The Penguin Young Readers series has four levels of difficulty, from Level 1, for
the ... You will look at the medium size books, at Level 2. 2. You have a class of
11-year-olds, who have studied ..... downloaded free of charge from the website,.
Penguin Young Readers A Practical Teacher’s Guide Melanie Williams and Annie Hughes
Penguin Young Readers
Stories Children
Love!
www.penguinreaders.com
The Penguin Young Reader’s Practical Teacher’s Guide will help you make the best use of all the books in the Penguin Young Readers series. It is full of ideas for classroom activities and full of practical materials too. Take a look at Part One to find out how the Penguin Young Readers series is organized. Charts and information show how the series is graded by Level and Age and a table shows the classroom topics that the series covers.
Part One: Introduction to the Penguin Young Readers series A. Choosing Penguin Young Readers, page 2 B. The advantages of using Penguin Young Readers, page 4 C. Integrating Penguin Young Readers into teaching, page 5 D. Topics and themes, page 7 E. Cambridge Young Learner English Tests and Trinity Spoken English examinations, page 7 Take a look at Part Two to find out about all the supplementary materials that are available with the Readers. Many of them, like this Guide, are free!
Part Two: The Penguin Young Reader Teacher’s materials A. Factsheets, page 10 B. Audio, chants and video, page 11 C. Big Books, page 13 D. Teacher’s Guides, page 14 In Part Three there are detailed plans for eighteen classroom activities using the Readers.
Part Three: Activities with Penguin Young Readers A. Activities for 5–7 year olds, page 15 B. Activities for 7–9 year olds, page 17 C. Activities for 9–11 year olds, page 20 In Part Four there are eight photocopiable Worksheets.
Part Four: Penguin Young Readers Photocopiable Worksheets A. Our Class Reading Chart, page 23 B. My Factsheet Activity Record, page 24 C. Comparing Stories, page 25 D. What’s the Story? page 26 E. Word Families, page 27 F. Matching Game, page 28 G. The Amazing Universe Reading Race, page 29 H. Make your own Wordsearch, page 30
Part Five: Some Practical Questions Answered, page 31
p
1 Introduction
Part One: Introduction to the Penguin Young Readers series A Choosing Penguin Young Readers AGE 5–7 years
It’s easy to choose which Penguin Young Readers will suit your needs and those of your pupils: Answer these three questions.
LARGE SIZE (297 x 210mm)
1. How old are your pupils? Penguin Young Readers are divided into three age groups: 1. 5–7 year olds 2. 7–9 year olds 3. 9–11 year olds
AGE 9–11 years AGE 7–9 years
How can you tell which Penguin Young Reader to choose for your class? By the size of the book: For 5-7 years, there are large size books For 7-9 years, there are medium size books For 9-11 years, there are small size books
SMALL SIZE (198 x129mm)
MEDIUM SIZE (246 x189mm)
2. For how many hours have your pupils studied English? The Penguin Young Readers series has four levels of difficulty, from Level 1, for the beginner, to Level 4 for those who have studied up to 400 hours of English. LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
AGE years
Up to 100 hours of English
Up to 200 hours of English
Up to 300 hours of English
Up to 400 hours of English
Large
5–7
✓
✓
✓
✓
Medium
7–9
✓
✓
✓
✓
Small
9–11
✓
✓
✓
✓
BOOK SIZE
The Penguin Young Readers series provides suitable books for a whole range of ages and abilities. The Penguin Young Readers series is a very flexible series. Examples: 1. You have a class of 8-year-olds who have studied for 200 hours. You will look at the medium size books, at Level 2. 2. You have a class of 11-year-olds, who have studied for about 100 hours of English. You will choose from the smallest size books at Level 1. The wide choice of books gives you, the teacher, the opportunity to find the best book for every class or pupil, whatever their needs or the needs of the particular lesson.
2
1 Introduction
3. What do you and your pupils like reading? Examples of original fiction written exclusively for Penguin Young Readers are: Danny Morton and the Eyes of Morn, The Best Christmas, The School Bus, Happy Granny and The Wood Circle, The Ghost House, Tom’s Cake and Kate’s Lunch, Eddie and the Magic Potion.
You can choose from three genres: contemporary, classics and originals. Contemporary: These include adaptations of popular modern stories and films, for example: Charlie and the Chocolate Factory, Chicken Run, The Mummy: Against the Elements, The Hundred and One Dalmatians.
The Penguin Young Readers series includes a wide range of non-fiction titles on different topics.
Classics: These include adaptations of classic fairy stories, for example: Pinocchio, Sindbad the Sailor, Stories from the Odyssey, Peter and the Wolf, The Jungle Book, A Christmas Carol, The Velveteen Rabbit.
Examples of original non-fiction written exclusively for Penguin Young Readers are: The Amazing Universe, Colors, Families, Ancient Egypt, Halloween, Animals, Ghosts, Seasons, Shapes, Food.
Originals: These are all original titles and include fiction and non-fiction.
The information to help you choose is on the back of the Readers Here is an example from the Penguin Young Reader Town and Country Mouse.
1. It is easy to identify the level from the back of the Reader. Level 1 books are green Level 2 books are blue Level 3 books are pink Level 4 books are yellow Town Mouse and Country Mouse is green.
2. Here is a quick guide to the level of the book. Number of hours of English Level 0–100 hours of English 1 10–200 hours of English 2 20–300 hours of English 3 300–400 hours of English 4 Town Mouse and Country Mouse is intended for those with up to 100 hours of English.
3. There are three types of Penguin Young Reader. Town Mouse and Country Mouse is a Classic.
4. Books (and cassettes) are published in either American English or British English. Town Mouse and Country Mouse is in American English.
3
1 Introduction
B The advantages of using Penguin Young Readers Penguin Young Readers: • are graded for language level and age • have contemporary, classic and original titles – these include films too! • have activities at the back of each book • have supplementary activity materials • have accompanying cassettes for each title • have chants for each title • can be used in mixed ability classes • can supplement any course book • have some titles available as Big Books • have British English and American English titles • are colourful, attractive and brighten up every classroom
Penguin Young Readers have something for everyone!
Children learn from picture books The pictures help pupils guess the words they do not know, they reinforce the words that the pupils think they know and, very importantly, they support the overall concept and meaning of the new language, English. Some activities that take pupils from reading pictures to words are: • pupils predict key parts of the story and the characters from the picture on the cover; • pupils predict ‘what might happen next’ before you turn over a page; • pupils look only at the pictures the first few times they hear the story; • pupils retell the story using the pictures as prompts; • pupils match key phrases and sentences to the correct picture: first as a listening activity, then as a silent reading activity.
The full-colour pictures in every Penguin Young Reader help your pupils start and develop their reading.
Penguin Young Readers are real books Children like books and like to be able to escape into the world of a book. They like turning the pages and finding out what each new page reveals. Children also love being read to and of course they have their favourite stories that they want to hear again and again!
The Penguin Young Readers series has different types of story and sizes of books to suit every child. They include stories which are familiar to children as well as new stories which contain familiar elements.
Every Penguin Young Reader is recorded on cassette Pupils can listen whenever and wherever they like. They hear English spoken correctly and in a voice that is different from that of the teacher.
4
1 Introduction
C Integrating Penguin Young Readers into teaching Before-, While- and After-reading activities
Here are some suggestions for ‘Before you read’ activities. Choose the activities which are appropriate for your lessons and for your pupils. • Do the ‘Before you read’ activity from the back of the Reader with pupils; • Use the cover of the book or a picture from the inside to encourage pupils to talk about what they can see and to predict what the Reader is about. You can do this as a whole class or a small group activity. When pupils hear or read the Reader they can find out if their predictions were right or not; • Elicit some key words using the cover of the Reader or a picture from inside the book; • Pre-teach some key words which are central to the pupils’ understanding of the Reader; • If it is a fiction Reader, tell the story to the pupils and encourage them to participate with words or actions as they listen; • Show the pictures in the book as the pupils listen to the Reader on audio cassette; • Teach one of the chants from the Reader to the pupils.
In the back of the Readers there are ‘Before you Read’ and ‘After you Read’ activities. When using reading activities in the classroom with pupils it is helpful to use this same pattern and you can introduce ‘While you read’ activities as well. The ‘Before you read’ and ‘After you read’ activities in the Readers are written for pupils reading on their own or in small groups. You can also use them with the whole class.
