Bentley kay primary curriculum box part 2

Bộ giáo trình tiếng anh cho học sinh của trường Cambridge. Tài liệu trình bày phương pháp dạy và truyền đạt tiếng Anh cho học sinh từ tiểu học tới đại học. Các bạn có thể thấy phương pháp dạy của cambridge rất chú trọng vào các đối tượng học, phát huy tính sáng tạo của người học một cách tích cực nhất.

CONT E NT FOCUS

recognising numbers 1-20

and understanding simple

relationships between them

performing simple addition

and subtraction operations

Sixplus twois eight

Eight minus two is six

Two times four is eight

Eight divided by fouris two

2 Put pupils into pairs Give out a set of cards to each pair and askthem to spread the cardsout on the desks so they can see the numbers 0-9

3 Explain to pupils that when you say Show me , they take it in turns to hold up the numberyou say Demonstrate with one pair by saying Show me 5 (one of the pair holds up number5) Repeat this with sixdifferent numbers

4 Then ask pupils to show you more numbers:

Show me anumber bigger than 5 (6 , 7 , 8 , 9)

Show me anumber smaller than5 (0, 1,2,3,4)

Show me anumber between 1and 5 (2,3,4)

Show me anumber between 5 and 10(6 , 7 , 8 , 9)

Optional act i vity Ask pupils to put the number cards together to make bigger numbers

Say:

5 Draw the addition symbol (+) on the board Say This is called plus. Draw the equals symbol

(=) on the board Say This is coiled ' equals ' SayShow me 2plus4 (6) Show me 4plus 3

(7) Continue with more addition sums

6 Draw the subtraction symbol (-) on the board Say This is called ' minus ' Say Show me

5 minus2 (3) Show me 8minus3 (5) Continue with more subtraction sums

Optiona l activity For older pupils use the operations x (timesormultiply)and -:-(divided by). SayShow me 3times4 ( 12).Show me 10divided by 2 (5) Continue with moremultiplication and division sums

7 Round upWrite ten different numbers on the board at approximately the pupils' heightDivide the class into two teams One member of each team stands in front of the board Callout a sum (3plus2) The two pupils compete to see who can touch number 5 first The pupil

to touch the number first gets a point for their team

CONTENT FOCUS

recognising and performing

mentalarithmetic operatio s

with numbers 1-1

~OM&li\UNICA'II'IOINl

comparing answers with a

Addition, subtraction,

multiplication and

division are mathematcal

Photocopy and cut out bingo cards from workshee t 3.2 ( A) for younger pupils or 3.2(8) for

older pupils, one card p r pair of pupils Bring counters to class(nine for every pair of pupils),

or prepare small squares of coloured paper for pupils touse as counters

Ke 4 + 8= 12 12 - 7 = 5 4 x 3= 1 12- 7 6 = 2

3 Putp pils into pairs Give a bingo card and a set of nine counters to each pair

4 Tellpupils I 'm goi n g to call outanumber Look at your b i ngo card If you can mak e the

n um be r , p u tyour h n ds up Demonstrate by saying Numbe r 10 Pupils who can make 10puttheir han s up Ask pupils to tell you their sums

Po s sible answers 2 x 5 (bingo card 3.2(A) numb r 3) 40 - 74 (bingo cards 3.2(B)

cover their squares when the number matches the sum.Explain that the winners are the first

pair to cover all he squares on their card They should callout Bingo!

Follow up

Write thenumber 20 on the board Putthe pupils inpairs Ask How many sums can you can

w r ite down to make 20 inthree minutes? In pairs, pupils lstsums wih the answer 20

Poss i ble answers lOx 2 25 - 5 4 x 5 2 + 18 30 - 10 100 5

- ; ? < - - - 3

one, two, three,four,

five, six, seven, eight, nine,

ten,eleven, twelve

Write one , two , fo u rand eight aswords on four large pieces of paper or card Photocopy

works eet 3.3, one for every group of four pupils Bring toclass sets of counters for eachgrou

Optio Bring to class music suitable for pupils to dance to

In class

1 Finding out Ask pupils tothink of their favourite number With the pu ils, click your fingers

thre times, then stop and say a favourite number (e.g click, click, click, 10) Continue therhythm with the class, explaining that when you nod your head at a pupil they say their

favourite number (there are nowrong answers and pupils can repeat the same number)

