Bentley kay primary curriculum box part 3

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.

writing information to a friend

Postcards start Dear/Hi

Postcards endFrom

Postcards use short

sentences and contracted

forms

cloudy, cold, dry, hot,

rainy, snowy, sunny, windy

It's cold

It's dry

It's hot

It's hot and rainy

It's hot and windy

Photocopy worksheet 5 2 , one per pupil

Option Take some postcards showing different places to class

In class

1 Finding out Ask pupils where they have been on holiday Ask if it was hot, rainy or windyand record answers on the board using a Venn diagram Write the names of the places thepupils visited in the correct circle The three circles represent the weather conditions Theoverlaps represent two conditions (hot and rainy / hot and windy / rainy and windy). Point

to the centre of the diagram Tell pupils that in rainforests it can be rainy, hot and windy

2 Give out worksheet 5.2 to each pupil Tell them to look at the first postcard Ask Where is it? (the beach), What's the weather like? (sunny), Do you like going to the beach?

Tell the class to read the postcard and draw a circle around the weather words (hot, sunny).

Then ask questions to check their understanding e.g Who is it from? (Peta), Who is it for?(Sam).

3 Tell pupils to look at the second postcard and fill in the gaps with the words in the box.When they finish, ask two or three pupils to read their sentences aloud

K e I'm in the mountains It's cold and snowy It's fun.

4 Tell pupils to look at the third postcard and draw a picture of a place they know Next, tellthem to use the words in the box to help write a message to a friend When they finish, putpupils in pairs and tell them to read their partner's postcard

Optional activity Write I'mand Iam orIt'sand It ison the board Ask What's the difference? (I'm and It'sare shorter) Explain that we use short forms on postcards

Follow up

Copy another Venn diagram onto the board and write new weather categories sunny, windy, dry or snowy, sunny, cold. Ask pupils to think of a place for each of the different weatherconditions, including places which have two or three of the conditions, e.g It's snowy, sunny and cold in the mountains.

CONTENT FOCUS

learning about buildings and

landscape features

b s sto ,cafe, cows, farm,

flowers, hospital, house,

Photocopy wor k h ee t 5.3, one per pair of pupils, and bring asheetof plain A4 paper for

each pair Copy the W o rd bo x o to the board and draw a scenewith atree, river, pond, hill,

ro d and a bridge

In class

1 Fi n di n g out Elicit or teach the names of features of a landscape by pointing to them inthe

picture on the board Ask What ' s this?(atree), What ' s this?(ahi/~ , Whot ' s this?(ariver), What ' s this?(abridge) etc Elicit or teach cityand country by asking Where can we see lots

of hou s es , supermarkets and road s ? (in the city), Where can we see lots of trees and hills? (in the country).

2 Put pupils into pairs Give outworksheet 5.3, one per pair Ask questo s to encourage

lower order thinking skills e.g W hat i s thename of the place ? (Norto w n), Are the farm

an i mal s hor s es or cows ? ( cows ), Ho w man y duck s are on th e p nd ? (three), Where is the

bu s ? (near the bridge). Tellpupis toima ine they are onthe b s.Ask W ha t c an yo u s ee ? (h o s es , as c hool , ap nd , af a rm , ari v er ,ar o ad , abr i d e , t rees , bu s stops).

3 Tellpupils to read thewords and draw lines matching them with the objects and places inthe picture

4 Tellpupils to imagine that the bus goes along the ro d What can the driver seewhen helook out ofthe w dow? Ask pupils to tell their partner three places the busdriver sees, n

the order of he ro te

S Tell pupils toimagine that they want tostop at a bus stop Ask W hich o ne ?Tell pupils to

circle the bus stop Ask W hat c an yo u see w hen y ou get off? , W ha t can y ou hear?As

pupils totell their partners, then check a few answers with thewhole class

6 Ask questions to encourage higher order thinking skillse.g Where isagood place fora

picnic? , Why? Ask a few pupils to tell the whole class

7 Put pupils into pairs Give each pair a sheet of blank paper Ask What is in the next part of the picture? Is it the city or the countr y ? Tell pupils to decide which side of the picture theyare going to continue (the leftside or theright side) Ask Where can weput ahospital / a

cafe / asupermarket / car s / ap ark / fl ow er s? Elicit possible locations from the class (ne x t

toabus s top , near the farmetc) Inpairs, as pupils to draw and colour what they think isinthe next part of the picture The pictures on theworksheet can becut out and displayed next

tothe pupils' pictures

8 Ro un d upSay Tellme some w here you go w hen yo u ha v ada y ou t Wh y do y ougo th e re?

Follow up 1

Write The r e is and There ar e o the bo rd Tel pupils to make two sente ces about their

drawings (e.g There i sahosp it a l , There a r e t w o roads).