‘Before you read’ activities They: • make pupils interested in the Reader • help pupils with key vocabulary • give pupils a reason for reading • encourage pupils to read for ‘gist’, catching the general idea, (see the example below) • encourage pupils to predict what they are going to read • activate what pupils already know about what they are going to read
‘While you read’ activities
Here is an example of a ‘Before you read’ activity from Eddie and the Magic Potion:
They: • help pupils with their reading • encourage pupils to keep on reading • help pupils develop different kinds of reading skills • enable pupils to confirm their predictions Pupils need to be set a clear task, which gives them a purpose for reading. This will focus their reading, for example on characters in a story Reader or on information in a non-fiction Reader. Here are some suggestions for ‘while you read’ activities. Choose the ones which are appropriate for your lessons and for your pupils.
Look through the book and tick the best answer: The magic happened when Eddie: • went to sleep. • laughed. • started running. To answer the question, pupils do not need to understand every word of the Reader, they only need to understand the general idea the first time they read. ‘Before you read’ activities may also include: • the teacher reading the Reader to pupils before they read it themselves • pupils seeing the video or hearing the audio cassette before they read the Reader themselves.
Pupils: • listen to the audio cassette as they follow the text in the Reader; • quickly read a section of text – perhaps one or two pages – to find out the answer to a specific question; • quickly read the last pages or pages of the Reader to find out if they were right about the ending they predicted;
5
1 Introduction
• talk about the Reader in groups, saying which
• read sections or pages of the Reader, ordering
pictures as they read which mirror the events in the book; • read sections or pages of the Reader to find out if their predictions from the pre-reading activity were right; • read the text to find certain key words or language items. After pupils have done an activity, they can check their answers together in pairs or small groups before there is a whole-class activity check. This will make them feel more confident to answer when you check answers with the whole class – and also allows them to quickly check again if they have a different answer from their partner.
• • •
their favourite section or character is, which the best picture is, and so on. Groups then make posters showing this information; draw a picture of their favourite part of the Reader and label it. The pictures are then displayed on the classroom wall; write ‘new’ words from the Reader in their personal or class dictionary and illustrate them; complete a reading record (see Worksheet A);
Pupils: • make their own mini-books, drawing pictures and labelling them; • write their own version of the story, changing elements in the story, making it more modern or more appropriate to their local context for example; • act out the story as they listen to the audio cassette; • improvise their own words for the story, and perform mini role-plays for the class; • dramatize a story. For more suggestions on this see Penguin Young Readers Teacher’s Guide to Dramatizing Stories You will have noticed that in the ‘Before you read’ and ‘After you read’ activities pupils are doing lots of talking! Using Readers in your classroom gives pupils lots of opportunities to talk and lots of reasons for talking. Pupils enjoy doing the ‘After you read’ activities and these activities will develop their spoken English and their reading skills at the same time.
‘After you read’ activities They: • develop pupils’ ability to read for more information • focus on key vocabulary or structure in the Reader. Pupils will find it easier to do the ‘After you read’ activities when they have read the Reader two or three times. Here are some suggestions for ‘After you read’ activities. Choose the ones which are appropriate for your lessons and for your pupils. Pupils: • do the ‘After you read’ activities in the Reader; • work in small groups, and each pupil reads a different section of the Reader, then they share information and tell the others in their group about what they have read in their section of the Reader; • talk about the Reader in groups, ordering pictures to match the sequence of events in the book;
Make an ‘activity bank’ in your classroom! You can do this quickly and easily by: • photocopying each activity; • laminating it (cover it in plastic) so it becomes an activity card; • putting the activity cards into a display box or display boxes by level or topic – pupils can make these boxes as a classroom project! You can also photocopy the answers to the activities and put these in a separate box. Then pupils can check the answers themselves! Your activity bank is now ready for use. • Pupils who finish their classroom work quickly can chose an activity from the bank. • Pupils can chose activities from the bank for homework. • Pupils can complete individual record cards to show which activities they have done. • Your bank will last a long time and will become a useful school resource.
6
1 Introduction
D Topics and themes Penguin Young Readers can be used in any lesson at any time or they can be introduced as part of a topic or theme. The topic plan (pages 8-9) links Penguin Young Reader titles to common classroom topics and themes for pupils aged 5–11 years. In the plan, the titles of the Readers are grouped by Level and within each Level they are grouped by age. For example, if you are doing the Topic ‘Animals’, with a class of 7-year-old pupils in their first year of English, you can immediately see that the following Readers will be useful: Animals, Colors, Goldilocks and the Three Bears, The Musicians of Bremen. In this selection, you have two non-fiction Readers and two fiction Readers. Two of these Readers are available as Big Books. For more ideas on how to integrate Readers into Topics see Penguin Young Readers Teacher’s Guide to Using Topics.
E Cambridge Young Learner English Tests and Trinity Spoken English Examinations Penguin Young Readers can help you and your pupils prepare for the Cambridge Young Learner English Tests and the Trinity Spoken English examinations. The three levels of the Young Learner English Tests, Starters, Movers and Flyers, match Levels 1, 2 and 3 of the Penguin Young Readers and Trinity Grade Examinations 1-5 match levels 1-4 of the Penguin Young Readers, Penguin Young Readers
Cambridge English for Speakers of other Languages
Trinity Spoken English Examinations
Common European Framework
Level 1
YLE: Starters
Grades 1–2
A1 Breakthrough
Level 2
YLE: Movers
Grades 2–3
A1 Breakthrough
Level 3
YLE: Flyers
Grades 3–4
A2 Waystage
Level 4
KET
Grades 4–5
A2 Waystage
7
Animals Body Buildings Celebrations Clothes Colours The Country Family Film/Media/TV Food Friendships The Future Health Hobbies Holidays Homes Jobs Magic Maths Monsters Music Nature School Senses/Feelings Size Space Sports Time Towns Toys Travel Weather/Seasons World/Environment Animals Colors Goldilocks and the Three Bears The Musicians of Bremen Sleeping Beauty Tom’s Cake and Kate’s Lunch Families The Little Mermaid The Sorcerer’s Apprentice The Three Billy Goats Gruff Town Mouse and Country Mouse Dick Whittington The Elves and the Shoemaker The Ghost House Aesop’s Fables Poppet Puss-in-Boots Seasons Story Shop:The Present Tom Thumb The Velveteen Rabbit The Best Christmas Chicken Run Cinderella Eddie and the Magic Potion Halloween The Jungle Book Little Red Riding Hood My Home The Tinderbox The Wizard of Oz Aladdin and the Lamp Ghosts The Golden Goose The Mummy:Against the Elements The Selfish Giant Snow White and Rose Red
Topics
Animals Colors Goldilocks and the Three Bears The Musicians of Bremen Sleeping Beauty Tom’s Cake and Kate’s Lunch Families The Little Mermaid The Sorcerer’s Apprentice The Three Billy Goats Gruff Town Mouse and Country Mouse Dick Whittington The Elves and the Shoemaker The Ghost House Aesop’s Fables Poppet Puss-in-Boots Seasons Story Shop:The Present Tom Thumb The Velveteen Rabbit The Best Christmas Chicken Run Cinderella Eddie and the Magic Potion Halloween The Jungle Book Little Red Riding Hood My Home The Tinderbox The Wizard of Oz Aladdin and the Lamp Ghosts The Golden Goose The Mummy:Against the Elements The Selfish Giant Snow White and Rose Red
Penguin Young Readers TOPIC PLAN
LEVEL 1
Age 5-7
● ●
●
● ●
● ●
● ●
● ●
●
●
●
●
●
7-9
● ● ● ● ●
● ●
●
●
●
●
●
●
photoc ●
● ●
● ●
●
●
●
●
● ●
●
●
● ●
●
●
● ● ●
●
● ●
●
●
●
●
opiable
●
LEVEL 2
9-11
●
●
●
●
● ●
● ● ● ●
●
●
●
● ●
5-7
● ● ●
● ●
●
●
● ● ● ● ●
● ● ●
● ● ● ●
● ●
●
●
● ●
●
● ●
●
8
● ●
● ● ●
● ● ●
●
● ●
●
●
● ●
●
●
●
●
●
●
7-9
● ● ● ● ●
●
●
●
●
●
●
● ●
● ● ● ●
●
●
● ●
● ● ●
● ●
●
●
●
●
●
● ● ●
● ● ● ● ●
● ● ● ●
● ●
●
●
● ●
●
●
● ●
● ●
●
● ●
●
●
9-11
●
● ●
● ●
● ●
●
●
● ● ●
●
● ● ● ●
●
● ● ●
● ●
●
●
●
●
● ●
●
●
●
The Topic Plan is an easy way of matching Penguin Young Readers with the coursebook you use.There are several books within each topic area, providing choice for both age and level. Each book features more than one topic. ●
● ●
● ●
●
● ●
● ●
● ●
● ●
● ●
●
● ● ● ● ●
● ● ● ●
●
●
● ●
●
●
● ● ● ●
● ●
● ●
●
●
●
●
●
●
●
● ●
● ●
● ● ●
● ● ●
● ● ●
● ●
● ●
●
● ●
●
●
●
●
●
●
● ● ●
● ● ●
● ● ●
● ●
● ●
● ●
● ●
●
●
● ●
●
● ●
● ●
●
● ●
●
●
●
●
● ●
● ● ●
●
● ●
● ●
●
●
● ● ●
●
● ●
● ● ●
● ● ●
●
● ● ● ● ●
● ●
● ●
● ● ●
●
●
● ●
●
●
● ●
● ●
●
● ● ● ●
●
● ●
● ● ●
● ●
● ●
●
●
● ●
● ●
● ●
●
● ●
●
● ●
●
●
●
●
● ● ● ● ● ● ● ●
● ● ● ● ● ● ● ● ● ●
●
●
●
●
●
●
9
● ● ●
●
●
●
● ●
● ●
● ●
●
● ●
●
●
● ●
● ●
● ●
●
●
● ●
●
●
● ●
●
●
●
●
● ● ●
●
● ●
●
●
● ● ●
● ●
●
●
● ●
● ●
● ● ●
● ● ●
●
E.T. The Book of the Green Planet A Monkey’s Tale The Pied Piper of Hamelin Rapunzel A Christmas Carol The Crane’s Gift Danny Morton and the Eyes of Morn The Emperor and the Nightingale The Road to El Dorado Rumpelstiltskin The Snow Queen Story Shop: Grounded The Swiss Family Robinson A Thief in the Village and Other Stories
Dr Seuss’ How the Grinch Stole Christmas!
