Tell the pupils thot you ore going to soy o number ond o colour.. Tell the pupils thot you ore going to ploy the DVD.. r Give o copy of Art I Activity Sheet 2 pL7 to eoch pupil ond explo
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OXJ.ORD
IJNIVERSITY PRESS
Trang 3Leorning through English is o key element of Incredible
English, ond lessons throughout the course link directly
to sublects in the brooder curriculum The DVD provides
on interoctive resource for teqchers wanting to explore
the cross-curriculor links further in o woy thot pupils
will find engoging ond stimuloting
The DVD is divided into 8 sections covering aspects of
Moths, Art, Science, Geogrophy qnd Music Eqch section
qims to connect with o topic from the perspective of o
porticulor school subject, ond oct qs o storting point for
teachers who wish to explore it further with their
clqsses The DVD Activity Book provides photocopioble
worksheets ond qctivities to clccompqny ond extend the
moteriol covered in the DVD, os well qs full teaching
notes
Eoch DVD section is built oround o fun but fomilior
structure so the pupils Ieorn within o known fromework
The sections include:
noturql rerycling of vocobulory from the core course
components;
reql life footoge to bring the topic into the pupils'
frome of reference;
r qn qctivity demonstroted by the presenters which
prepores pupils for the classroom octivity stoge when
they personolize whqt they hove leorned;
interoctive questions to check comprehension of the
materiol
The Activity Book includes:
Before watching the DVD octivities to introduce the
topic ond octivote pupils' existing knowledge;
o Watching the DVD octivities to help pupils focus on the
key elements of the episode;
After watching the DVD octivities thot bring the topic
into the clqssroom ond ollow pupils to work with
whot they hqve leqrned, using the new ideos to creote
something of their own;
full teqching notes ond suggestions for voriotions ond
further qctivities for teochers who wish to continue
working with the topic
Leorning other subjects through English, or CLIL
(Content ond Longuoge Integroted Leorning), is:
" .the study of o non-languoge subject through the
medium of o moior world or regionol foreign
Ionguoge." (Nixon, J 1988)
Incredible English hos 'Leqrning through English' qs one
of its six stronds ond course principles (see TB1 page
10) This strqnd is importont becquse it provides pupils
with on opportunity to use the longuoge they ore
Ieorning noq rbther thon in o hypotheticql future lt
cqters for diversity omong pupils, providing moteriol for
pupils with different tqlents qnd interests, which in turnbuilds their self-confidence qnd q 'cqn-do' attitude.Finolly, it provides q context for further exposure tolonguoge qt the some time os reinforcing othercurriculum oreqs
In oddition to the DVD component, the 'Leorningthrough English' strond is found in severol ploceswithin the course:
A double spreod in the Closs Book
o A poge in the Activity Book A poge in the PMB
o Picture cqrds qnd word cqrds
In qll these coses the focus is os much on the content qs
on the longuoge used to convey it
DVDs ore on excellent way to odd voriety, outhenticityqnd entertoinment to the longuoge clossroom,providing genuine opportunities to develop pupils'interest ond oppreciotion of subjects qnd ideos outsidethe bosic English curriculum
Interoctive medio is so central to the lives of pupils thotthe use of interoctive qnd multi-medio teochingmoteriqls is not stronge to them Pupils ore fomiliorwith the structures ond concepts of studio-bosed TVprogrqmmes from their experience in L1 The use of thisformqt ollows pupils to opply the some leorningmechonisms to qbsorb longuoge ond concepts in L2
The spoken longuage input on the DVD is corefullygroded, using fomiliqr words from the Iesson bocked up
by plenty of visuol informqtion ond chunked in smoll,digestible pieces The DVD provides cleorly
comprehensible input through which pupils will pick up
or consolidqte understondino ot o subconscious, but noless effective, Ievel
The formqt of the DVD provides q cleqr frqmework forthe stages of leorning:
o setting up the tosk;
r investigotion by the studio presenters;
moving from the reol life context to q bosed tqsk
clossroom-The formot is bqsed on o problem-solving opprooch toleorning thot is reflected in the stoging of eoch tosk,and reinforced in the Activity Book with cleorly grodedtosks leoding to o freer production of longuoge
Eoch stoge is fully supported with visuol colour qndmovement to engqge the qttention of the youngestviewers, ond the poce ond bockground music plus thechqrqcterizotion of Mr Quiz qnd studio presenters willstimulote the pupils' interest ond imoginotion
fum
Trang 4The key to using interoctive medio effectively is
preporotion Here ore some useful suggestions to ensure
success:
o fqmiliqrize yourself thoroughly with the equipment
including the monitor, the DVD ployer ond the
remote control;
o preview the DVD ond fomiliarize yourself with the
trock breoks Eoch section is divided into four trocks:
- What's in the box? (studio footoge of Mr Quiz ond the
presenters introducing the topic);
- Let's watch fhis/ (live video footoge providing the
bockground to the tosk);
- Let's read fhis/ (instructions and demonstrotion of the
tosk);
- Question fimel (interoctive questions on the mqteriol in
the episode);
qrronge the seoting before the clqss, or prepore cleor
instructions for pupils to reorronge their seoting;
r position the screen so thqt it con be cleorly seen by oll
pupils;
lights should be Ieft on qs much os possible to
reinforce the foct thot video is not possive
entertqinment ond to focilitate the while watching
octivities;
position yourself to moximize your role os focilitotor;
remember thot pousing, indicoting vqrious items on