Follow up 2

Write these speech bubbles on theboard:

Ask the pairs to take turns to hold up theirpictures Invitethe rest of the class to tellthem two things they like about them

farm, fields, goat, gran,

hills,hooray, horse,park,

school, sheep,shop, town,

y ou see? Elicit morewords for places byasking Where areweno w ? (schoo~ , Where can you pla y ? (in parks), Where can webu y things? (in shops), Where can we see animals? (atafarm). Pre-teach additional language from the poem (traffic lights, fieldsand hills)

by drawing them on the board Ask pupils What kind ofanimals do you see onafarm? (sheep, horses, goats) Tell pupils toimagine that this is a holiday to visit someone in theirfamily and ask Who do y ou t hin k it is?Accept a variety of answers until the pupils suggest

grandmothe r orgr a ndma Explain that this is sometimes shortened tog r an

2 Tell pupils they are going tolistentoapoem Read the poem slowly to the pupils, pausing to

mime actions asthough travelling inacar (look left and right, stop for the traffic lights, fall

asleep, open eyes, shout H o ora y !).

3 Ask pupils tostand upa d imagine they are ina car Read the poem ag in and tell pupils

to mime actions with yo

4 Readthe poem athird time an stop before saying thesecond of the rhymin words atthend of the lines (h o lida y , s t op , b r o w n , aslee p , hoora y , hol i d ay ) Can pupis remember the

words? Pause, hen say them

S Give out worksheet 5.4 to each pupil Tell pupils to look atthe poem and circle thecorrect

pictures

Ask pupils to tell you the events in the poem and add them to the time line

Key 1 we're off 2 pass school 3 pass park 4 pass shop 5 stop at traffic lights

6 leave the town 7 passa farm 8fall asleep 9 Mum calls 10see Gran

Follow up

Ask pupils torole playa dialog e between the members ofthe family in thepoem Put pupils

into pairs Demonstrate with two pupis; one isMum, the other is thechild Elicit sentences they

can saye.g Mum: W e ' re here! Yo u ' v e slept a ll da y ! Child: There ' s Gr a n! H o ora y !

Pupils can repeat the same dialogue oradd oth r family members

'We're here!' Mum calls

'You'veslept all day!'

e: : :: ; ;,. =::=;, == W e're off t o Gr an's

2 We p on h ass o lLda~ m~ . 2 school , 6 a - - - -

Now 4 f l e ld s are green and 5 hUls are brown.

~

I open 7 e~es

~ t::::::::: : There's G r a n! Hoora~!

CONTENT FOCUS

recognising features of a

poster

reading a list of sports

facilities and equipment

designing a poster

COMMUNiCAl'iUiIOI"ii

persuading pupils to visit a

school sports centre

use short sentences

use language to persuade

include adjectives

include pictures

basketball, climbing wall,

gym, rubbish bin, slide,

sports centre,swimming

pool, swings

best, exciting, high, new

first, second, third, fourth,

3 Ask the pupils to think about what is important when they make a poster Say There are big pictures on this poster W hat else is on the poster?

Ask them to find examples of the following:

a list(the list of activities) adjectives (ne w / high / e x citing / the bes~

a heading (Visit Pla y A w a y !)

4 AskAre these sentences true or false?Tell pupils towave one hand if it is true and to waveboth hands if it is false

The sports centre is called Pla y A w a y (True) There i s onl y one s w ing in the sports centre (False) The slide i s smaller than the climbing w all (True) The gym is the best in to w n (True)

There are more children in the g y m than on the climbing wall (True) You should drop your rubbish in the pool (False)

It is closed on Sunday (False)

5 Put pupils into pairs Ask them to tell their partner the first activity they would do, the second,

thethird and the last

6 Tell pupils they are going to design a poster for a new school sports centre They shouldthink about the heading, the activities available at the sports centre, the times when thecentre is open and adjectives to describe the centre Give pupils time to plan their poster in

pairs Tell them to look at the listinthe box and make notes

7 Tell pupils to write sentences and draw their posters

8 Round upIn pairs, pupils take turns torecid out the information on their posters How

persuasive do they sound? Ask the rest of the class to give them a score out of five

Follow up

Create a wall display of the pupils' posters

SENTENCE BOX

Climb on the high climbing wall

Have fun! Playbasketball.Open every day.Remember! Putyour rubbish in the bins

Swim in the big pool.The best gym in town

Try the newswings and slides

Visit the exciting skateboard park

Visit the sports centre

1 Look at the poster.

Climb on the high climbing wall.

The best gym in town.

Have fun! Play basl<etball

Try the new swings and slides.

Swim in the big pool Visit the exciting sl<ateboard parI<.

Open every day.

REMEMBER!Put your rubbish in the bins.

