactionsto showmeaninge.g.SayEvery
Saturday
I jog in the park.ThenI go to the busstopto
catcha businto town.ThenI go to the shopto buy some
milk.ThenI go hometo havebreakfast.
Checkthe activity
by askingpupilsat randomto tellyou the nameof the
placesyou mentionedin the correctorder,holdingup the
photo cardsasthey do so.

Geogrophy Activity Sheet 2 o
I Look ot the mop. Find ond write the ploces.
o If necessory ploy the Let's watch fhis/ section ogoin
before ploying the lef's read this! section for the
students to wotch the map tosk.
. Then give eoch pupil o copy of Geogrophy Activity
Sheet 2 (page 26). Point to the ploces on the mop ond
elicit the nomes.
. Then point to Anno's house ond show the pupils the
position by trocing your finger up to E ond ocrossto
number 2. Say Anne's houseis af E2. Point to the
exomple ot the bottom of the poge.
. Now point to 83 ot the bottom of the poge. Say What's
at 83? Encouroge tAe pupils to use their fingers to find
83 on the map ond tell you thot the shop is ot this
locotion. Tell them to write shop next to 83 below the
mop.
o Tell the pupils to find which ploce is ot eoch of the
other coordinotes given ot the bottom of the sheet.
o Monitor ond help the pupils if necessory.
. Check the tosk by soying What's at CI I D4 I E3 I A2?
(The schoolI park I bus stop I cinema).

Geogrophy Activity Sheet 3 o
I Drow o pork, o cinemq, o school ond o shop
on the mop. Write the coordinotes.
o Tell the pupils they ore going to drow their own town
mop. Give eoch pupil o copy of Geogrophy Activity
Sheet 3 p27.Iell them to choose ony four squores ond
drow o park, o cinemo, o school ond o shop on the
mop. Ask them to lobel the ploces.
o When they hove finished, osk them to complete the
key below by writing the coordinotes of eoch of the
four given ploces.

Find the ploce
r As o follow up octivity to Activity Sheet 3, orgonize
the closs into poirs. Ask them to choose one of their
mops to look ot. The first pupil thinks of o place on
the mop ond soys the corresponding coordinote, e.g.
D2! Their portner looks at the mop, follows the
coordinotes ond nomes the ploce. They then chonge
roles. After 5 minutes, tell the pupils to use the other
mop to ploy the some gome.
Find the treqsure
. Moke two copies of the grid on Geogrophy Activity
Sheet 3 per pupil.
r Give eoch pupil one grid ond tell them thot the mop
is on islond. Ask them to choose 4 squores ond drow 4
landmorks in eoch one, e.g. o polm tree, o volcono, o
crocodile loke ond o cove. Briefly revise or broinstorm
other londmorks thot the pupils moy wont to odd to
their maps. Write them on the boord to help the
pupils lobel them. Let the pupils use their
imoginotions, but set o limit on the number of
options.
. Then tell them to drow o treosure chest in onother
squore, moking sure to keep it o secret.
o Orgonize the closs into pairs. Tell one pupil in eoch
pair to put their mop owoy for o moment ond give
them o cleon grid.
. Then exploin thot the pupil with the cleon grid
should try to find their portner's treosure by guessing
coordinotes. The guessing pupil soys, for exomple, B4l
If the pupil with the treosure mop hos o Iondmork in
this squcre, they tell their partner the nome, for
exomple, The volcano! ond their portner drows it in
the correct ploce on their cleon grid. As soon os the
pupil guessing finds the treasure, they swop roles. This
time the other pupil uses their own treosure mop ond
their portner has o cleon grid.

Option
To control the time spent on this activity,and to add an
elementof challenge,you could limit the pupilsto a
maximum of 10 guesses.
Tell pupilsto mark a crossin each
squarethat their partner guesses,to avoid repetition and
help them keeptrack of the number of guesses.lf a pupil
does not guessthe co-ordinatesof the treasurein 10
guesses,the game is over and the rolesare reversed.