screen ond discussion will be essentiol elements of the
lesson
In oddition to the teoching notes, here ore some generol
procedures which cqn be used to mqximize the pupils'
involvement The qctivities ore divided into three
sections: Before watching the DVD; Watching the DVD; qnd
After watching the DVD
Before wotching the DVI)
Stort by oppeoling to the pupils' noturol curiosity,
imoginotion, personol experiences ond memory
Set the scene ond stimulqte the pupils' pre-existing
knowledge of the topic They con broinstorm
vocobulory or things they know qbout the topic They
con write down questions to which they might wont to
know the qnswers
Ask pupils to predict whot they ore going to see, or
words ond expressions they think they will heor
Sing o song reloted to the topic
In o follow-up lesson, osk the pupils to tell you whot
they remember qbout the DVD or brqinstorm some
vocobulory from the section of the DVD which the
pupils hove seen
Watching the DVD
Give the pupils tosks to do while wotching the DVD
This focuses their ottention ond helps them get the most
out of the experience
r Use the Watching the DVD tosks in the Activity Book
They encouroge octive viewing ond help pupils to
focus on the key elements of the footoge,
r Use the pouse button to freeze-frome This con be used
to control the poce ond omount of input; elicitresponses, descriptions or predictions; checkcomprehension, or highlight o culturol point, such os
o building or o sign Ask pupils to moke comporisonswith their own experience where oppropriote
o Plqy sections without sound This increoses the fun,reduces pressure and helps develop the cognitive skill
of deduction os the pupils soy whot they think ishoppening, or ask questions obout the scenes.After wotching the DVD
Moke the DVD on integrol part of the pupils' learningexperience
r Use the interqctive questions to moke sure thoteveryone hos understood the moin ideos
o Use the stoged worksheets in the Activity Book Theyhelp pupils process ond proctise the ideqs feotured ineoch section ond finolly personolize or extend them If possible, use the extro octivities to extend themoteriol covered in the lesson ond give the pupils theopportunity to creote something thot could becomeport of o portfolio, or o meons of involving friendsond fomily in whot they have been leorning
a
Trang 5Art L Activity Sheet I o I Listen ond colour.
r Use floshcords or clossroom items of different colours
(e.9 pencil croyons) to review colours Include the
following colours: blue, green, purple, white, yellow, grey
r Give out copies of Art 1 Activity Sheet 1 p16 Make
sure oll the pupils hove coloured pencils or croyons
which include the colours listed obove
o Point to the six numbered pictures of point tubes on
Activity Sheet 1 Tell the pupils thot you ore going to
soy o number ond o colour Exploin thot they should
listen ond colour the point occordingly
o Soy Number 1 BIue Repeot if necessory Give the
pupils enough time to colour the point from the first
tube
r Continue in the some woy, soying Number 2 Grey I
Number 3 Green I Number 4 Puryle I Number 5 White
I Number 6 YeIIow Encouroge the pupils to colour the
point from eoch tube occording to your description
r When the pupils hove finished colouring the point,
osk them to cut out the six cords in preporotion for
the next octivity
Option
Review the colours again by holding up a coloured set one
at a time and eliciting the names of the colours
Art I Activity Sheet I 2 Wotch ond show
Tell the pupils thot you ore going to ploy the DVD
Soy Today we're going to do some art We're going to
make a picture
r Ploy the What's in the box? section of the DVD Then
pouse ond exploin thot the pupils should watch the
DVD ond hold up o colour cord whenever they heor
thot colour mentioned
r PIoy the lef3 watch this! section oll the way through,
encouroging the pupils to hold up their colour cords
oppropriotely
Art I Activity Sheet 2 o
L Wotch ond tick the correct picture.
Tell the pupils thot you are going to play some of the
DVD agoin
r Give o copy of Art I Activity Sheet 2 pL7 to eoch pupil
ond exploin that this time they hove to wqtch ond
tick the picture which is exoctly the some os thepicture Adom ond Sophie moke in the studio
r Ploy the lef's read this! section, where Sophie ondAdqm are moking their picture, agoin Pause ot theend so thot the pupils con look at Sophie ond Adom'scompleted picture corefully
Ask the pupils to tell you the number of the correctpicture (Number 3) Ask why this is the correct picture,eliciting the key feotures, for exomple: This picture hasgot (the sun and the sea, a bridge, an opera house and
a boat)
Art I Activity Sheet 2
2 Colour the correct picture.
o Point to picture 3 on Art I Activity Sheet 2 Say Canyou remember the colours? Elicit the colours of eoch ofthe items from Sophie ond Adqm's picture Ask l'fhatcolour is the sun? (ltt yellow.) What colour is the bridge?(It's grey.) What colour is Sydney Opera House? (lt'swhite.) What colour is the sea? (lt's blue.) What colour isthe boat? (It's yellow ond green.)
Option
lf the pupils can't remember the colours, play the end ofthe let3 reod this! section again to remind them Pause theDVD at the point where Sophie and Adam's picturc isshown Point to each feature and elicit the colours
o Now tell the pupils to colour picture 3 the samecolours os in Sophie ond Adom's picture
When they hove finished, osk one or two pupils otrondom to describe their pictures while the rest of thecloss listen ond point to the things in their ownpictures
Art L Activity Sheet 3 1 Colour the key.
r Review colours ogoin, this time soying o colour ondosking o pupil ot rondom to find ond soy or point tosomething in the room which is that colour
Trang 6Art 1 Activity Sheet 3 2 Colour the picture.