2 Put the number cards on the floor in a large space so pupils can se them Choose three

p pils tocome to the front (dancers A, B and C) If there is music available, play the musicfor about one minute and encourage the dancers to move to i Explain that when themusic

stops, theclass should calout a number between 3 and 12.Thethree dancers (A, B,C)

then make then mber together by standing on the paper numbers More than one pu il can

sta d onthe same number Demonstrate by playing the music for a minute, then calling out

the number 10 and asking the pupils to makethat number (e.g two pupils stand on number

4,one pupil stands on number 2).Write the sum on the board (e.g 4 + 4 + 2= 10).Repeat

the process sixtimes, changing the dancers for each sum

3 Put the pupils into groups of four Give each group a setof three counters and a copy of

work heet 3.3 Explain that one pupil calls out numbers between 3 and 12, and the other

pupils decide where to put their counters to make that number They can change roles aftereach sum soevery pupil has the opportunity to call the numbers Ask pupils torecord th

sums they make on their worksheets

8 4+2+29=4+4+1

0 1J

Three in a row: fractions

reco nising equivalent

one-sixth, two-thirds,

three-quarters, two-fifths, three

-f hs, four-fifths, five-sixths

I Finding out Draw a large square on the b ard and divide it in two equal parts Ask pupils

what each part represents (o e-half). Re eat with one-third, one-quarter, o e-f fth and sixth.

Write~,~,~, ~ and ±on the board and askp pils what these are called (fractions). Tel

them they are parts of a unit The small number is on top, the big number is on theb ttom

Show t em t at 4h h 2 ·"ISthe sameas 2'1 2"6·ISt e same as 3' "6h 1 3·ISthe same as 2 an1 d"64 ·ISthe same

2

as 3'

2 Put the pupils into pairs and give out worksheet 3.4to each pair

3 Demonstrate how to play the game Pupils need to have different coloured pencils They

take turns to throw the two dice If the dice show one and two, pu ils can put a cross onthe box with ~ If the dice show three and four, pupils put a cross on% I the dice show

fve and six, pupils put a cross ontetc.Tell pupis the smaller number on the dice goes on

top ofthe fraction I they have dice with the same numbers (e.g four and four) th y put

a cross on the number one The aim of the game isto have three boxes in a row Pupi

try to stoptheir partners from getting three ina row Explain that pupils can make threeconnecting boxes in a vertical, horizontal or diagonal line Draw arrows on the board todemonstrate the directions

Pupils can playa second g me wih different coloure pencils

4 Round up Ask pupils tothink of some more equivalent fractions

1 4 5 62=8 1 0 12

3="9 12 15

1 2 3 44"= 8 12 1

•• CO M'lIU JNIC ATm ON

giving instructions

asking for repeti o

picture of a man who fits

into a square and a circle:

http://en.wikip dia.org/

wiki/Vitruvian_Man

WORDBOX ~

circle, square, triangle

clap, stretch, turn

green, red, yellow

SENTENCE BOX

Clap your hands three

times

Hop four times

I like the triangles

Jump three times

Stretch your arms and legs

Thejumps are good

Turn round

Before class

Photocopy worksh ee t 3.5 , one per pupil

In class

1 F i nd i ng out Draw a large circle, square and triangle on the board Say the names and

p int to the shapes Ask pupils to repeat the names and make the shapes with their hands

2 Ask pupils to look around the classroom SayFindacircle shape (e.g a clock), Finda

sq u are shape (e.g a window or a light switch), Findatriang ul ar shape (e.g a picture on abook, a poster or a part of a machine)

3 Give o t worksheet 3.5to each pupil Ask them to read and colour the shapes

K e window - red clock - green pencil case - yellow

4 Put pupils into pairs and tellthem to stand up Askthem to work with their partner to make

a circle shape, first with their hands, then with their arms, then with their whole bodies Tellpupils to change partners Next, ask them to make a square shape with their hands, their

arms, and their whole bodies Tell pu ils to change partners again, and make atriangleshape with th ir hands, their arms and their whole bodies