Geogrophy Activity Sheet 3 .
2 Drow two more ploces on the mop. Write the
places ond the coordinotes.
o Briefly revise or broinstorm other ploces in town thot
the pupils moy wont to odd to their mops.
o Ask the pupils to choose two more squores ond drow
qnother two ploces of their choice, e.g. o church, o
pizzo restouront, o footboll stodium, etc. Help them to
lobel these ploces too.
. Finolly tell the pupils to write the nomes ond
coordinotes of their two chosen ploces in the key
below.

lqEr


o Point to the pondo. AskWhat colouris if? (Block ond
white.)

Art 2 Activity Sheet L
. Review onimol vocobulary with the pupils by ploying
o vocobulory gome with onimal flqshcords.For
exomple, divide the closs into two lorge teoms. Ask q
representotive from eoch teom to come to the front of
the clossond stond focing their teom with their bock
to the boord. Stick on onimol floshcqrd above the two
pupils' heods where they con't seeit, but the teams
con. Encourogethe teoms to mime the onimol for
their teqm member to guess.The first of the two
pupils ot the front to guesswins q point for his/her
teom. Continue the game, chonging the pupils ot the
front ond the animol floshcords.Moke sure you
include the following onimols: giraffe, lion, panda,
penguin, elephant; parrot.
o Give out copies of Art 2 Activity Sheet I p28.
. Point to the six pictures of onimols on the sheet qnd
elicit the nome of eoch onimol (giraffe,lion, panda,
penguin, elephant, parrot).

Art 2 Activity Sheet I . L Wotch ond tick.
. Tell the pupils thot you ore going to ploy the DVD.
Say Todaywe're going to do some art. We'regoing to
draw some animals.
. Ploy the What's in the box? section of the DVD ond
then pouse.
. Exploin thqt the pupils should wotch the next part of
the DVD ond, whenever they see one of the onimqls,
tick the corresponding picture on their sheet.
. PloI the lef's watch this! section of the DVD oll the
woy through without stopping until the end of the
Iive onimol footoge. Encourogethe pupils to tick the
pictures of ony of the animqls they see.
. When the lef3 watch this! section hos finished, qsk
Which animals did you see?(giraffe, pondo, penguin
ond porrot). If you like, rewind the DVD ond freezefrome eqch onimql ogqin to check the tosk.
o Rewind the DVD ond ploy the descriptionsof onimqls
in the tef's watch this! section ogoin. Pquse ofter eqch
one qnd osk questions using mime ond gestures.
. Point to the porrot and osk What colour is the parrot?
(Red, yellow, green ond blue.) l4zhatcan parrots do?
(FIy!) Flop your orms ond ask What has a parrot got?
(Wings.)
o Point to the penguin qnd oskWhat colouris the
penguin?(Blqck ond white). Has it got wings?(Yes!)
Can it fly? (No!) Use mime to show thot o penguin hos
wings, but con't fly.
o Point to the giroffe and soy A giraffe hasn't got wings!
What has it got? Point to the giroffe's long legs ond
neck ond elicit: long legsand a long neck.

Bw

Art 2 Activity Sheet 2 r 1 Motch.
o Now give eoch pupil o copy of Art 2 Activity Sheet2
p29. Point to the onimols in the centre of the sheet
qnd elicit their nomes: giraffe,porrot, panda, penguin.
. Explqin thot the pupils hove to motch the four
pictures of parts of qnimols' bodies with the onimol
thot eoch belongs to by drowing a pencil line.
. If you like, do the first one os on exomple. Point to
the feet in Picture L ond soy Who'sgot feet like these?
Elicit thqt they ore the penguin's feet. Show the pupils
thot they hove to drqw o pencil line from Picture 1 to
the penguin's feet in the centrql illustrotion.
. Monitor while the pupils complete the qctivity.
. When the pupils hove finished, check the octivity.
Point to Picture 2 ond soy Who'sgot a neck like this? (A
giroffe.) Who'sgot ears like this? (A pondo.) Who's got
wings like this? (A parrot.)
Art 2 Activity Sheet 2. 2 Colour the onimols.
o Now point to eqch qnimql on Art 2 Activlty Sheet 2
one by one ond qsk the pupils to remember whot
colour they ore.
. Tell the pupils to tqke out their pencil croyons or
coloured pens ond colour eoch onimol.
Option
When the pupilshavefinishedcolouring,play the
descriptions
of the animalsagain,so the pupilscan
comparethe film footagewith their colouredpictures.