When the pupils hove finished colouring the key ot
the top of Art 1 Activity Sheet 3, elicit the colours by
soying the numbers For exomple, soy What's number
3? (Green.) What's number 52 (Red.) Repeot for oll the
colours
r Then exploin thot the pupils ore going to colour the
picture by number Give them on exomple, point to
the sky ond osk What's fhis7 (The sky.) Point to the
number L ond soy What colour is the sky? (Blue.)
o Monitor, encouroging the pupils to colour the picture
by number
Art I Activity Sheet 3 o 3 Write the colours
r When the pupils hove finished colouring the picture,
osk them to complete the simple descriptions ot the
bottom of the poge
o Encouroge them to use the colour words at the top of
the poge qs a model for their own writing
Check the octivity by osking the pupils to tell you the
colours they wrote ond writing them on the boord,
e.g Number I (blue sky), Number 2 @rown house),
Number 3 (yellow sun), Number 4 (brown bridge),
Number 5 (green seo), Number 6 (red boot)
Choose your colour key
As on alternotive to using the lobelled key ot the top
of Art 1 Activity Sheet 3, erase the colour word lobels
ond the written exomple on o copy of the sheet before
copying it for the whole closs The pupils con then
choose their own colours for the key, the picture ond
the written octivity below
Poir colour dictqtion
r Erose the colour word lqbels ond the written exomple
on o copy of the sheet before moking o copy for eoch
pupil
Allow the pupils to colour the picture on Art 1 Activity
Sheet 3 with their own choice of colours
Then orgonize the clqss into poirs ond distribute o
second copy of the some octivity sheet to eoch pupil
Exploin thot one pupil in eoch poir should describe
the picture they coloured to their portnel e.g Red
house BIue sea Yellow boat Black skl etc Their portner
should listen ond colour the cleon copy of the picture
occording to the description When they hove
finished, they should chonge roles ond repeot the
octivity Remind the pupils not to show eoch other
their pictures before dictoting the colours
Moths I Activity Sheet L Before the lesson, osk the pupils to bring in photos oftheir fomily
o Choose o pupil ot rondom to stond up ond show his/her photos to the rest of the closs Encouroge them tointroduce eoch fomily member: My mum, my sister, mybrother, etc
If you like, bring in some photos of your own fomily
to show the pupils
Then give each pupil o copy of Moths I Activity Sheet
1 p19 Soy In a moment, we are going to see a family onthe DVD This is the family.lt's Molly's fomily IdentifyMolly for the closs
Ask the pupils to cut out the eight cords inprepqrotion for the next octivity
Moths L Activity Sheet I o 1 Wqtch ond show Tell the pupils thot you ore going to ploy the DVD.Say Today we're going to do some maths We're going tomake a graph
o Plqy the lVhaft in the box? section of the DVD Thenpouse ond exploin that the pupils should wotch theDVD ond whenever they see o member of Molly'sfomily, hold up the corresponding photo card
o Plqy the lef3 watch this! section oll the woy through,encouroging the pupils to hold up their fomily cordsoppropriotely
Moths L Activity Sheet I o 2 Wotch ond order
r Now tell the pupils thot they ore going to wotch theDVD ogoin ond this time put their photo cards in theorder that they see eoch fomily member
Ploy the lef3 watch this! section showing Molly'sfomily oll the woy through ogoin without stoppingqnd encouroge the pupils to place the picture cqrds inorder from left to right on the desk in front of them To check the tosk, ploy the Let's watch fhis/ sectionogoin ond freeze-frame each fomily membel givingthe pupils time to Iook ot the order of their cords qndre-order them if necessory
Answcrs: I Molly, 2 Grondmo, 3 Nick,4 Jqcob, 5 Tom,6Dad'7 Mum, 8 Grondpo, 9 Aunt |one
o When they hove finished checking the tosk, ask thepupils to number their cords in order from left to right(or top to bottom) with numbers I to 9
o Proctise the fomily words by saying o number ondeliciting the family member
@rl
Trang 7Play Bingo Ask the pupils to choose tour of the eight
pictures and lay them face up on the desk in front of them
Explain that you will say family members at random and
that if they hear the word that corresponds to one of their
pictures, they should turn it over When they have turned
over all their cards, they should shout Eingol Use a set of
cards to remind you which family words you have already
said and to check that all the words have been said when a
pupil calls Erngol
Moths 1 Activity Sheet 2
1 Colour Mollyt fomily's hoir
Give eoch pupil o copy of Moths I Activity Sheet 2
p20
o Point to the fomily tree ot the top of the sheet Point
to different fomily members ond elicit their nqmes /
fomily relotionship to Molly, for exomple: fhis is
Molly's (brother I cousin I grandpa) etc Then point to
the hqir of eoch fomily member Exploin thot the
pupils should listen qnd colour the hoir of eqch
member of Molly's fomily occording to your
descriptions
o Mqke sure thot eoch pupil hos pencil croyons or
coloured pens including the following colours: brown,
yelloq red qnd block
Soy eoch of the following sentences twice, pousing to
ollow the pupils time to colour the hoir on their
octivity sheet:
Grandpa's got blonde hair
Grandmq's got black hair
Dad's got black hair too
Mum's got blonde hair
Aunl lane's got red hair
MoIIy and her brothers have aII got brown hair
Cousin lacob's got brown hair too
Check the tqsk by pointing to eoch fomily member in
the fomily tree qnd asking What colour is hislher hair?