5 Point to the shapes on the board and demonstrate the actions Say When I point to th e

circ l e, a ll turn r o und (turn round) When I point to the square , al l stretch your armsand legs

inadiagona/(stretch your arms and legs in a diagonal cross) Show pu is the four corners

of the square When I point to the triangle, clap three times (clap three times) Show pupilsthe three corners of the triangle Demonstrate with a few pupils, pointing to the three shapes

asthey do the actions

6 Put pupils in pairs or groups of three Tell them to look at the shapes on their worksheets,think about the actions and do the dance by doing the actions in order When they finish,ask a few groups to do the dance for the class

7 Next, tell pu ils they are going to make a new shape dance in their groups Ask them to

think of different actions forthe shapes (e.g jumping, hoppin , waving, turning heads,clicking fingers etc) Ask a few groups to dotheir new dances for the class

8 Round upAsk the pupils to say what they like about the new dances Copy these speech

b bbles onto the board:

- Sh _ ape danc e

1 Read and colour the shapes

Colour the squares red

Colour the circles green.

Colour t h e tr i angles yellow.

2 Look at the shapes Do the dance

0 circle 8 square e triangle

Shape maze

learning about the vocabulary

of shape, size and pattern

listening and visualising

Triangles are strong

shapes We use them in

buildings and bridges

It's a big black triangle

It's a big white circle

It's asmall spotted

3 Give out worksheet 3.6(A) to each pupil Ask pupils to describe the first shape (It's big,

It ' s black, It'sacircle) Explain that this is a maze and the pupils have to find a path to thefinish They can move across or up/down (not diagonally) They can only move to a boxwith a shape which has two properties in common with the last shape (e.g small whitesquare ~ small black square, big striped circle ~ big striped triangle) Ask the pupilswhere they can move from the big black circle (to the small black circle) Tell the pupils todraw a path through the maze in pencil Then they complete the instructions for the maze

Key big black circle, small black circle, small black rectangle, small striped rectangle, smallstriped square, big striped square, big striped circle, big dotted circle, big dotted triangle,small dotted triangle, small dotted square, big dotted square, big white square, small whitesquare, small white triangle

4 Put pupils into pairs (A and B) Give out worksheet 3.6(B) and tell pupils to keep their papersecret from their partner Explain that Pupil A starts by reading about their shapes Pupil Blistens and draws the shapes Then they change roles When they finish, ask the pupils tocheck their pictures with their partner's sentences AskAre they the same?

5 Round upSay a size, a shape and a pattern e.g abig striped triangle. Tell pupils to draw

it in the air Repeat with two or three different shapes

Read about your shapes

1 a big white circle

2 a small blacR rectangle

3 a big striped square

4 a small spotted triangle

5 a small blacR circle

~ 1 ~isten and draw.

2 Now read about your shapes.

1 a big spotted square

2 a small striped circle

3 a small white square

4 a big striped triangle

5 a small white rectangle

shape can be put in

different positions and fit

exactly onto itself.In line

symmetry,theshapeo

oneside of the line isthe

reflection of theshape on

theother side

WORD BOX G) D

square, rectangle,

pentagon, hexagon,

co-ordinate, grid, quadrant

first, second, third, fourth

half,halves,s mmetry,

symmetrical

SENTENCE BOX

Draw thepoints inthe

second quadrant

Fold down the central line

Put a point on the grid

The shape is symmetrical

The two halvesare the

Point to the grid on the board and tell pupils it's called a grid Ask When do we use a

grid? (e.g on amap). Explain thatthe pupils are going to use grids for drawing shapes

Put a point on the grid in (2, 3) and tell pupils We go along 2a nd up3 Do two or three

examples on the board to plot different points

2 Give out worksheet 3.7(A) to each pupil Point to the grids and explain that the four sectionsare called quadran t s Ask Wha t isthe po i n t on the first gr i d? (4, 4) Ask pupils to draw thesame point in the other three quadrants, then to join the four points wih aruler Ask What shape ha v y ou made? (asquare). Tell pupils towrite square below the grid Ask If the g ri d

isfolded in half along the middle line , what happens? (The halves are the same) Explainthat this means the shape is symmetrical If you have a small mirror, demonstrate the concept

by putting the mirror down the central line Tell pupils to look at the points in grids 2, 3 and