Art 2 Activity Sheet3 .
I Colour. Moke the qnimol book.
. Give eoch pupil o copy of Art 2 Activity Sheet 3 p30.
Point to the onimols on the flip book poges ond elicit
their nqmes. Encourogepupils to remember the
colours of the qnimols in the DVD. If necessory,ploy
the tet's watch this! section ogoin ond focus on the
colours.
. Encourogethe pupils to colour the onimqls on the
worksheet,using the colours from the DVD.
. Focuspupils' ottention on the four onimqls on the
worksheet. Ask, for exomple, What's this? (o' giroffe)
What's the giraffegot? (a long neck, four legs, etc.).
Repeotfor oll the qnimols.
o Now focus pupils'ottention on the exomple flip book
ot the top of the worksheet.Ask What's this animal got?
ond encouroge students to describe the combinotion
of feotures.
. Explqin thot they con mqke their own flip books by
cutting ond stapling the pictures they hove coloured.
Mqke sure oll the pupils know which lines to cut
(dotted lines) ond which lines to fold (solid lines).
r Monitor while the pupils mqke the books, moking
sure they cut the right lines ond helping them to
stople them so thot the pictures line up.


. When qll the flip books ore finished, describe on
onimql for the.pupils to make with their flip book.
First it cqn be o reol onimol (without soying its
nome), e.g. It's got a black head. It'sgot tvvowingsand a
black and white body. It's got two big feet. What is if? (A
penguin). Then describea combinotion onimol. Soy
It's got a long neck. lt's got two black wings. It's got black
Iegsand feef. Encouroge the pupils to listen to the
description ond moke the combinotion in their flip
books. Check by osking students to hold up their
books.
r When you have done o few os o closs,encourogethe
pupils to play with the pictures in poirs, to creote
qnimqls with funnv combinations of feotures.
Option
Pupilswork in pairs.One pupil makesan animal
combination,but doesn't show it to their partner.The first
pupil describes
their animal,sayinge.g. lt's got wings,it's
got four legs,its head is blackand white.The other pupil
listensand triesto makethe sameanimalcombination.
They then comparetheir booksto check.Then they can
swap rolesand startagain.

Animol mop
r Moke q clqssroom disploy by putting up o world mop
qnd ottoching pictures of the four qnimols (giroffe,
penguin, pondo, porrot) to the countries they belong
to.
o Bring in some more pictures ofjnimqls from the
some regions ond osk the pupils to guesswhich
onimol belongs to which port of the world. For
exomple, bring a picture of onother Africon onimol
such os on elephont or q lion; qn onimol from the
Arctic (os opposed to the Antqrctic), such os o polor
beor or on Arctic fox; qnother onimol from the South
American roinforest, for exomple, o ioguor or o turtle,
ond qnother onimol from Chino, such os o Siberion
tiger.
. When the pupils hove guessedcorrectly, stick these
qnimqls in the correct port of the mop, too.
Whose feet?
. Focusogoin of the ports of the qnimols' bodies by
ploying o peep-hole floshcord gqme. Bring o set of
onirhol floshcords (or mogazine pictures) to the closs,
including q porrot, penguin, elephant ond giroffe.
. Toke o piece of cqrd or thick poper bigger thon the
flqshcords (or pictures) ond cut q hole in it.
. Put the cord over e.g. the floshcqrd or picture of the
giroffe, so the pupils cqnnot seethe onimql. Position
the hole ovet e.g. the giroffe's feet. Ask Which animal's
got feet like these?And encouroge the pupils to tell you
they ore the giroffe's feet. Repeot with other qnimql
pictures ond ports of the body.