Elicit the correct hqir colour for eqch person
(brown/blonde/red etc)
Moths I Activity Sheet 2
2Troce the fomily words
Review the nomes of the fomily members by osking,
for exomple: Who's got black hair? and eliciting
Grandma and Dad etc
Then point to the word lobels under eoch picture Ask
the pupils to reqd the words with you Then qsk them
to trqce over the words with their pencils
Mqths 1 Activity Sheet 2
3 Colour the blocks
Point to the bor groph ot the bottom of the poge
Exploin thot the groph shows the fomily's hqir colour
from the DVD qnd the fomily tree they hove olreody
coloured
Encouroge the pupils to reqd the lqbels olong thehorizontql oxis ond colour the keys occordingly Theyshould then colour the brown hqir blocks brown, thered hqir block red or oronge, the block hoir blocksblqck qnd the blonde hoir blocks yellow
Moths L Activity Sheet 2 c 4Write the numbers When the pupils hqve finished colouring, osk Howmany people in MoIIy's family have brown hair?
Encouroge the pupils to count the brown blocks withyou: One, two, three, four.TelI the pupils to write thenumber 4 in the box next to the brown hoir lobel onthe right of the sheet
Repeot for red, blqck ond blonde hoir
Moths L Activity Sheet 3
1 Drow four people in your family
Write their nqmes
Go through the hqir colours from the DVD with thestudents, then encouroge the pupils to odd ony others,for exomple, white, grey
Tell the pupils to think of four people in their fomily.Ask them to choose members of their fomily who lookquite different from one qnother, if possible, i.e.fomily members with different colour hqir Don'tforget to osk whether onyone hos on unusuol colour
of hoir in their fomily!
r Then qsk them to drqw the fqces of these four people
in the four spqces ot the top of Activity Sheet 3 p21.Remind them to colour the hoir of eoch fomilymember
Option 1
lf necessary, you can tell the pupils to draw friends instead
of or as well as family members and ask them to write theirfriends' names underneath each oicture
Option 2Before the class, you could ask the pupils to bring in smallphotos of four people in their family They can then stickthese photos in the spaces at the top of Maths 1 ActivitySheet 3 instead of drawing their family members
When the pupils hove finished drowing, qsk them tolobel their drowings by choosing the oppropriotefamily word from the box ond writing it underneoththeir picture
Moths 1 Activity Sheet 3
2 Make o block groph
When the pupils have finished drowing ond Iobellingtheir fomily members, osk them to count how mony
of the people they hove drown hove e.g brown hqir.Tell them to drow o brown block to represent eochperson with brown hoir in the bqr groph below Thentell them to complete the lqbel occordingly, e.g.bywriting brown under the first column
Repeqt for qll other possibilities of hqir colour, e.g.blqck, blonde, red, grey or white, etc
Bww,
Trang 8Lorge woll block groph
For q more creqtive octivity, osk eoch pupil to
decorqte o poper plote to look like themselves Ask
them to colour their hoir (or stick coloured wool onto
the plote) to represent their hqir colour
With lorge sheets of poper or cord, moke two oxes on
the wqll The verticql qxis should show the number of
pupils in the closs (Eoch number should be the depth
of o poper plqte oport.) The horizontol oxis should
show qll the possibilities of hoir colour in the clqss
When the pupils hqve finished their poper plote foces,
osk them to come qnd stick their fqces in the correct
port of the groph on the wqll, occording to their hoir
colour Eqch foce should represent q block on the
groph
When the groph is finished, osk the pupils to count
with you the number of pupils in the closs with block,
brown, blonde, and red hoiq, etc
Green hoir!
o Provide q further link to qnother qreo of the
curriculum by incorporoting o science-bqsed octivity
o For this octivity you will need q plostic cup for eoch
pupil, some soil or potting compost ond some cress
seeds
o Ask the pupils to drqw q fqce on their pot Mqke sure
they drow eyes, eors, q nose qnd q mouth, but no
hoir Stick nqme lobels on eoch pot
Then show them how to plont some cress seeds in soil
in their pot
Put the pots on the window sill or in o light position
ond woter them qs necessqry
r As the cress storts to groq the pot foces will oppeqr to
grow green hoir
Science L Activity Sheet I
Review food vocqbulory with the pupils by playing o
vocobulory gome with food flqshcqrds (e.9 Kim's game
or Pelmanism) or by bringing reql items of food (or
food pockets ond contoiners) to the clqss Mqke sure
thot some of these floshcqrds or food items qre milk
products, e.g yoghurt, ice ueam, milkshake, butter,
cream etc Group oll these together ond osk the pupils
whot they hqve in common Encouroge them to tell
you, in LL if necessqry thot they are qll mqde from
milk
Next give eoch pupil a copy of Science 1 Activity Sheet
L p22 Ask them whqt they con see qnd elicit cows,
cheese qnd milk Ask them to cut out the six photo
cqrds in preporotion for the next octivity
Science I Activity Sheet I o L Wqtch ond show Tell the pupils that you ore going to play the DVD.Say Today we're going to do some science We're going tofind out about cheese
Plqy the What's in the box? section of the DVD Thenpouse ond exploin thot the pupils should wotch thenext pqrt of the DVD ond hold up o photo cardwhenever they see the some octivity in the livefootoge
Ploy the Let's watch fhisl section of the live footoge ofcheese moking oll the way through, encouroging thepupils to hold up their photo cords oppropriotely.Science I Activity Sheet 2 o
1 Drow the poth from cow to cheese
Exploin to the pupils thot they ore going to wotch theDVD ogoin qnd this time they hqve to look corefully