4, and complete the shapes, imagining the gridlines are mirrors Ask pupils the names of theshapes they have drawn and write thewords on the board (re c tangle , he x agon, octagon)

Ask Ho w man y sides do t he y ha v e? (four , si x, e i ght), A re the y s y mmetrica l? ( Y es) Tell pupils

tocolour inthe shapes and write the names below the grids

4 Put the pupis into pairs (A and B) Tell themto look at question 2 on their worksheets Pupil

A draws half of a star shape in grid 1 Pupil B draws half of a fish shape in grid 2 Thepupils then exchange drawings and complete the other hal When they finish, askAre the shapes s y mme t r ic al?

5 R ou nd u Ask pupils tothink of symmetrical shapes found in nature (e.g leaves,

honeycombs, shells, flowers)

Follow up

Put pupils into groups and ask them to create posters of symmetrical shapes in"nature

Add labels and display the posters

~ r S _ h _ a~mmetry

1 Complete the shapes.

1 2nd quadrant 1 st quadrant 2 2nd quadrant 1 st quadrant

2 Now draw a shape for your partner to complete.

4th quadrant 3rd quadrant

stC Ar

4th quadrant 3rd quadrant

3 Talk about your shapes.

The star is!Lsn.'t symmetrical.

The flsh is/isn.'t symmetrical.

What's my number?

CONTENT FOCUS

recognising and identifying

shapesand numbers

Triangles have three

sidesandthree corners

Quadrilaterals have four

straight sides and four

corners Circles have one

curved line which joins up

circle, square, triangle

in, on top of, under

S EN T N CE B O X

My number is in the circle

My number is in the square

and the circle

1 F i nding outHold up five fingers and ask Ho w many? (five) Hold up ten fingers and ask

How many now? (ten).Ask a pupil to stand and hold up some fingers (between 1 and 10) Tell the class to call out the number Then ask two pupils to hold up some fingers Tell theclass to count and callout the number

2 Draw a large circle, square and triangle on the board Ask What are these shapes called? (circle , square , triangle). Point to one side of the triangle and sayside Ask Which shape has four sides? (square) Point to a corner of the square and say corner. Ask Which shape has three corners? (triangle), Which shape has no corners? (circle).

3 Give out worksheet 3.8(A) to each pupil Ask them towrite the numbers next to the words

4 Check pupils' understanding of under and on top ofby demonstrating with a pen and abook, and asking Where ' s the pen? (under / on top of the book). Ask pupils to look at thediagram and sayMy number is in the square and in the circle Which number is it? (five).

My number is under the triangle (nine) My number is only in the circle (three).

5 Ask pupils to look at the diagram and choose another number to describe Remind them tousein, under or on topof Ask one pupil to describe the position while the class listen anddecide which number it is Repeat the process with a few numbers

6 Tell pupils to choose a number and complete the description on the worksheet Put pupilsinto pairs and tell them to describe the position of their number to a partner, who needs toguess which number it is

7 Give out worksheet 3.8(B) to the pairs Ask pupils to each use different coloured pencils,and to keep their pictures secret from their partner Both pupils write five numbers in theirdiagram Then tell the pupils to change pencils Pupil A describes the position of his/her

numbers, and Pupil B writes them on his/her diagram Then Pupil B describes the position

of his/her numbers for Pupil A When they finish, tell pupils to compare their diagrams.AskAre they the same? What ' s different? Pupils use the speech bubbles to help them makesentences

8 Round upAsk six pupils to come to the front of the class SayMake acircle with si x

pupils Then sayMake asquare with four pupils. Tell pupils to join arms to make the shapes

SayMake atriangle with three pupils Call out the shapes in a different order and ask How quickly can you make the shapes?

What's my_ _ _m_ _ _r_ G

1 Write five numbers in the shapes.

2 Now tell your partner where

your numbers are.

_ is in the _

_ is un der the

_ _ is on top of the

-1 Write f i ve numbe r s in the shapes.