Moths 2 Activity Sheet 1
. Review the toy words thot the pupils know using toy
floshcordsor q collection of reql toys. If you like, osk
the pupils to eoch bring in o fqvourite toy in time for
the lesson. Mqke sure you review: skateboard,horse,
doll, train, car, plane, football, frisbee.
. Give eoch pupil q copy of Moths 2 Activity Sheet 1
p31. Point to the pupils down the left hond side ond
remind the pupils who they qre from the lost Mqths
DVD section,Moths L. Point to the labelled picture of
Molly ond soy Who'sfhis?(Molly). Point to Nick ond
Tom qnd say:.Who'sfhis?(Molly's brother Nick / Tom).
Point to Kit ond osk the pupils to guesswho he is. Tell
them he is Molly's cousin.

Moths 2 Activity Sheet I o I Wotch ond motch.
. Tell the pupils thot you are going to ploy the DVD.
Soy Todaywe'regoing to do some maths. We'regoing to
Ieam about Venndiagrams.
r PIoy the What'sin the box?section,then pouse.
Exploin thot the pupils should wotch the film obout
Molly's family and motch eoch of the fomily members
with the toys thot belong to them, by drowing o
pencil line between o picture on the left ond o picture
on the right.
r Ploy the Let's watch this/ section obout Molly's family
oll the woy through without stopping, encouroging the
pupils to motch the fomily members with their toys.
. Check the tosk by pointing to eoch child in turn qnd
eliciting which toys they hove got. Point to Molly ond
soy What's Molly got? (A horse ond o doll.) What's
Molly's brother, Nick got? (A skoteboord.) What's MoIIy's
Iittle brother, Tomgot? (A troin, o cor qnd o plone.)
What's cousin Kit got? (A speciol / new toy.)
Option
Beforewatching the DVD you can askthe pupilsto guess
which toy (or group of toys) belongsto eachof the family
members.They can then watch the Let'swatch this! section
about Molly'sfamily and checkto seeif they were right.
. Then tell the pupils thot you ore going to ploy the lqst
section of the DVD. Ask them to wotch ond remember
the toys they see.Then ploy the lef3 read this! section
where Sophie ond Adom moke the Venn diogrom.
. Ask Which toys did you seeZond elicit the toys.
Encourogethe pupils to nqme qs mqny toys os
possible,olthough not oll the toys ore identified, so
they moy need help.
Answers: skoteboord,doll, horse,frisbee,footboll, cuddly
leopord,co4,plone,troin, Kit'stoy

!@Ir


Moths 2 Activity Sheet 2 .
I Drow ond complete the Venn diogrom.
. Show the lef3 read this! section of the DVD where
Sophie ond Adqm moke the Venn diogram ogain.
. Then give eoch pupil o copy of Moths 2 Activity Sheet
2 p32.
. Point to eqch of the toys ot the top of the poge ond
elicit the nomes.
. Then point to the doll in the first circle qnd say What's
this? (A doll.) Point to the dollt legs ond ask Whaf's
the doll got? (Legs.) Encouroge the pupils to count the
doll's legs with you. Then point to Kit's toy in the
centre of the Venn diogrom. Soy Has it got legs?(Yes.)
How many? (Four.) Ask l,Vhatelse has if gof? (Wheels.)
How many? (Four.)
o Next point to the cor ot the top of the poge. Ask
What's fhis? (A cor.) Has it got legs?(No!) Has if gof
wheels?(Yes!)Point to the first circle in the Venn
diogrom. Soy Doesthe car go hereZ(No!) Why not? It
hasn't got... (legs).Ask the pupils to show you where
to drow the car. Confirm thot it should go in the circle
on the right, becouseit hqs wheels, but no legs.
Encouragethe pupils to drqw the cor in the circle on
the right.
r Then osk the pupils to drow the rest of the toys into
the correct part ofthe Venn diogrom depending on
whether they hove legs or wheels. Monitor and help
the pupils if necessory.
o Check the tqsk by drowing o lorge Venn diogrom on
the boqrd on{ either sticking flqshcqrds of eoch toy in
the oppropriqte circle or drowing the toys.