qt the order of the octivities
Give eoch pupil o copy of Science 1 Activity Sheet 2p23 Point to the cow in the top Ieft hqnd corner qndsay What's this? (A cow.) Then point to the pencil lineexomple ond where it leods Say Look! First the cows eatgrcss Tell the pupils to continue the pencil path osthey wotch the DVD
Plqy the Let's watch fhis/ section ogoin This time, ifyou like, pouse ot eoch key point to give the pupilstime to drow the next port of the path i.e pouse osthe cows ore going into the cowshed, os the cows orebeing milked, os the milk is being stirred, os thecheese is being mode qnd stop the film ot the endresult: the cheese
Check the tqsk by holding up o sheet ond tracing thecorrect poth with your finger
Science I Activity Sheet 3
1 Follow the poth from sheep to iumper
r Show the let's read this! section of the DVD to the end
o Then hold up o copy of Science 1 Activity Sheet 2,which the pupils hove olreody completed Say Ihis isthe path from (cow) to (cheese) Cheese is madefrom (milk) MiIk comes from (cows) Then hold up
o copy of Science 1 Activity Sheet 3 p24 Say Now weare going to look at the path ftom sheep to jumper Point
ot the sheep ond the iumper to illustrote whot youmeqn Soy A jumper is made from wool Wool comes fromsheep
Explqin thqt the pupils hove to follow the poththrough the maze using o pencil As they drow thepoth, they will discover the wool-mqking process
o Monitor ond help the pupils if necessory
When the pupils hqve finished, exploin thot they oregoing to qct out the wool-moking process Ask them tostond up Soy eoch wool-moking octivity cleorly osyou do the octions below Encouroge the pupils to join
in with the qctions
Here's the sheep
(Encouroge the pupils to moke noises like o sheep Usegesture to show o big woolly shope in front of you.)
@a
Trang 9First cut the wool
(Mime sheoring the sheep.)
Next dye the wool
(Mime pouring coloured dye onto the wool e.g from a
bottle.)
Then spin the wool
(Mime sitting ot o spinning mochine, treoding with
your foot os if on o pedol ond possing thin woollen
threod through your fingers.)
Finally, knit with the wool
(Mime knitting with knitting needles.)
Here's a jumper!
(Mime putting on o woolly iumper.)
r Repeot, this time encouroging the pupils to join in
with some of the key words os well os the octions
Science I Activity Sheet 3
2 Number the pictures in order.
r Point to the pictures ot the bottom of Science I
Activity Sheet 3 Soy Look at the maze (point to the
moze) and number the pictures in order Point to the
exomple number 1 next to the sheep Ask lVhich
picture is next? (Encouroge the pupils to tell you Cut the
wool! or to mime shearing the sheep)
Encouroge the pupils to number the pictures in order
Check the tosk by asking the pupils to mime eqch of
the qctivities in turn ond, if they con, soy the
corresponding phrose
Mode from milk
Ask the pupils to bring in ony pockoging, wropping
or food lobels of foods mode from milk
Give eoch pupil o poper plote ond glue Ask them to
glue the wropping, lobels, etc onto the plote and
lobel it with the nome of the food, e.g cheese, butter,
morgorine, etc
Then use the plotes to moke o clossroom display
Process posters
The pupils can leorn obout further processes involving
food products, including those involving onimols, ond
drow a flow chort showing the process on o poster to
moke o classroom disploy
Check the process using resource books or the
intemet, ond simpliff it qs necessory for the pupils
Some ideos you moy like to try ore, for exomple: from
bee to honey, from oronge tree to orange juice, from
strowberry to iom, etc
Geogrophy Activity Sheet I
r Review the nomes of ploces in o town with the pupilswith floshcords or postcords of ploces in your town orcity Include the following ploces, which the pupilswill need to know for Activity Sheet 1: house, park,cinemo, bus stop, shop, school
Proctise the vocobulory by ploying o mime gome SayWhere om P Mime being ot one of the ploces, forexomple, wotching o film ot the cinemo, woiting ot obus stop, sleeping in bed ot home, swinging on aswing in the pork, writing at school, buyingsomething in o shop etc
If you like, ask o pupil to come to the front qnd beteochel choosing o ploce and miming on octivity inthot ploce for the rest of the closs to guess
o Next give eoch pupil o copy of Geogrophy ActivitySheet I p25 Point to eoch ploce in the photographs inorder ond elicit the nome Ask the pupils to cut outthe photo cords in preporofion for the next octivity
Geogrophy Activity Sheet 1 o
l Wotch ond order
Tell the pupils thot you ore going to ploy the DVD.Say Today we're going to do some geography We're going
to leam about maps
Ploy the Whot's in the box? section of the DVD Thenpouse
Explain that the pupils should wotch the DVD ondplace the cords in the order thqt the places oppeor(either from left to right or from top to bottom ontheir desk)
Ploy the Let's watch fhis/ section up until the end of thefootage obout Anno's town oll the woy throughwithout stopping, encouroging the pupils to ordertheir photo cords
To check the tosk, ploy the DVD ond freeze frqmeeoch ploce, giving the pupils time to look qt the order
of their cords ond re-order them if necessory
Ansrverr: I house, 2 shop, 3 pott, 4 school, 5 bus stop,
6 cinemo When they have finished checking the tosk, ask thepupils to number their cords in order from left to right
or top to bottom with numbers 1 to 6
r Proctise the words by soying o number ond elicitingthe ploce
Option
Play a further game for more practice Tell the pupils youare going to describe a journey around town and that they
fq
Trang 10have to listen and place four of the pictures in the order
Geogrophy Activity Sheet 2 o
I Look ot the mop Find ond write the ploces.