Food Pinocchio The Toy Soldier The Amazing Universe Ancient Egypt
Woody Woodpecker:Whistle Stop Woody
5-7
E.T. The Book of the Green Planet A Monkey’s Tale The Pied Piper of Hamelin Rapunzel A Christmas Carol The Crane’s Gift Danny Morton and the Eyes of Morn The Emperor and the Nightingale The Road to El Dorado Rumpelstiltskin The Snow Queen Story Shop: Grounded The Swiss Family Robinson A Thief in the Village and Other Stories
● ●
9-11
Dr Seuss’ How the Grinch Stole Christmas!
●
7-9
Food Pinocchio The Toy Soldier The Amazing Universe Ancient Egypt
The Hundred and One Dalmatians Jack and the Beanstalk Peter Pan The Princess and the Frog Sindbad the Sailor The Ugly Duckling Charlie and the Chocolate Factory Hansel and Gretel The New Adventures of Tom Thumb Peter and the Wolf The School Bus Shapes Sitting Ducks: Bill Hatches an Egg Snow White and the Seven Dwarves Story Shop: Winners and Losers Ali Baba and the Forty Thieves Beauty and the Beast Famous Sports Happy Granny and The Wood Circle Stories from the Odyssey The Waters of Life Woody Woodpecker: Beach Nuts
5-7
Woody Woodpecker:Whistle Stop Woody
The Hundred and One Dalmatians Jack and the Beanstalk Peter Pan The Princess and the Frog Sindbad the Sailor The Ugly Duckling Charlie and the Chocolate Factory Hansel and Gretel The New Adventures of Tom Thumb Peter and the Wolf The School Bus Shapes Sitting Ducks: Bill Hatches an Egg Snow White and the Seven Dwarves Story Shop: Winners and Losers Ali Baba and the Forty Thieves Beauty and the Beast Famous Sports Happy Granny and The Wood Circle Stories from the Odyssey The Waters of Life Woody Woodpecker: Beach Nuts
LEVEL 3 LEVEL 4
7-9
● ●
●
● ● ●
● ●
●
● ●
●
●
●
●
●
●
© Pearson Education 2003
9-11 Age
● ● ●
●
●
●
● ●
●
●
●
● ●
●
●
●
●
●
● ●
●
●
●
●
●
●
●
● ●
● ●
● ●
● ● ● ●
●
●
●
● ●
●
● ●
●
● ● ●
● ●
● ● ● ●
● ● ●
●
● ● ●
●
● ● ●
● ● ●
●
● ●
●
www.penguinreaders.com
●
● ● ●
● ● ●
● ●
● ●
●
● ● ●
●
●
● ● ●
●
●
●
●
● ●
●
● ●
●
●
● ●
● ● ●
● ●
● ●
●
● ●
●
●
2 Teacher’s materials
Part Two: The Penguin Young Readers Teacher’s Materials A Factsheets There is a factsheet for every Penguin Young Reader. They are free from the Penguin website on www.penguinreaders.com and from your local Pearson Education office. Each four-page factsheet has two pages of teacher’s notes with useful information and practical ideas for classroom activities, and two pages of photocopiable activity pages for pupils. page 1
• Pages One and Two of the
factsheet for The School Bus have:
A summary of the story for you, the teacher Ideas for different topics to use with the story
Activities to do in the class
page 2
Ideas for using the audio cassette Ideas for using the chants, which are in the back of the Reader. Many chants are also on cassette. Useful information on the activities for the teacher are on page 2 because pages 3 and 4 are photocopiable for the pupil.
Pages Three and Four of the factsheet have four activities. • The language in the activities matches the level and age groups of the Reader • The language in the activities consolidates the language in the Reader • The activities help the pupils’ reading skills. • The activities complement the activities in the back of the Readers • Pupils can do these activities on their own or in groups.
Answers to the activities in the Reader and the Factsheet. Pupils do not have access to the answers, unless you want them to.
10
2 Teacher’s materials
B Audio, chants and video downloaded free of charge from the website, www.penguinreaders.com.
Audio and video cassettes provide variety for you and for the pupils, exposing them to other voices and allowing you to manage other activities while the cassette is playing. The following ideas are examples of how you can use cassettes in the classroom. You would probably use only one or two in any one lesson.
Chants are a wonderful teaching resource because: • they include natural repetition of language • they make the rhythm of English easy • they reinforce the language in the Reader • they are short and easy to remember
Audio cassettes
Here is one of the chants from Town and Country Mouse. What’s this? It’s a cow What’s this? It’s an apple tree
Penguin Young Readers are available in audio packs – the book and the cassette packaged together – for every title. Readers which are written in American English are read by an American actor. Readers which are in British English are read by a British actor. Pupils listen to the cassette: • and physically respond to what they hear by putting up their hands or showing a flashcard when they hear a certain word or phrase. Different groups of pupils can listen and respond to different words or phrases; • while you show them the pictures in the Reader; • and repeat parts of the Reader together with the cassette; • in sections to find out certain information; • while they silently follow the text in the book; • in pairs or groups and order pictures from the Reader as they listen; • whilst some pupils act out parts of the Reader or they all act out in groups.
Milk and cheese are from… The cow Apples are from… The trees What’s this? It’s a cow What’s this? It’s an apple tree Here is an idea of how you can use this chant in the classroom. You will need to have pages 3, 4 and 6 of the Reader ready to show to the pupils. • Say: ‘Listen to the chant and look at the pictures’ • Play the audio cassette of the first verse of the chant. For each question and answer, point to the correct part of the page in the Reader to help pupils understand. • Say: ‘Listen again’ and repeat the first verse with or without the audio cassette. • Say: ‘Now you’ and encourage pupils to join in when you repeat the first verse. Make sure the pupils say it quite fast to keep the rhythm! • Repeat the procedure for the second verse. • Say: ‘Now listen to the whole chant’. • Play the audio cassette of the whole chant. • Say: ‘Let’s try and do it together’. • Play the audio cassette again. Encourage pupils to join in with the chant. Point at the pictures in the book to help them. • Repeat. • Say: ‘Everyone stand up. Let’s clap as we say the chant this time.’ • Repeat the chant together. Encourage pupils to move to the rhythm of the chant.
One of the advantages of an audio cassette is that each time pupils listen, the reading will be the same. In addition, if they have their own cassette player or if there is a self-access centre in the school, they can listen as many times as they want to. They can even listen in the car or on the bus on the way to school, or even in bed before they go to sleep!