Venn diogroms with real obiects
. Divide the closs into smoll groups. Give eoch group
two long pieces of string to moke the circles of q Venn
diogrom in the sqme way thot Sophie ond Adom used
rope in the Moths 2 Let's watch this/ section.
r Then give eoch group o different set of objects to
moke a Venn diogrom with. Exploin thot they con
moke the diogrom ony wcly they like. Give them o set
omount of time ond then osk oll the groups to chonge
tqble ond use the next set of obiects to moke o new
Venn diogrom.
. Monitor os the pupils moke their diogroms and
encourqge them to use simple words to tell you whot
eoch port of their diogrom represents.
r Some ideos for objectsyou could use ore as follows:
Coloured shopes These could be plostic or wooden
shopesfor pupils, or shopescut from coloured poper
or cqrd. The pupils con then group, for exomple,
squqre shapes in the left circle, green shopes in the
right ond green squaresin the centre.
Plostic qnimols Thesecould be form onimqls or wild
qnimqls. The pupils cqn group, for exomple, brown
qnimqls on the left, animols with four legs on the
right ond brown qnimols with four legs in the centre.

Answerc: The toys with legsore: doll ond teddy.
The toys with wheelsore: cor ond plone.
The toy with wheelsond legsis the robot.
Mqths 2 Activity Sheet 3 .
1 Describe qnd lobel the Venn diogroms.
o Give eoch pupil q copy of Moths 2 Activity Sheet 3
p33. Exploin thot they hqve to look qt eqch Venn
diogrom ond decide whot they show. They should
then lobel eoch port of the Venn diogrom.
. Demonstrote the tosk with qn exomple. Point to the
first diagrom ond soy What can you see?(A porrot, o
plone, a cor.) Point to the cor ond soy What has it got?
(Wheels.)Point to the porrot ond soy Has it got wheels?
(No.) Whaf has it got? (Wings.) Point to the plone in
the middle ond soy What has if gofZ (Wheels ond
wings.)
o Ask the pupils to continue, using the words in the box
to help them lobel eoch port of the Venn diogroms.
Monitor ond help the pupils if necessory.
Answercr
I Porrotshove wings.Corshove wheels.Ploneshove wings
ond wheels.
2 The toy cookerhos o door.The toy boot hos windows.
The toy househos both o door ond windows.
3 An ont has 5 legs.A penguin hos 2 wings.A lodybird hos 6
legsond 2 wings.
4 The dinosauron the left hos o long neck.The dinosouron
the right hos o long toil. The dinosourin the centrehos o
long neckond o long toi-.

Bq

Science 2 Activity Sheet L
r Recop food vocobulory with the pupils. As the kinds
of foods the pupils will need to know for this section of
the DVD ore pocked lunch items, bring o Iunch box
ond put either reql food items or flqshcords of pocked
lunch foods inside. Include the following items, which
the pupils will need to know for the first Activity
Sheet: bcncna, apple, bread, chocolate,tomato, cheese,
crispsond carrof.
. Sqy Look! Here'smy packed lunch! Can you guesswhat's
inside?Encourogethe pupils to guess.When they
guess on item correctly, open the lunchbox, toke out
the corresponding food, or food floshcord, ond put it
on the desk or on the boord where everyone cqn see it.
Continue until the lunchbox is empty.
. Proctise the vocabulory further by osking pupils ot
rqndom which of the items they have in their own
pocked lunch.
Option
Askone pupil to come to the front and secretlyput one
food item or food flashcardin the lunchbox.Then
encouragethe rest of the classto guesswhat it is. Say
What'sin the lunch box?