o If necessory ploy the Let's watch fhis/ section ogoin
before ploying the lef's read this! section for the
students to wotch the map tosk
Then give eoch pupil o copy of Geogrophy Activity
Sheet 2 (page 26) Point to the ploces on the mop ond
elicit the nomes
Then point to Anno's house ond show the pupils the
position by trocing your finger up to E ond ocross to
number 2 Say Anne's house is af E2 Point to the
exomple ot the bottom of the poge
Now point to 83 ot the bottom of the poge Say What's
at 83? Encouroge tAe pupils to use their fingers to find
83 on the map ond tell you thot the shop is ot this
locotion Tell them to write shop next to 83 below the
mop
o Tell the pupils to find which ploce is ot eoch of the
other coordinotes given ot the bottom of the sheet
o Monitor ond help the pupils if necessory
Check the tosk by soying What's at CI I D4 I E3 I A2?
(The school I park I bus stop I cinema)
Geogrophy Activity Sheet 3 o
I Drow o pork, o cinemq, o school ond o shop
on the mop Write the coordinotes.
o Tell the pupils they ore going to drow their own town
mop Give eoch pupil o copy of Geogrophy Activity
Sheet 3 p27.Iell them to choose ony four squores ond
drow o park, o cinemo, o school ond o shop on the
mop Ask them to lobel the ploces
o When they hove finished, osk them to complete the
key below by writing the coordinotes of eoch of the
four given ploces
Geogrophy Activity Sheet 3
2 Drow two more ploces on the mop Write the
places ond the coordinotes.
o Briefly revise or broinstorm other ploces in town thot
the pupils moy wont to odd to their mops
o Ask the pupils to choose two more squores ond drow
qnother two ploces of their choice, e.g o church, o
pizzo restouront, o footboll stodium, etc Help them to
lobel these ploces too
Finolly tell the pupils to write the nomes ond
coordinotes of their two chosen ploces in the key
below
Find the ploce
r As o follow up octivity to Activity Sheet 3, orgonizethe closs into poirs Ask them to choose one of theirmops to look ot The first pupil thinks of o place onthe mop ond soys the corresponding coordinote, e.g.D2! Their portner looks at the mop, follows thecoordinotes ond nomes the ploce They then chongeroles After 5 minutes, tell the pupils to use the othermop to ploy the some gome
Find the treqsure Moke two copies of the grid on Geogrophy ActivitySheet 3 per pupil
r Give eoch pupil one grid ond tell them thot the mop
is on islond Ask them to choose 4 squores ond drow 4landmorks in eoch one, e.g o polm tree, o volcono, ocrocodile loke ond o cove Briefly revise or broinstormother londmorks thot the pupils moy wont to odd totheir maps Write them on the boord to help thepupils lobel them Let the pupils use theirimoginotions, but set o limit on the number ofoptions
Then tell them to drow o treosure chest in onothersquore, moking sure to keep it o secret
o Orgonize the closs into pairs Tell one pupil in eochpair to put their mop owoy for o moment ond givethem o cleon grid
Then exploin thot the pupil with the cleon gridshould try to find their portner's treosure by guessingcoordinotes The guessing pupil soys, for exomple, B4l
If the pupil with the treosure mop hos o Iondmork inthis squcre, they tell their partner the nome, forexomple, The volcano! ond their portner drows it inthe correct ploce on their cleon grid As soon os thepupil guessing finds the treasure, they swop roles Thistime the other pupil uses their own treosure mop ondtheir portner has o cleon grid
Option
To control the time spent on this activity, and to add anelement of challenge, you could limit the pupils to amaximum of 10 guesses Tell pupils to mark a cross in eachsquare that their partner guesses, to avoid repetition andhelp them keep track of the number of guesses lf a pupildoes not guess the co-ordinates of the treasure in 10guesses, the game is over and the roles are reversed
lqEr
Trang 11Art 2 Activity Sheet L
Review onimol vocobulary with the pupils by ploying
o vocobulory gome with onimal flqshcords For
exomple, divide the closs into two lorge teoms Ask q
representotive from eoch teom to come to the front of
the closs ond stond focing their teom with their bock
to the boord Stick on onimol floshcqrd above the two
pupils' heods where they con't see it, but the teams
con Encouroge the teoms to mime the onimol for
their teqm member to guess The first of the two
pupils ot the front to guess wins q point for his/her
teom Continue the game, chonging the pupils ot the
front ond the animol floshcords Moke sure you
include the following onimols: giraffe, lion, panda,
penguin, elephant; parrot
o Give out copies of Art 2 Activity Sheet I p28
Point to the six pictures of onimols on the sheet qnd
elicit the nome of eoch onimol (giraffe, lion, panda,
penguin, elephant, parrot)
Art 2 Activity Sheet I L Wotch ond tick
Tell the pupils thot you ore going to ploy the DVD
Say Today we're going to do some art We're going to
draw some animals
Ploy the What's in the box? section of the DVD ond
then pouse
Exploin thqt the pupils should wotch the next part of
the DVD ond, whenever they see one of the onimqls,
tick the corresponding picture on their sheet
PloI the lef's watch this! section of the DVD oll the
woy through without stopping until the end of the
Iive onimol footoge Encouroge the pupils to tick the
pictures of ony of the animqls they see
When the lef3 watch this! section hos finished, qsk
Which animals did you see? (giraffe, pondo, penguin
ond porrot) If you like, rewind the DVD ond
freeze-frome eqch onimql ogqin to check the tosk
o Rewind the DVD ond ploy the descriptions of onimqls
in the tef's watch this! section ogoin Pquse ofter eqch
one qnd osk questions using mime ond gestures
Point to the porrot and osk What colour is the parrot?