Audio CDs The Penguin Young Readers classic fairy tales are also available as CDs. There are 4 CDs, one for each level for British English titles, and 2 CDs, with American English titles (levels 1 and 2, and 3 and 4).
Chants There are specially written chants for every Reader in the back of the book or in the factsheet. They are recorded on the book’s audio cassette, following the story. The chants can be
11
2 Teacher’s materials
Videos
Here are a few ideas for using some of these videos: • Show pupils the beginning or part of a video such as Sitting Ducks: Bill Hatches an Egg. Ask them to guess what happens next, or what happened before the section you showed them. Give groups of pupils a copy of the Reader and ask them to check if they are right. • Show pupils the whole of a video, such as Chicken Run, Woody Woodpecker: Beach Nuts, Woody Woodpecker: Whistle Stop Woody or The Mummy: Against the Elements. Talk about the story with the pupils to check they have understood. Give groups of pupils a copy of the Reader and tell them to read it together and find differences between the Reader and the video. • Read one of the Readers over a number of lessons with the whole class, for example The Jungle Book, The Wizard of Oz, Cinderella, Charlie and the Chocolate Factory, The Hundred and One Dalmatians. Show them the film in 20 or 30 minute sections over the next six lessons. Talk with the pupils about the film after viewing each section and encourage them to refer to the book and the pictures as they are talking. After pupils have read the book and seen the whole film, ask them to tell you which is their favourite bit of the book and which is their favourite bit of the film.
Video offers you an opportunity of introducing your pupils to Readers. The thirty classic Penguin Young Readers fairy stories are available in American English or British English. Here are some ideas for using the Penguin Young Readers video cassettes:
Pupils watch: • the video of the story as their first introduction to the Reader • without the sound, following the pictures which make up the story. After this pupils can talk about what they have seen and then watch the video with sound to check if they were right; • the beginning only and talk about what might come next. They then see if they are right; • a story after they have read it. They are then likely to join in when the actor is speaking; • and choose their favourite bit. This might be a piece of the story, an illustration, or a gesture or facial expression of the actor’s; • with their eyes closed (or with the screen covered) and just listen to the story, imagining the pictures in their heads; • and you stop the video at dramatic bits in the story. Pupils can try and guess what is going to happen next.
Film and Television Materials Some Readers in the Penguin Young Readers series are linked to films or television programmes: Chicken Run Cinderella The Jungle Book The Wizard of Oz The Mummy: Against the Elements The Hundred and One Dalmatians Charlie and the Chocolate Factory Sitting Ducks: Bill Hatches an Egg Woody Woodpecker: Beach Nuts Woody Woodpecker: Whistle Stop Woody Dr Seuss’ How the Grinch Stole Christmas E.T. The Book of the Green Planet A Monkey’s Tale The Road to El Dorado
12
2 Teacher’s materials
C Big Books Six titles in the Penguin Young Readers series are available as Big Books: Goldilocks and the Three Bears, The Hundred and One Dalmatians, Little Red Riding Hood, The Musicians of Bremen, Poppet, Tom Thumb Big Books are an excellent way of introducing a story to pupils. They are big enough for the whole class to be able to see the pictures clearly. It is even better if pupils can come and sit on the floor around you when you tell them the story.
In the back of every Big Book, there is a lesson plan and photocopiable ready-to-use activity material.
13
2 Teacher’s materials
D Teacher’s Guides There are two other Penguin Young Readers Teacher’s Guides which are full of practical and useful ideas and materials for the classroom. The Penguin Young Readers Teacher’s Guide to Using Topics and the Penguin Young Readers Teacher’s Guide to Dramatizing Stories are free from the Penguin readers website on www.penguinreaders.com or from your local Pearson Education office.
Penguin Young Readers Teacher’s Guide to Using Topics
Penguin Young Readers Teacher’s Guide to Dramatizing Stories
This Guide has sections on: • Integrating Penguin Young Readers into Topic Work • Suggestions for Planning Units of Work • Organizing the Classroom for Topic Work • Evaluation of Topic Work PLUS • Detailed Plans for Three Topics: Food, The Country, Magic • Ten Photocopiable Pages The detailed topic plans contain step-by-step guidelines for activities and list new vocabulary, structure and language skills for each activity. They also tell you which Penguin Young Readers can be used to support the topic and to support each activity. Photocopiable material includes: • A game for practising classroom instructions • A worksheet for making a Topic Train as part of a word wall • A worksheet for a Dominoes Game.
This Guide has sections on: • Drama Techniques • Exploring the Story • Making a Story Real • Drama Productions • Drama and your Pupils PLUS • Fifteen Photocopiable Worksheets The sections in the Guide give examples of different types of drama activity. The activities are staged and sequenced to help pupils develop the range of skills and the confidence to take part in a Drama production. There are activities that focus on mime and sounds, activities that show pupils how to make and use puppets and masks and activities that help pupils to set up and stage their own drama production. There is even a full script for a play at the back of the Guide. Photocopiable material includes worksheets for: • Practising sounds • Practising mime • Setting up an interview • Role Play • Making a stick puppet • Making a finger puppet • Making hand puppets • Making headbands and masks
14
3 Activities
Part Three: Activities with Penguin Young Readers Here are some activities for you to try out in your classrooms. These activities are organized by age and level to make it easier for you to find the best ones for your pupils. Remember to look at the activities for other levels and ages as well – you will find good ideas there too which you can adapt for your own classes.
A Activities for 5–7 year olds 1. Look, listen and say
2. Listen, say and do
Telling a story using a Level 1 Big Book. Time: 20–30 minutes Materials: Penguin Young Reader: Poppet Big Book. (a) Cover the title of the book with a piece of paper. (b) Say ‘Children, come and sit around me in a circle’. Pupils move their chairs or sit on the floor in a circle around you. (c) Hold up the Big Book. Show the cover so that everyone can see. Say ‘What can you see?’ Give pupils time to answer. Possible answers: an elephant, a mouse, flowers, leaves, trees. Some pupils may answer in the mother tongue. If they do, say their answers back to the class in English. (d) Say ‘Yes, we can see an elephant, a mouse, some leaves and some flowers’. Point to the picture as you say the words. Ask ‘Do you know this story?’ If pupils say ‘yes’, then say ‘good’. Don’t ask them to tell you the story. (e) Say ‘Let’s read the story together.’ (f) Read the story to the pupils. Turn each page and show it to the pupils before you read the text. Use your voice to make the story interesting. Use different voices for the different characters. (g) When you have finished the story, close the book. Show the front cover of the book again. (h) Say ‘Can you guess the title of this story?’ Point to the title of the book which is still covered with a piece of paper. Listen to the pupils’ answers. Accept any answers that are logical and congratulate the pupils. (i) Say ‘Let’s find out.’ Take the piece of paper off the title and read the title. (j) Say ‘Let’s read the story again.’ Read the story again, starting with the title. Encourage pupils to come up to the book and point to Poppet and Momo and the other animals as you read it. Encourage them to join in the telling when there are repetitive phrases, for example ‘Are you a mouse?’ ‘No, I’m a …’
Using a chant to introduce a Level 1 Reader. Time: 20 minutes Materials: Chant 1 on audio cassette of Penguin Young Reader: Seasons, one copy of the Penguin Young Reader: Seasons for the teacher. (a) Say ‘What’s the weather like today?’ Point out of the window or, if you have one, point at the weather chart in the classroom or on the blackboard. Confirm pupils’ responses and say ‘Yes, it’s (hot, cold, raining, cloudy). It’s (winter, spring, summer, fall)’. (b) Hold up your copy of the Reader open at page 1. Show it to the pupils. Point to the picture of the season you said in (a) above and say ‘It’s (winter, spring, summer etc). Can you tell me the names of the other seasons?’ Point to the other pictures and help the pupils remember the names by saying the beginning of the words. (c) Say the names of the four seasons again. Pupils repeat after you. (d) Say ‘Who can tell me the season when it’s cold?’ Mime cold for the pupils. Pupils will give you different answers. Praise the answers that are correct for the region you live in. (e) Say ‘Who can tell me when it’s windy?’ Mime windy for the pupils. Pupils will give you different answers. Praise the correct answers. (f) Say ‘Who can tell me when it’s hot?’ Mime hot for the pupils. Pupils will give you different answers. Praise the correct answers. (g) Say ‘Now listen and look at the pictures.’ Play the audio cassette of Chant 1, point to the pictures of the different seasons and mime cold, windy, hot. (h) Say ‘Listen again and try to help me. Everyone stand up.’ Play the audio cassette again, stopping after the end of the first verse. Repeat the verse again with the pupils without using the audio cassette. (i) Repeat as in (h) for verses two and three. (j) Play the whole chant on the audio cassette again, encouraging pupils to join in with the words and the actions.