. Next give eoch pupil q copy of Science2 Activity Sheet
I p34. Point to eqch food item in order and elicit the
nome (bonono, opple, breod, chocolate,tomqto,
cheese,crisps,corrot).

Science 2 Activity Sheet I . I Watch ond tick.
. Tell the pupils thot you ore going to ploy the DVD.
Soy Todaywe'regoing to do somescience.We'regoing to
Iearn about the food in our packed lunches.
o Ploy tbe What's in the box? section, then pouse.
Exploin thqt the pupils should wqtch the next section
ofthe DVD ond, whenever they seeone ofthe food
items on their sheet, they should tick the
corresponding picture.
. Ploy the lef3 watch this! section oll the woy through
without stopping, encouroging the pupils to tick the
foods they see.
r Then check the tosk. Soy Which foods did you see?
(opple, sa4dwich, tomoto, cheese,crisps).Which foods
didn't you sbe?(bonono, chocolote, corrot).
Science 2 Activity Sheet 2 .
I Motch. Troce the food words.
o Exploin to the pupils thot they ore going to wotch the
DVD ogoin ond this time they hove to look corefully
qt where eoch pocked Iunch food comes frgm.
. Give eoch pupil o copy of Science2 Activlly sheet 2
p35. Point to the first picture on the Ieft ond soy
What's fhis?(Breod.)Troce the pencil line with your
finger and point to the wheot. Soy Breadis made from
wheat. TelI the pupils to motch the rest of the foods on
the left with the food sourceson the right os they
wotch the DVD.
. Plqy the DVD section which shows where our food
comes from, ond encouroge the pupils to drow pencil
mqtch lines.
. Check the tqsk by osking questions,for exomple:
Wheredo milk, butter and cheesecome ftom? (A cow.)
Wheredo apples/tomatoescome from? (Apple treesI
tomato plants.) What are crispsmade fiom? (Pototoes.)
. To finish, osk the pupils to troce over the food words
under eoch of the food pictures on the left.

Science 2 Activity Sheet 3 . 2 Drow where the
foods come from.
. When they hove finished, qsk them to think where
eoch food (or port of thot food) comes from. For
exomple, if they hove drown ond lqbelled o sqndwich
or breod, they should drqw some wheot in the spoce
next to it, if they hove drqwn o milk product, they
could drqw q milk churn or q cow in the spocenext to
it, if they hove chosen some fruit or o vegetoble,they
should drow q plont or tree next to it, etc. Tolk
through the example on the poge. Soy Breadis made
ftom wheat and.strawberryjam is made from strawbenies.

Watch my mouth
. Put o selectionof food flashcordson the boqrd. Mouth
one of the food words without soying the word out
loud. Encourqgethe pupils to wotch your mouth
corefully ond guesswhich food word you ore soying.
When o pupil has guessedcorrectly, repeqt using o
different food word.
. If you like, osk qnother pupil to come to the front of
the clqss to be teqcher.
Fontostic sondwiches
. Moke a simple worksheetby drowing o slice of bread
(or the top of o breod roll) ot the top of o poge ond o
slice of breod (or the bottom of the breqd roll) ot the
bottom of the poge. Ask the pupils to invent q
delicious sondwich with lots of different things inside
it which they like to eot. Tell them to drqw the foods
between the slicesof breod/inside the breod roll. They
con olso lqbel the foods they hqve drqwn.
. When they hove finished, mqke o disploy on the
clossroomwqll or give o smoll prize (e.9.o bolloon)
for the most unusuol or most delicious-sounding
sondwich.

Science 2 Activity Sheet 3 .
I Drow ond write four foods in your lunchbox.
r Show some of the food floshcqrdsogoin ond recap the
words by osking the pupils to tell you qll the packed
lunch foods they con think of. Stick the flashcordson
the boqrd qnd write eoch food word underneoth. The
pupils cqn use this os o guide for the activity sheet.
. Now give eoch pupil o copy of Science2 Activity Sheet
3 p36. Look qt the exqmple of the iom sondwich
together. Tell them to choose four foods they like to
hove in their pocked lunch ond draw them in the
numbered spqcesin the centre of the picture of the
lunchbox. You con olso osk the pupils to lobel them
with the words.