2 Now tell your partner where

your numbers are

is in the

_ is un d e r t he

is on top of the

III rectangle (four sides)

II square (four sides)

• pentagon (five sides)

• hexagon (sixsides)

• octagon (eight sides)

2 Put the class into two groups (A and B) Ask group A to stand up Play some music Stopthe music and call out the name of a shape Explain that pupils need to form groups withthe number of sides of the shape (e.g rectangle - groups of four, pentagon - groups of five,

triangle - groups of three, he x agon - groups of six) Repeat with different shapes and ask

group B to watch and check if they are correct Then askgroup B to stand up and repeat thegame Ask group A How man y were correct?

3 Give out worksheet 3.9 to each pupil Put pupils into pairs and ask them to name theshapes

Key 1 square 2 triangle 3 hexagon 4 octagon 5 pentagon 6 rectangle

4 Next, tell pupils to read the instructions and to write the answers in the correct shape

S In pairs, ask pupils to write sixmore instructions for another pair of pupils Circulate andmonitor When pupils finish their instructions, put them into groups of four (two pairs)

Tell pupils totake turns to read their instructions and to listen and write their answers in adifferent colour When they finish they can compare their work with their partner Tell them

to put a star beside any answers they don't understand

6 Ask pupils to give you examples of instructions they liked Then ask for instructions pupilsmarked with a star and explain them orally

7 Round upSay names of shapes quickly and ask pupils to show you the number of sides byholding up their fingers (e.g triangle - three fingers)

What's the 2-D shape?

1 Say the shape names.

1

2 Read the instructions.

1 Write an odd n umber in the pen tagon

2 What's 7 X 87 Write the an swer in the square.

3 Draw a trian gle in the octagon

4 What's q X q7 Write the an swer in the rectan gle

S Write an even n umber in the hexagon

6 Draw a small rectan gle in the trian gle.

3 Now write six more instructions.

-cone, cube,cylinder,

sphere,square pyramid,

English (cone , cube , c l nder , s phere, square p yr amid, t riangula r p y ramid) Write thewords

on the board

2 Tell pupils to look at thetops of their desks Ask I s t he top flatorcurved? Tell them it has

a flat surface Ask Which mathsshapes have flat surfaces? (cube, triangular and square

p y ramids) Point to a curved surface in the classroom and ask Which shape has acurved

s urface? (sphere) Ask W h i ch shape s ha v e flat and c u rv ed s urface s ? (co n e , c l nde r )

3 Give outworksheet 3.1 O(A} to each pupil Ask pupils to look at the nets and write the names

of the shapes they make

Key 1 cube 2triangular pyramid 3 cylinder 4 square pyramid

4 Ask pupils Which shapes don ' t ha v e ne t s? (co e and sphere)

5 Ask pupils to complete the information table

K e a 3 b 6 c 9 d 10 e 12

6 Tell pupils to look at the shapes at the top oftheworksheet Say Count the number of flat

surfaces and cu rv ed surfaces for each shape

Key cone 1 + 1= 2 cu e =6 cylinder 1 +2=3 sphere 1 square pyramid =5

triangular pyramid =4

7 Put pupils into pairs and give each pair a copy of game worksheet 3.1 O(B), two dice and

a set of twelve counters or small squares of paper Explain that the players take turnsto

throw the dice The player who throws decides whether to add the numbers together or

subtract one from theother The aim isto make numbers which correspond to the total

number of surfaces on theshapes in the boxes If a player throws 4 and 5, they can add thenumbers (4+5=9) and cover the box with the picture of three cylinders (3 x 3 surfaces).Alternatively they can subtract the numbers (5 - 4 = 1) and cover the box with the picture of

th sphere (1surface) The other player records the sums below The game can be played

as a clas race The winners are the pair who cover their board first

pyramids have? (fouror five) Tell pupils to look around the classroom Ask What 3-0 shape s can y ou find?

SENTENCE BOX

A cone has one flat surface and one curved surface

A cube hassixflat surfaces

A cylinder has one curved surface andtwo flat surfaces

A sphere hasone curved surface

Asquare pyramid has ve flatsurfaces

A triangular pyramid has fourflat surfaces

_ D _ ic _ _ d_e_c _ is _ i _ o_n_s G

two extra).