15
3 Activities
3. Listen and do
(e) Monitor the groups as they work. Remind them when they have one minute left and when they have 30 seconds left. Say ‘Stop’ at the end of the two minutes. (f) Say ‘Now swap your piece of paper and your notes with the group next to you.’ Make sure that groups change pieces of paper and notes. (g) Hand out the Readers to the groups. Say ‘Find the section which is written on the piece of paper. Read it quickly and find out if what the other group has written is right! You have five minutes.’ (h) Monitor the groups as they work. Say ‘Stop’ at the end of the five minutes. (i) Say ‘Did you find anything that was very different? Tell the other group.’ (j) Take feedback from some of the groups. (k) Pupils complete Worksheet E in groups, using the words they have learnt about food.
Pupils mime and act with a Level 1 audio tape. Time: 15 minutes Materials: A copy of the audio cassette for Penguin Young Reader: Goldilocks and the Three Bears. You can do this activity after pupils have read the story or after you have told them the story using the Big Book. (a) Say ‘Now we are going to listen to the story together.’ (b) Play the tape. As the pupils listen, mime the actions in the story or use gestures to help pupils remember and understand. (c) Stop the tape at the end of the story. (d) Say ‘Now who can help me. Put up your hands.’ (e) Choose two or three pupils and bring them to the front of the class. (f) Say ‘Let’s do the actions together. Let’s all be Goldilocks.’ Play the tape again. (g) Stop the tape at the end of the story. Say ‘Well done, thank you. You can sit down.’ (h) Repeat from (d) only this time choose more pupils. Some pupils will be Goldilocks and other pupils will be the bears.
5. Read and write Using a factsheet activity after reading a Level 3 Reader. Time: 10 minutes Materials: one copy of Penguin Young Reader: The Princess and the Frog for each pupil in the class. One photocopy of Factsheet Activity 4 for each pupil. You should do this activity after pupils have read the story. (a) Write ‘caehtre’ on the board. Say ‘Who can tell me what this says?’ If pupils cannot tell you, write ‘t - - - - - -‘ underneath it. As they guess, complete the word so it reads ‘teacher’. (b) Say ‘You are going to do some word puzzles like this’. (c) Hand out the photocopies of Factsheet activity 4 to each pupil. (d) Say ‘Can you find out what these words are? Look in the Reader if you can’t remember’. Hold up your copy of The Princess and the Frog as you say this. (e) When all the pupils have finished, say ‘Check your answers with your partner.’ (f) Check the answers with the class if necessary. (g) Say ‘Now, find three words from the story and write them like this.’ Point at ‘caehtre’ on the board. (h) When all the pupils have found and written their three words say ‘Who wants to come to the board and write one of their words?’ Invite one of the pupils who puts up their
4. Say, read and find Introducing a Level 4 non-fiction Reader using the contents page. Time: 20 minutes Materials: 20 copies of Penguin Young Reader: Food – one for each group of pupils, one copy of the Reader for the teacher, 20 strips of paper, each with one line of the Contents (for example ‘Food for Life’) written on it but no page number, one copy of Worksheet E for each pupil. (a) Copy the Contents page of the Reader on to the board BUT do not write the page numbers and do not write the contents in order. (b) Say ‘These are all sections of our new Reader. What do you think the topic of the Reader is?’ Encourage pupils to answer and praise all answers which are on the theme of food. Tell pupils the title of the Reader. (c) Divide the pupils into pairs or small groups. You need twenty pairs or groups. (d) Give each group one of the strips of paper. Say ‘Now, you’ve got two minutes to write down what you think this section of the Reader is about.’
16
3 Activities
hand. They write the word on the board and the other pupils guess. If there is a dispute, then the pupil at the board must tell the class on which page in the Reader the word is.
(b) Say ‘Now watch the video and see if it is the story you remember.’ (c) Play the video through to the end without stopping. (d) Divide pupils into pairs and say ‘Tell each other what you remember about the story. Use the words on the board to help you.’ (e) Monitor the pairs as pupils talk about the story. (f) After about three or four minutes, hand out the books to the pairs. Don’t stop them working, but say to each pair ‘Use this book to help you remember the story.’ (g) Continue to monitor the pairs, guiding them to parts of the book which might help them. (h) After about ten minutes say ‘Stop.’ (i) Either watch the video again with the pupils as they follow the story in the book or pupils can retell parts of the story using the book.
6. Watch, guess and read Using a Level 4 video to motivate pupils to read. Time: 30 minutes Materials: Penguin Young Reader Video: Pinocchio. Copies of the Penguin Young Reader: Pinocchio for every pair of pupils in the class. (a) Say ‘Today we are going to watch the story of Pinocchio. Has anyone heard of this story?’ Let pupils tell you what they know about the story for two or three minutes. Make a few notes on the blackboard of the main points the pupils remember about the story. Make sure the following words are on the board: carpenter, puppet, nose, to tell lies.
B Activities for 7–9 year olds 1. Listen and show/match
(c) Stick the cards on the board. Point to each one and say the word, together with the pupils. (d) Stick the word cards on the board. Don’t stick them next to the right picture! (e) Point to the picture of the apples. Say ‘which word says apples? Can anyone help me?’ Point to each word in turn and say ‘Is it this one?’ Pupils reply ‘No’ until you are pointing at the word ‘apples.’ Then they chorus ‘Yes.’ (f) Stick the word under the picture. Repeat for each word. (g) Hand out the word and picture cards so that each pupil has a card. (h) Say ‘Listen to the story about a Town Mouse and Country Mouse.’ Point to the cover of the Reader as you say this. ‘When you hear your word, hold up your card like this.’ Demonstrate holding up a card to the pupils. (i) Say ‘Are you ready?’ (j) Play the tape. Hold up the Reader and turn the pages as they listen.
Using a Level 1 audio cassette to check understanding of key words. Time: 20–30 minutes Materials: the audio cassette of the Penguin Young Reader: Town and Country Mouse, one copy of the Penguin Young Reader: Town and Country Mouse, one set of cards from Worksheet F for the teacher and one card for every pupil in the class. (You will need to prepare word and picture cards from the worksheet for this activity. Make enough copies so that you can give a word or a picture card to every pupil.) You can introduce the Reader to pupils with this activity. (a) Hold up one of the picture cards. Say ‘Do you know what this is?’ Praise any pupil who says the word and then say the word clearly so that all the class can hear. The class repeats after you. (b) Do this for the remaining 6 picture cards.
17
3 Activities
2. Listen and read
(b) Say ‘What happened at the end of the story?’ Pupils will tell you that Cinderella got married. Say ‘And she invited all her friends to another ball.’ (c) Say ‘In groups you are going to make some posters telling people about this ball’. Hold up a copy of the invitation from Factsheet activity 3. Say ‘Use these to help you.’ Point to Name, Start Time and so on. Say ‘Make sure you have these on your poster. When you have finished we will put your posters on the wall and decide whose is the best.’ (d) Divide the class into groups. Give each group a copy of Factsheet, Activity 3, a copy of the Reader, a large piece of poster paper and some colours. (e) Monitor the groups as they work, giving them ideas and help if needed. You can point to pictures in the book to help them. Remind them to include the words from the Invitation on their poster (or they can stick the Invitation in the middle of their posters) (f) Stop the activity after about 20 minutes. (g) Pupils put up their posters on the walls and the class decides whose is the best.
Using a Level 2 audio cassette for simultaneous reading and listening. Time: 20 minutes Materials: one copy of the audio cassette for Penguin Young Reader: Eddie and the Magic Potion, one copy of Penguin Young Reader: Eddie and the Magic Potion for each pair of pupils, one copy of the Reader for the teacher. You can introduce the Reader to pupils with this activity. (a) Hand out a copy of the Reader to each pair of pupils. (b) Hold up your copy of the Reader so that pupils can see the cover. Say ‘This story is called Eddie and the Magic Potion. It’s about a boy and his granny’. Point at the title and the picture on the cover. (c) Say ‘Let’s listen to the story. You can look at the pictures and read silently as we listen. Open your books.’ (d) Open your book at page one and hold it up for the pupils to see. Say ‘Like this. Are you ready? Now listen and look at your books.’ (e) Play the tape. Look to make sure pupils are all looking at page one. (f) When the ‘ping’ sounds to turn the page, stop the tape. (g) Hold up your book and turn the page, saying ‘Turn the page like this.’ (h) Continue with the tape. (i) Walk around the class and make sure the pupils are looking at the right pages as they listen and read. (j) Stop the tape at the end of the story. Ask pupils to tell you what the story is about.