(Red, yellow, green ond blue.) l4zhat can parrots do?
(FIy!) Flop your orms ond ask What has a parrot got?
(Wings.)
o Point to the penguin qnd oskWhat colour is the
penguin? (Blqck ond white) Has it got wings? (Yes!)
Can it fly? (No!) Use mime to show thot o penguin hos
wings, but con't fly
o Point to the giroffe and soy A giraffe hasn't got wings!
What has it got? Point to the giroffe's long legs ond
neck ond elicit: long legs and a long neck
o Point to the pondo Ask What colour is if? (Block ondwhite.)
Art 2 Activity Sheet 2 r 1 Motch
o Now give eoch pupil o copy of Art 2 Activity Sheet 2p29 Point to the onimols in the centre of the sheetqnd elicit their nomes: giraffe, porrot, panda, penguin Explqin thot the pupils hove to motch the fourpictures of parts of qnimols' bodies with the onimolthot eoch belongs to by drowing a pencil line
If you like, do the first one os on exomple Point tothe feet in Picture L ond soy Who's got feet like these?Elicit thqt they ore the penguin's feet Show the pupilsthot they hove to drqw o pencil line from Picture 1 tothe penguin's feet in the centrql illustrotion
Monitor while the pupils complete the qctivity
When the pupils hove finished, check the octivity.Point to Picture 2 ond soy Who's got a neck like this? (Agiroffe.) Who's got ears like this? (A pondo.) Who's gotwings like this? (A parrot.)
Art 2 Activity Sheet 2 2 Colour the onimols
o Now point to eqch qnimql on Art 2 Activlty Sheet 2one by one ond qsk the pupils to remember whotcolour they ore
Tell the pupils to tqke out their pencil croyons orcoloured pens ond colour eoch onimol
OptionWhen the pupils have finished colouring, play thedescriptions of the animals again, so the pupils cancompare the film footage with their coloured pictures
Art 2 Activity Sheet 3
I Colour Moke the qnimol book.
Give eoch pupil o copy of Art 2 Activity Sheet 3 p30.Point to the onimols on the flip book poges ond elicittheir nqmes Encouroge pupils to remember thecolours of the qnimols in the DVD If necessory, ploythe tet's watch this! section ogoin ond focus on thecolours
Encouroge the pupils to colour the onimqls on theworksheet, using the colours from the DVD
Focus pupils' ottention on the four onimqls on theworksheet Ask, for exomple, What's this? (o' giroffe)What's the giraffe got? (a long neck, four legs, etc.).Repeot for oll the qnimols
o Now focus pupils'ottention on the exomple flip book
ot the top of the worksheet Ask What's this animal got?ond encouroge students to describe the combinotion
of feotures
Explqin thot they con mqke their own flip books bycutting ond stapling the pictures they hove coloured.Mqke sure oll the pupils know which lines to cut(dotted lines) ond which lines to fold (solid lines)
r Monitor while the pupils mqke the books, mokingsure they cut the right lines ond helping them tostople them so thot the pictures line up
Bw
Trang 12When qll the flip books ore finished, describe on
onimql for the.pupils to make with their flip book
First it cqn be o reol onimol (without soying its
nome), e.g It's got a black head It's got tvvo wings and a
black and white body It's got two big feet What is if? (A
penguin) Then describe a combinotion onimol Soy
It's got a long neck lt's got two black wings It's got black
Iegs and feef Encouroge the pupils to listen to the
description ond moke the combinotion in their flip
books Check by osking students to hold up their
books
r When you have done o few os o closs, encouroge the
pupils to play with the pictures in poirs, to creote
qnimqls with funnv combinations of feotures
Option
Pupils work in pairs One pupil makes an animal
combination, but doesn't show it to their partner The first
pupil describes their animal, saying e.g lt's got wings, it's
got four legs, its head is black and white The other pupil
listens and tries to make the same animal combination
They then compare their books to check Then they can
swap roles and start again
Animol mop
r Moke q clqssroom disploy by putting up o world mop
qnd ottoching pictures of the four qnimols (giroffe,
penguin, pondo, porrot) to the countries they belong
to
o Bring in some more pictures ofjnimqls from the
some regions ond osk the pupils to guess which
onimol belongs to which port of the world For
exomple, bring a picture of onother Africon onimol
such os on elephont or q lion; qn onimol from the
Arctic (os opposed to the Antqrctic), such os o polor
beor or on Arctic fox; qnother onimol from the South
American roinforest, for exomple, o ioguor or o turtle,
ond qnother onimol from Chino, such os o Siberion
tiger
When the pupils hove guessed correctly, stick these
qnimqls in the correct port of the mop, too
Whose feet?