• The picture

CONTlii:\'\lil1!l" fOCU$

recognising and ordering

(O~I;iiThr$8~iJ:!ii\~m(ATWll.';l1!

reading a verse of a poem

rhyme (toes - goes)

repetition (down it goes)

I Finding out Show pupils the paper with thetriangle picture

Ask What shape isit? (triangle) Hold the triangle point down (picture 1)

Read the first two lines of the poem and stand on tip-toe As you read the secondtwo lines, turn the picture of the triangle round (picture 2) and stand with yourfeet flat on the ground

Show pupils the square picture Ask What shape isit?(square).Read the first two lines of thesecond verse standing on tip-toe Hold thesquare at an angle (picture 3)

As you read the final two linesof the poem, turn the square round (picture 4)and standwith your feet flat on the ground

2 Tell pupils to stand up Ask them to copy your actions as you read the poem again

3 Give out worksheet 5.6 to each pupil Ask pupils to read the poem and put the shapes in theright order

7 Explain that the poem hastwo parts, one about the triangle then one about the square.These are called verses

8 Round up Ask pupis to say words they remember from the firstverse of the poem

Reconstruct the verse together on the board, adding thewords pupils don't know at the end

Shape

My triangle has three sides,

It stands up on its toes

But when I gently turn it round,

Down it goes

My shapely square hasfoursides,

I standsup onitstoes.Butwhen Igently turn itround,

Down it go s

1 Read and match the shapes.

2 Circle the rhyming words in red.

3 Circle the repeating lines in blue.

reading a recipe and

identifying features

Cut the bread

Cut the tomato into slices

Take one slice of bread

Spread a little butter on it

Put the cheese on top

Cut the sandwich in two

Recipe for a healthy sandwich

Ask What kind of bread isit in?and What's in the middle? Tell them to imagine itis onthe desk in front of them Say Put out your hands, p i ck it up, sme l l it, bite it Eat it slowly Delicio u s!

2 Ask two or three pupils to describe their favourite sandwich

3 Mime how to make a cheese sandwich asyou say these instructions:

First, cut the bread Then cut the tomato into slices Next, cut the cheese Take one sl ic e of bread and spread alitt l e butteror asmall spoonful of mayonnaise on it Put the cheese on

t o p P l ace the tomato s l iceson top of the cheese Press the second slice of bread on top Cut

t h e sandwich intwo Then eat it Mmmm!

4 Give out worksheet 5.7(A) to each pupil Ask them to look at the pictures and say what ishappening in each Ask How dowe know thisis arec i pe? Point to the pictures, the list of

food and amounts, and the instructions explaining what to do Ask How do we know these are instru c t ons?Explain that the words at the beginning of these sentences are actions

Ask how many actions they can find (cut, take, spread, put, p l ace, press, eat). Tell pupils to

copy as you mime them

S Tellpupils to put the instructions in order

6 Divide the class into two groups Tell pupils to look at the blank recipe One group isgoing to write a yummy, healthy sandwich recipe, the other half is going to write a yukkysandwich recipe Ask the class ideas for yummy and yukky fillings Remind pupils they need

to list food and amounts, use action words atthe beginning of instructions, write a title anddraw a small picture

7 Put pupils in pairs (one from each group) Give out worksheet 5.7(B) to each pupil Tellpupils to read their partner's recipe and complete the feedback Ask two or three pupils toread out their recipes and their partner's comments AskAre they yummy ory u kky?

how to playa game)

Follow up

Tell pupils to find out about, and write a recipe for, a sandwich from a different country Discussdifferent types of bread and sandwich fillings in different countries Make a wall display of thedifferent recipes with the country names beside them

e Place the tomato slices D

on top of the cheese

f Cut the tomato into slices D

The sandwich recipe has:

Y e s / No Yes / No

_ _ _ R _ e ~ cipefor a healthy sandwich

Art facts and opinions

COr-~TIEN! :'OCUS

describing features and

patternsin paintings using

d scribing paintings

answering questions

1 Finding outAsk Who ha s b een to an ar t galler y ormuseum? What did y ou seet here?

Explain that these are facts Ask th class to tell you another fact (e.g where the gallery/

museum was) Then ask What did y ou like there? What did you not like?Explain that theseare opinions Askthe class to tellyou another opinion

2 Point tothe patterns ontheboard and says tra i ght l i ne s , diagona l lines , curved lines , zigzag lines , ke y pattern , s w i rls

3 Give outworksheet 5.8 to each pupil Tell pupils to match the sentences to the pictures

AskAre these factsor opinion s ? (facts).

4 Ask pupils to write one more fact about the vase (e.g It has leaves on it).

S Tellpupils to look at the Egyptian mas Ask Doy ou li k e it?Tell pupils to read the opinionsand circle th ones theya ree with

6 Ask pupils to write another opinion about the mask

7 Round up Put pupils into pairs Tell them toswap their worksheets with a partner and

compare facts a d opinions AskA re an y t he same? Are t he y different? Ask some pupils toshare their factsand opinions with the clas

Fol l ow up 1

G e pupis a sheet of paper each and tell themto design a vase and write a descriptio of it

Display the pictures and their descriptions around the classroom

Follow up 2

Put pupils into pairs and give each pair a sheet of paper Tellthem to draw a mas with patterns

on it Pupils can then label the names of the patterns they have used

SENTENCE BOX

Thisobject hasmany paterns on it

T ere areleaves, zigzags and flowers

There are curved and straight lines

Thereisn't ananimal pictureo this object

T ereareno swirls

I ike the mask but helo k sad

I don't like the mask, t's scary

I hink he lookslke aking

I hink he looks strong

It'slovelybut I dont like hiseyes