4. Say, guess and read Using a non-fiction Level 3 Reader for prediction. Time: 20–30 minutes Materials: one copy of the Penguin Young Reader: Shapes for each pair of pupils and one copy for the teacher, the following objects: a cone, a cube, a triangle. (a) Place the three objects on your desk in a place where pupils can see them. Ask pupils to tell you what they are. Write the words on the blackboard. Elicit from the pupils any other shapes that they know. They can tell you in the mother tongue and draw a picture of the shape on the board. Make sure you include the following shapes: pyramid, sphere, rectangle and write the words on the blackboard. (c) Divide the pupils into pairs. Give each pair a copy of the Reader. Say ‘Look through the book and find the pages where they tell you about these shapes. You’ve got three minutes.’ (d) After three minutes say ‘Stop’. Check the page numbers with the pupils. They are: pyramid, pages 24 and 25, cone, pages 26 and 27, cube, page 18, 19 and 27, triangle, pages 22 and 23, sphere, pages 10, 11, 12 and 13, rectangle, page 16 and 17. If pupils
3. Read and make Using factsheet activities after reading a Level 2 Reader to produce posters. Time: 40 minutes Materials: one copy of the Penguin Young Reader: Cinderella for each group of pupils, one copy of Factsheet Activity 3, one large piece of poster paper and colours for each group of pupils. You should do this activity after pupils have read the book. (a) Write the word ‘Ball’ in large letters in the centre of the blackboard. Say ‘Cinderella went to the ball. What can you tell me about the ball?’ Brainstorm the topic with the class and create a mind map on the board. Likely words are: palace, prince, clothes, dress, shoes, music, food, drink.
18
3 Activities
6. Read, watch and say
have drawn other shapes on the board which are in the book, then check they have the right pages for these too. (e) Give each pair of pupils one of the six shapes (pyramid etc). Say ‘Read the page(s) in the book which tell you about your shape. Write down those objects which the book says are that shape. Now find other things of the same shape in the classroom.’ (f) After about ten minutes stop the activity. (g) Take feedback on each shape from the pairs.
Using a Level 2 video to motivate pupils to speak. Time: 20 minutes Materials: one copy of the Penguin Young Reader: Little Red Riding Hood, one copy of the Penguin Young Reader: Little Red Riding Hood Big Book for the teacher. You should do this activity with the pupils after you have read the Big Book to the pupils. (a) Say ‘Let’s watch the story of Little Red Riding Hood.’ Hold up the Big Book to remind the pupils of the story. (b) Sit the pupils so that they can all see the video clearly and easily. Start the video. (c) Stop the video after ‘… Mothers!’ (page 3 of the Reader). Say ‘What happens next?’ Listen to the pupils’ answers and praise those who give you the right answers (wolf, hiding, watching). (d) Say ‘Let’s see if you are right.’ Restart the video, nod and smile to the pupils to confirm their predictions. (e) Stop the video after‘… Mmmmm’ he said!’ (page 7 of the Reader). Say ‘What happens next?’ Listen to the pupils’ answers and praise those who give you the right answers (wolf, hiding, in bed, granny’s clothes). (f) Say ‘Let’s see if you are right.’ Restart the video, nod and smile to the pupils to confirm their predictions. (g) Stop the video after ‘… Why are your teeth so big?’ (the middle of page 11 of the Reader). Say ‘What happens next?’ Listen to the pupils’ answers and praise those who give you the right answers (jumps out of bed, wants to eat her, woodcutter, axe). (h) Say ‘Let’s see if you are right.’ Restart the video, nod and smile to the pupils to confirm their predictions. (i) Play the video to the end. (j) Say ‘What’s your favourite bit of the story?’ Listen to pupils’ answers, showing the relevant picture from the Big Book.
5. Read, find and answer Using a Level 4 non-fiction Reader for a reading race. Time: 30 minutes Materials: one copy of the Penguin Young Reader: The Amazing Universe for each pair of pupils, one copy of Worksheet G for each pair. (a) Divide the class into pairs. Give each group a copy of the questions and give them a few minutes to read them through. Check that there are no vocabulary problems. (b) Say ‘You are going to do a reading race. I’ll give you a copy of the Reader where you can find the answers to the questions. Find the answers as fast as you can and write them on your worksheet. Remember to write the page number too.’ (c) Hand out the copies of the Readers to each group. Tell them not to start yet. (d) When each pair has a copy of the worksheet and the Reader say ‘Ready, steady, go’. (e) Monitor to check pupils know what they have to do. Help any pairs who are having difficulty. (f) When all the pairs have finished say ‘swap your answer sheet with the group next to you and let’s check the answers together.’ (g) Check the answers with the class. The answers are: (1) 9 (2) 294,400 kilometres a second (3) Earth (4) Red (5) H. G. Wells (6) 1930 (7) Comets (8) The Milky Way (9) telescope (10) bigger. (h) Pairs take their answers back. Congratulate all the pupils, in particular those who got all the answers right.
19
3 Activities
C Activities for 9–11 year olds 1. Listen, read and compare
2. Read, say and write
Using a Level 2 audio cassette and Reader for story completion. Time: 30 minutes Materials: one copy of the Penguin Young Reader: The Selfish Giant for half the class, one copy of the Penguin Young Reader: The Selfish Giant for the teacher, one copy of Worksheet D for each pupil, one copy of the audio cassette of the Penguin Young Reader: The Selfish Giant set to begin playing from page 8. You will need to have access to another classroom for this activity. (a) Hand out a copy of the Worksheet to every pupil. Divide the class in half. Call the groups Group A and Group B. (b) Take Group A into another room. Appoint one pupil as monitor. This pupil will be in charge of playing the tape. Tell him / her to play the tape from the place it is set to the end (make sure you set the counter on the tape machine to 00). The tape can be played as many times as the other pupils want but each time the tape must be played from 00 on the machine and not from the beginning. Say ‘Listen to the tape, make notes about the end of the story and decide together what happened at the beginning of the story. Write the beginning of the story in pairs. You have 10 minutes.’ (c) Go back into your classroom. Hand out the readers to Group B and say ‘Read pages one to seven and make notes about the story. Talk to your partner and decide together what you think happens at the end of the story. Write the end of the story. You have 10 minutes. (d) Monitor the pupils working in both rooms. (e) After 10 minutes bring Group A back into your classroom. Pair the pupils so that a pupil from Group A is working with a pupil from Group B. Say ‘Tell each other about your part of the story and what you think happened at the beginning or the end. Compare your stories. Are they the same?’ (f) Monitor the pupils as they work. (g) After about 10 minutes stop the activity. Pupils can talk about their stories to the class or they can be displayed on the wall.
Using a Level 2 Reader to motivate pupils to write their own chants. Time: 20 minutes Materials: one copy of the Penguin Young Reader: The Mummy: Against the Elements for each pupil, one copy of the Reader for the teacher. You should do this activity after pupils have read the story and after you have taught them the chants in the Reader. (a) Say ‘Which is your favourite chant.’ Ask pupils to come to the front of the class and say their favourite chant in groups. Repeat for all three chants. (b) Say to the class ‘Now you can try and write a chant for the story. Start with your favourite chant and change one or two of the lines.’ (c) Divide pupils into pairs or groups. Group pupils by their choice of favourite chant for (a) above. (d) Monitor pupils as they work and give them ideas as well as correcting any language they are using. (e) After about 10 minutes stop the activity and ask groups to come to the front and perform their new chants. (f) Repeat for several of the groups.