T@E


Option
Playa mime game. Mime playingone of the instruments
from the DVD without sayingits name.Encourage
the
pupilsto tell you which instrumentyou are playing.lf you
like,askone of the pupilsto come to the front and mime
an instrumentfor the restof the classto guess.
Music Activity Sheet I
. Bring some floshcordsor pictures of musicol
instruments (or reol instruments, if possible) to the
clqss. Include the following: flute, drum, violin, trumpet,
piano, saxophone,guitar, qnd clarinet. Hold up eoch
cord in turn ond elicit the nome or soy the nome ond
osk the pupils to repeqt. Then mime ploying the
musicql instrument ond encouroge the pupils to ioin
ln.
r Plqy o gome to proctise the vocobulqry. For exomple,
put oll the flashcordsin q box qnd sit the pupils in o
circle. Ploy some clqssicolmusic and ask the pupils to
poss the box oround the circle. Then stop the music.
The pupil with the box, pulls out o floshcqrd, holds it
' up ond
soys the nqme. The rest of the closs mime
ploying the instrument. Then osk the pupil to put the
flqshcard bock in the box, put the music on ond
continue qs describedobove.
r Next give out copiesof Music Activity Shee/1 p37.
o Point to the eight pictures of musicol instruments on
the sheet cnd soy or elicit the nome of eoch
instrument (flute, drum, violin, trumpet, piono,
soxophone, guitor, clorinet).

Music Activity Sheet I . L Wqtch ond tick.
r Tell the pupils thot you ore going to ploy the DVD.
Say Todaywe're going to leam about music. We'regoing
to leam the names and soundsof some musical
instruments.
o Ploy the What's in the box? section of the DVD, then
pouse.
. Explqin thot the pupils should wqtch the DVD qnd
tick ony of the instruments on the Music Activity 1
worksheetwhich they see.
. Plqy the DVD to the end of the lef3 watch this! section
obout the music school, encouroging the pupils to tick
the instruments which oppeqr.
. When the section hqs finished, osk the pupils to tell
you which instruments they sow ond ticked (flute,
violin, trumpet, soxophone, guitor ond clorinet). Ask
them which instruments thev didn't seeor circle
(drum ond piono).
Music Activity Sheet I . L loin the dots. Motch.
r Ploy the let3 read this! section of the DVD to the end.
Then ploy it ogoin, this time encouroging the pupils
to stond up ond mime ploying eoch instrument with
Adom ond Sophie.

BUE

. Give out copiesof Music Activity Sheet2 p38. Show
the pupils how to loin the dots to drow the outlines of
eoch instrument.
r When they have finished, point to eqch instrument in
turn and soy What is if? Elicit the nomes of the six
instruments.
. Then drqw the pupils's ottention to the silhouettesof
people ploying musicol instruments down the right
hond side of the octivity sheet. Point to the motching
line from the guitar to the silhouette of someone
ploying the guitor. Point to the flute ond qsk Which
silhouette showssomeoneplaying the flute? (Number 4.)
o Ask the pupils to mqtch eqch instrument with the
correspondingsilhouette.
. Check the octivity by soying, for exomple: Which
silhouette showssomeoneplaying the trumpet I violin I
saxophoneI clarinet? (Number 5 I L I 6 | 2.)

Music Activity Sheet 3 .
I Find the missing instruments and number.
. Give eoch pupil o copy of Music Activity Sheet3 p39.
Ask them to look ot the picture ond soy Look!An
orchestra.
e Point to the empty spqces in the picture ond soy lookl
Someof the instrumentsare missing.What are they?
Encourogethe pupils to tell you which instrument
they think eoch person should be ploying occording
to the position of their honds ond mouth, for
exomple. Encourogethem to refer to the drowings of
the missing instruments ot the top of the Activity
Sheet.
o Then qsk the pupils to write the number of eoch
instrument ot the top of the sheet in the correct box in
the picture below.
Music Activity sheet 3 .
2 Drow the instuments in the orchestrq
. Finolly, qsk the pupils to drqw the missing
instruments in the picture to complete the orchestrq.
. Encourogethe pupils to trqce over the clorinet os on
exomple.