3. Watch, discuss and read Pupils watch part of the video of the film title. Time: 30 minutes Materials: one copy of the Penguin Young Reader: Woody Woodpecker Beach Nuts for each pupil, one copy of a video or DVD of Beach Nuts. For this activity you will need a video or DVD copy of the TV programme. (a) Say ‘Today we’re going to watch a funny video. Has anyone heard of Woody Woodpecker? Do you know what sound he makes?’ Make the Woody Woodpecker sound for the pupils! Give pupils time to tell you if they have heard of Woody and if they have seen any of the cartoons. (b) Sit the pupils so that they can all see the video. (c) Say ‘Watch this story. We’ll talk about the story at the end.’ (d) Play the video through to the end. (e) Divide the pupils into pairs. Say ‘Now tell your partner your favourite part of the cartoon and the funniest part of the cartoon.’ (f) After a few minutes take feedback from the
20
3 Activities
(g)
(h) (i)
(j)
class. Write notes on the board under the headings, ‘The Funniest Parts’ and ‘Our Favourite Parts’. Hand out copies of the Readers to the pupils. Say ‘Find ‘The Funniest Parts’ (point to the notes on the board) in your books, read each one and decide in your pairs which you think is THE funniest. Do the same for ‘Our Favourite Parts.’ Monitor the pupils as they read. Make sure they are doing the task. After 10 to 15 minutes say ‘Stop. Now we are going to take a class vote.’ Point to each of The Funniest Parts on the board in turn saying ‘Who thinks this is the funniest? Hands up.’ Count the hands and write the number next to it. Do the same for all the Funniest Parts and all the Favourite Parts. Underline one Funniest Part and one Favourite Part on the board – the ones which have the most numbers against them. Say ‘The class votes this the Funniest Part and the class votes this our Favourite Part.’
(d) Monitor the pupils as they work. Help them with questions if necessary. (e) After 15 minutes stop the activity. Take feedback from the pupils on each of the sections in the Worksheet, making sure you ask pupils who have not read that Reader but who found out about that Reader from their partner.
5. Read, discuss and write Pupils write their own endings for the story, or their own story. Time: 40 minutes Materials: sufficient copies of the following Penguin Young Readers: The Waters of Life, Stories from the Odyssey, A Thief in the Village so that each pupil can have one Reader, one copy of each Reader for the teacher, an audio cassette or CD of restful music, computer terminals. (a) Introduce the three Readers to the pupils by topic: The Waters of Life has traditional stories from China, north America and India, Stories from the Odyssey has stories from Ancient Greece and A Thief in the Village has stories from the Caribbean. (b) Let pupils choose which Reader they would like to read. Hand out a Reader to each pupil. (c) Say ‘Choose one of the stories from your book and read it silently.’ Play a cassette or CD of restful music as they read. It is a good idea for you to read at the same time as they do. (d) Stop the activity and the cassette after about 15 minutes, or when you can see pupils have finished. Divide the pupils into groups of four. (e) Say ‘Tell the others in your group about your story. It does not matter if you read the same story.’ (f) Monitor the groups as they work. Encourage them to tell a summary of the story, not to tell everything that happened in the story in detail. (g) When all four pupils have told their stories (about 10 minutes) say * ‘Choose one of the stories from your group and decide which parts you would like to change. Together write your new story. (* At this stage each pupil could write their own new story: it would depend on the level of the group). (h) Pupils write the new stories as a group, using computers if they are available. (i) Display the stories on the classroom walls when everyone has finished.
4. Read, discuss and complete Pupils read stories on a theme and discuss plot and characters. Time: 40 minutes Materials: one copy of Penguin Young Reader: Danny Morton and the Eyes of Morn for half the pupils in the class and one copy of Penguin Young Reader: The Road to El Dorado for the remaining half of the class, one copy of Worksheet C for all the pupils in the class. Half of the class need to have read one of the Readers before this lesson and the remaining half of the class the other Reader. (a) Pair the pupils so that in each pair both pupils have read the same Reader. Hand out a copy of the worksheet to each pupil. Say ‘Talk about your story with your partner and complete the sections in Part A of the worksheet together. You have 15 minutes.’ (b) Monitor the pupils as they work, giving guidance where necessary. Remind both pupils in each pair to complete their worksheets. (c) After 15 minutes stop the activity. Regroup the pupils so that in each pair one pupil has read one Reader and the other pupil the other Reader. Say ‘Now you are going to find out about your friend’s book. Ask them questions and then write notes in Part B of your worksheet. You have 15 minutes.’
21
4 Photocopiable worksheets
6. Choose, read, do and check
from the activity bank and go back to their seats. (c) Say ‘Do the activity you have chosen. You will find your Reader there (point to the display) if you need it.’ (d) Monitor the pupils. As individual pupils finish show them where the answer sheets are so they can check their answers. Pupils who finish quickly can go and choose another activity. (e) Hold up a copy of Worksheet B and show pupils where to write down the details of the activity they have done. Remind them to do it each time they use the Self Access materials. Hand out a copy of Worksheet B to each pupil for them to fill in. Worksheets should then be collected and be kept in a folder with the Self Access materials.
Using factsheet activities: introducing pupils to self-access materials. Time: 5–15 minutes Materials: Activity Bank of Penguin Young Reader Factsheet Activities as described on page 6 of this Guide including Answers to Factsheet Activities in a separate box, one copy of each Penguin Young Reader on a display to accompany materials in the Activity Bank, a copy of Worksheet B for each pupil. (a) Say ‘Look. I’ve put all the Readers we have read over there. In the (blue) boxes next to them, there are different activities and in the (red) box you can find the answers to the activities.’ Point to the materials on display. (b) Divide the class into groups of six. Groups go up in turn and choose one of the Activities
Part Four: Penguin Young Readers Photocopiable worksheets Worksheet A: Our Class Reading Chart
Worksheet F: Matching Game
Make a large photocopy of this worksheet, which is for classrooms with the youngest age groups. Put it on the classroom wall. Discuss each Reader you read as a class with the pupils, or they can discuss it in groups. Ask one of the pupils to complete the chart for the class, drawing a smiley face if they liked it and a sad face if they didn’t. Repeat for each class Reader.
See Part Three B, Activity 1 for instructions.
Worksheet G: The Amazing Universe Reading Race See Part Three B, Activity 5 for instructions.
Worksheet H: Make Your Own Wordsearch Make photocopies of this worksheet. At the end of a Unit of the text book, hand out one photocopy to each pupil. Tell pupils to look back at the new words from the Unit and to make a Wordsearch including between 6 and 10 of the new words. They should write the Unit number at the top of the page. Pupils can finish their Wordsearches at home. Either: In the next lesson, pupils swap wordsearches and find the words their partner has hidden. Or: Collect the wordsearches after each Unit and when you have completed five or six Units of the text book, hand the wordsearches out at random to pairs of pupils and use them as a vocabulary revision activity.
Worksheet B: My Factsheet Activity Record See Part Three C, Activity 6 for instructions.
Worksheet C: Comparing Stories See Part Three C, Activity 4 for instructions.
Worksheet D: What’s the Story? See Part Three C, Activity 1 for instructions.
Worksheet E: Word Families To be used with Part Three A, Activity 4. This template can also be used to encourage pupils to develop other word family maps. You will need to adapt it to suit other word families.
22
A. Our Class Reading Chart Class:
Dates: from
Pupil’s name
Title of the Reader
© Pearson Education 2003
opiab photoc
to
le
23
www.penguinreaders.com
photoc
opiable
© Pearson Education 2003
24
www.penguinreaders.com
Title of the Reader
Pupil’s name Factsheet Activity
B. My Factsheet Activity Record Date
C. Comparing Stories Pupil’s name A Your story
B Your partner’s story
Title of the Reader Characters Who are the main characters in the story? Who are the other characters in the story?
Story What happens: At the beginning In the middle At the end
Character Which is your favourite character in the story? Why?
Story Which is your favourite part of the story? Why?
© Pearson Education 2003
opiab photoc
le
25
www.penguinreaders.com
D. What’s the Story? Pupil’s name Title of the Reader
gi The be nn in g
The e nd
photoc
opiable
© Pearson Education 2003
26
www.penguinreaders.com
E. Word Families Pupil’s name
© Pearson Education 2003
opiab photoc
le
27
www.penguinreaders.com
mouse
bus
tree
cow
apples
cheese
milk F. Matching Game photoc
opiable
© Pearson Education 2003
28
www.penguinreaders.com
G. The Amazing Universe Reading Race Name Find the answers to these questions in your copy of Penguin Young Reader The Amazing Universe. Write your answers and the page where you found the information. 1. How many planets are there in our solar system?
2. What is the speed of light?
3. Which is the third planet from the Sun?
4. Mars is often called ‘The
Planet.’
5. Who wrote The War of the Worlds?
6. When was Pluto discovered?
7. Which have long tails, comets or asteroids?
8. What is the name of our galaxy?
9. Hubble is the name of a famous
10. Is the universe getting bigger or smaller?
© Pearson Education 2003
opiab photoc
le
29
www.penguinreaders.com
H. Make Your Own Wordsearch Pupil’s name
Write here the words for your partner to find:
photoc
opiable
© Pearson Education 2003
30
www.penguinreaders.com
5 Some of your questions answered
Part Five; Some practical questions answered A. What advantages does the Penguin Young Readers series have over other Readers? Penguin Young Readers are the only series of Readers which are graded by both age and language level, so there is something for every pupil, however old (or young) they are and whatever their language level. The wide choice of books gives you, the teacher, the opportunity to find the best book for every class or pupil whatever their needs or the needs of a particular lesson. For example, for your class of 8-year-old pupils, you can choose from a range of medium size books and within this you have four levels of language to choose from.
B. I have a group of 5-year-olds. What are the best books for them to read?
the language, it can be a good time to practise some reading aloud. You might find the cassette gives useful practice for this as well.
F. Sometimes the Readers use grammar and vocabulary that we have not yet covered. What is the best way to approach this? Remember that these books are designed to develop extensive reading and that to understand the main ideas from a text it is not necessary to understand every word. You’ll be surprised how much of a story pupils can understand even when there are words and grammar that are new. If, after they’ve read a story, pupils ask you a question about the language, that’s probably the best time to focus on it and talk about it.
G. My class of 10-year-olds has never done factsheets before. Can they do them on their own?
The best books are the large size books because the content and concepts are designed for this age group. They are available in language levels 1, 2, 3 and 4. Choose the levels that are suitable for the pupils in your class. There are Big Books too.
C. What is the difference between level 1 books for 5–7 year olds, 7–9 year olds and 9–11 year olds? All level 1 books are for beginners and use basic vocabulary and structures. Books for 5–7-year olds have fewer words per page than those for 7–9 year olds and books for 7–9 year olds have fewer words per page than those for 9–11 year olds. In addition, topics and concepts are chosen to be of interest and relevance to each age group and to be within their cognitive and conceptual ability.
D. Why do the books come in three sizes? That’s because children come in different sizes too! The Readers come in three sizes, each size broadly matching with the following age groups: large size books for 5–7s, medium size books for 7–9s and small size books for 9–11s. What is interesting and relevant for a child of 5 or 6 years old is not going to be motivating for a child of 10!
E. The only reading we do in my class is reading aloud. Can I use the Readers for this? Yes you can, but remember that the Readers are designed for extensive reading, (reading for understanding) not reading aloud for pronunciation. I agree that many pupils love reading aloud and we don’t want to discourage them. However, reading aloud should be a final activity; make sure your pupils have read the Reader first, have understood it and have had a chance to talk about it and to do some of the activities in the back of the Reader and on the factsheets. Once they are familiar with the Reader and
Yes, the factsheets are designed to be self-study and self-access. But, if your pupils are not used to doing these types of activities in your classroom, then introduce them slowly. Why not do the first one as a class activity and after that pupils can work on factsheets in groups or pairs and only after that do them as an individual activity.
H. How do I choose a class Reader? There are three questions you will need to ask yourself: How old are my pupils? How long have they been learning English? What topic or type of story will they be interested in? The answer to the first question will tell you which size of books to choose: see Question D. The answer to the second question will tell you which level you need. It’s likely that your class is mixed ability (children’s classes nearly always are!). So make sure you choose a book which is pitched in the middle of the ability range. For example, if your pupils have been learning English for two years, then you will probably want to choose a Level 2 book. It might be a little easy for some of the pupils, but it should be accessible to everyone. The answer to the third question depends on the topic in your course book and the individual interests of the pupils in your class. Have a look at the topic plan on pages 8–9 and you’re sure to find something suitable.
I. My class of 5-year-olds is working on the topic of Food this term. How can I use the Food Reader with them? This Reader is divided into different sections and so is great for supporting topic work in the classroom. Remember not every pupil has to read all of the Reader from start to finish. You can have different groups of pupils working on different pages. When you introduce vocabulary about different kinds of food you
31
can use one or two pages of the Reader each time to help the pupils understand the meaning of the new words. Pupils can reread these pages on their own and you can make quizzes and games to help with revision, for example Part 3A. Activity 4 and like the Amazing Universe reading race on page 19 of this Guide. Pupils can copy the pictures in the Reader when they make their own picture dictionaries too. But, the Reader can support more than vocabulary work. There are stories in the Reader which you can read to the class, or which they can read themselves. Pupils particularly love the story of the Little Red Hen. You can tell the story to the class and then pupils can act it out as they listen to the cassette. They can even make masks and puppets to help them with the telling of the story and dramatize it for parents and other pupils in the school.
K. Should I give a Reader as homework? There’s no reason why not as long as you give pupils a task to do as well. ‘Read four pages’ does not involve a task and does not give pupils a purpose for reading. ‘Read four pages and find out what the giant’s favourite food is?’ (Jack and the Beanstalk) is a meaningful task and gives the pupils a clear purpose for reading. Pupils like reading aloud to their parents too! If they are going to do this, make sure they have had a chance to read aloud to you in class first. Reading aloud is very different from reading for understanding – it’s possible to read aloud and understand very little!
L. How can I use Readers in my mixed ability classes? Easily! All classes of children are mixed ability in fact. Choose books which are suitable for the age and language levels in your class. Encourage pupils to choose books which interest them, though you may want to advise them of which titles would be more appropriate. Pupils can read on their own or in pairs or groups. Buddy reading is particularly useful in a mixed ability class. This is where pupils of either similar abilities read together, or pupils of differing abilities read together. Try these techniques out! They work really well.
J. How often should I use Readers with my class? This will depend on the age of the class, how much time you have, the length of your course book and so on. Readers make a welcome change from a course book and can motivate pupils to want to learn. They do not always need to be read from start to finish. You can set aside 10 minutes at the end of a lesson as a quiet time for pupils to read their books individually. Alternatively you can tell them a story from a Reader at the start or end of a lesson as a change of activity, for example the Little Red Hen from the Food Reader. You’ll find in the next lesson they’ll want to look at the Reader and find something else which is interesting to read.
32
Other resource materials available for teachers: Penguin Young Readers Factsheets Each Factsheet is based on one Reader and consists of: • a summary of the book • information about the story and its author/background • lively, photocopiable activities. Penguin Young Readers Factsheets are free to download from our website www.penguinreaders.com Other Penguin Young Readers Teacher’s Guides Penguin Young Readers Teacher’s Guide to Dramatizing Stories Penguin Young Readers Teacher’s Guide to Using Topics Penguin Young Readers Teacher’s Guides are free to download from our website www.penguinreaders.com For a full list of Readers in the Penguin Young Readers series, and copies of the Penguin Readers catalogue, please contact your local Pearson Education offices or: Customer Services Department Pearson Education Edinburgh Gate Harlow Essex CM20 2JE UK Tel: +44(0)1279 623623 e-mail:
[email protected]
Pearson Education Limited Edinburgh Gate, Harlow Essex CM20 2JE, England and Associated Companies throughout the world. Pearson Education Ltd © 2003 New Edition of the Penguin Young Reader's Teacher's Guide to Using Stories in Class by Annie Hughes and Melanie Williams Design by Wendi Watson Illustrations by Bridget Dowty/G-CI All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publishers. Published by Pearson Education Limited in association with Penguin Books Ltd., both companies being subsidiaries of Pearson Plc
Penguin Young Readers A Practical Teacher’s Guide Penguin Young Readers A Practical Teacher’s Guide offers teachers practical advice on how to use Penguin Young Readers in the classroom. Penguin Young Readers A Practical Teacher’s Guide includes: • an introduction to the Penguin Young Readers series • useful advice for integrating Readers into teaching • a selection of activities at each language level to match the age level of your class Penguin Young Readers A Practical Teacher’s Guide also includes the following photocopiable activities: A B C D E F G H
Our Class Reading Chart My Factsheet Activity Record Comparing Stories What’s the Story? Word Families Matching Game The Amazing Universe Reading Race Make your own Wordsearch
All Teacher’s Guide and Penguin Young Readers Factsheets can be downloaded from www.penguinreaders.com
Published and distributed by Pearson Education Limited