Extro Activities
Which instrument?
r Find some examples of clossicolmusic where one
porticulor instrument is cleorly heord. PIoy the music
ond osk the pupils to nome the instrument.
. You could qlso find exomples of donce music from
different ports of the world qnd let the pupils find out
which kinds of instruments qre commonly used to
ploy it. For example, Scottishmusic with bogpipes,
Cqribbeon music with steel drums, Spqnish Flomenco
with the guitor, etc.

DVD conten

11.ihort

'rlllt.ll:,,

Moking instruments
. There ore lots of woys to moke simple musicol
instruments in the classroom,for exomple, guitors
from motchboxes or shoe boxes with elostic bqnds
qround them; shokers mode from plostic contoiners
with dry rice inside; drums mode by stretching
polythene over q round contoiner, etc. Ask the pupils
to bring old contoiners ond boxes from home, make
instruments qnd form on orchestro!

:11':'

The DVD is divided into eight sections:Art 1 ond 2,
Moths I ond 2, Science7 and 2, Geography, ond Music.
The toble below shows how these sectionsconnect with
the topic qreos of levels 1 and 2 of the course,qnd qives
o brief summory of contents:

Section Content
Art 1

.2

Contents
Footogeof Sydney

Tosk

Topic oreo link

Completing a colloge
pic-tureof Sydney

Colours ond shopes
(Level1, Unit 1)

Colours
(Level1)

Floshcards

Mqths 1

Footqgeof fomily
Moking o block groph
garden porty, focusing
on hoir colour.

Fomily, ond
Descriptionsof people
(Level1,
Units 2 and 5)

Colours
(Level1)

Science1

A report on on
orgonic form

Finding out how
cheeseis mqde

Food
(Level 2, Unit 6)

Food ond drink
(Level1)

Geography

A report on a locql
town

Motching ploces with
grid references

Using grid references
(Level 2, Unit 9)

Town
(Level1)

Art 2

Footqgeof wild
onimols

Colouring qnimqls
ond moking o flip
book

Wild qnimqls
(Level2, Unit 4)

Wild qnimols (Level 2)
Ports of qn animol
(Level 2)

Mqths 2

Footogeof fomily
Moking Venn
gorden porfy, focusing diogroms
on children's toys

Toys
(Level2, Unit 3)

Toys
(Level1 and 2)

Science2

A report on on
orgonic form
(continued)

Finding out where the
food in o pocked
lunch comes from

Food
(Level2, Unit 6)

Food ond drink
(Level 1)

Music

A report on o music
school

Recognising
instruments

Musicol instruments
(Level2, Unit 7)

Music
(Level 2)

@E

.


Activity

Sheet 1

rt

t Listen and colour. 2 Wotch and show.

v

Cut ---X

q

q,s!

4

g

g

r'
rE-7

Bq

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Activity Sheet 2

L Watc h qnd tick the correct picture

v

w
r
ilo T
9F6o
0
0
tr\\

4

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3o T
&

ffi#J*nr ,
\,
*

2 Colour the correct picture.
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Activity

Sheet L

1 Wotch ond show. 2 Watch ond order.

Grondpo

Molly

Aunt fone

Mum

Grondmo
L ---- - - - - - -

Nick

Iocob
J----------

Cut ---X

----________L

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Activity Sheet 2

)

L Draw the poth from cow to cheese.

o

t, ,

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Activity

Sheet 3

L Follow the poth from sheep to iumper.

2 Number the pictures in order.

Eq

@ Oxford University Press I Incredible English 1


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