Focus ogoin of the ports of the qnimols' bodies by
ploying o peep-hole floshcord gqme Bring o set of
onirhol floshcords (or mogazine pictures) to the closs,
including q porrot, penguin, elephant ond giroffe
Toke o piece of cqrd or thick poper bigger thon the
flqshcords (or pictures) ond cut q hole in it
Put the cord over e.g the floshcqrd or picture of the
giroffe, so the pupils cqnnot see the onimql Position
the hole ovet e.g the giroffe's feet Ask Which animal's
got feet like these? And encouroge the pupils to tell you
they ore the giroffe's feet Repeot with other qnimql
pictures ond ports of the body
Moths 2 Activity Sheet 1 Review the toy words thot the pupils know using toyfloshcords or q collection of reql toys If you like, oskthe pupils to eoch bring in o fqvourite toy in time forthe lesson Mqke sure you review: skateboard, horse,doll, train, car, plane, football, frisbee
Give eoch pupil q copy of Moths 2 Activity Sheet 1p31 Point to the pupils down the left hond side ondremind the pupils who they qre from the lost MqthsDVD section, Moths L Point to the labelled picture ofMolly ond soy Who's fhis? (Molly) Point to Nick ondTom qnd say: Who's fhis? (Molly's brother Nick / Tom).Point to Kit ond osk the pupils to guess who he is Tellthem he is Molly's cousin
Moths 2 Activity Sheet I o I Wotch ond motch Tell the pupils thot you are going to ploy the DVD.Soy Today we're going to do some maths We're going toIeam about Venn diagrams
r PIoy the What's in the box? section, then pouse.Exploin thot the pupils should wotch the film oboutMolly's family and motch eoch of the fomily memberswith the toys thot belong to them, by drowing opencil line between o picture on the left ond o picture
on the right
r Ploy the Let's watch this/ section obout Molly's familyoll the woy through without stopping, encouroging thepupils to motch the fomily members with their toys Check the tosk by pointing to eoch child in turn qndeliciting which toys they hove got Point to Molly ondsoy What's Molly got? (A horse ond o doll.) What'sMolly's brother, Nick got? (A skoteboord.) What's MoIIy'sIittle brother, Tom got? (A troin, o cor qnd o plone.)What's cousin Kit got? (A speciol / new toy.)Option
Before watching the DVD you can ask the pupils to guesswhich toy (or group of toys) belongs to each of the familymembers They can then watch the Let's watch this! sectionabout Molly's family and check to see if they were right Then tell the pupils thot you ore going to ploy the lqstsection of the DVD Ask them to wotch ond rememberthe toys they see Then ploy the lef3 read this! sectionwhere Sophie ond Adom moke the Venn diogrom Ask Which toys did you seeZ ond elicit the toys
Encouroge the pupils to nqme qs mqny toys ospossible, olthough not oll the toys ore identified, sothey moy need help
Answers: skoteboord, doll, horse, frisbee, footboll, cuddlyleopord, co4, plone, troin, Kit's toy
!@Ir
Trang 13Moths 2 Activity Sheet 2
I Drow ond complete the Venn diogrom
Show the lef3 read this! section of the DVD where
Sophie ond Adqm moke the Venn diogram ogain
Then give eoch pupil o copy of Moths 2 Activity Sheet
2 p32
Point to eqch of the toys ot the top of the poge ond
elicit the nomes
Then point to the doll in the first circle qnd say What's
this? (A doll.) Point to the dollt legs ond ask Whaf's
the doll got? (Legs.) Encouroge the pupils to count the
doll's legs with you Then point to Kit's toy in the
centre of the Venn diogrom Soy Has it got legs? (Yes.)
How many? (Four.) Ask l,Vhat else has if gof? (Wheels.)
How many? (Four.)
o Next point to the cor ot the top of the poge Ask
What's fhis? (A cor.) Has it got legs? (No!) Has if gof
wheels? (Yes!) Point to the first circle in the Venn
diogrom Soy Does the car go hereZ (No!) Why not? It
hasn't got (legs) Ask the pupils to show you where
to drow the car Confirm thot it should go in the circle
on the right, becouse it hqs wheels, but no legs
Encourage the pupils to drqw the cor in the circle on
the right
r Then osk the pupils to drow the rest of the toys into
the correct part ofthe Venn diogrom depending on
whether they hove legs or wheels Monitor and help
the pupils if necessory
o Check the tqsk by drowing o lorge Venn diogrom on
the boqrd on{ either sticking flqshcqrds of eoch toy in
the oppropriqte circle or drowing the toys
Answerc: The toys with legs ore: doll ond teddy
The toys with wheels ore: cor ond plone
The toy with wheels ond legs is the robot
Mqths 2 Activity Sheet 3
1 Describe qnd lobel the Venn diogroms
o Give eoch pupil q copy of Moths 2 Activity Sheet 3
p33 Exploin thot they hqve to look qt eqch Venn
diogrom ond decide whot they show They should
then lobel eoch port of the Venn diogrom
Demonstrote the tosk with qn exomple Point to the
first diagrom ond soy What can you see? (A porrot, o
plone, a cor.) Point to the cor ond soy What has it got?
(Wheels.) Point to the porrot ond soy Has it got wheels?
(No.) Whaf has it got? (Wings.) Point to the plone in
the middle ond soy What has if gofZ (Wheels ond
wings.)
o Ask the pupils to continue, using the words in the box
to help them lobel eoch port of the Venn diogroms
Monitor ond help the pupils if necessory
Answercr
I Porrots hove wings Cors hove wheels Plones hove wings
ond wheels
2 The toy cooker hos o door The toy boot hos windows
The toy house hos both o door ond windows
3 An ont has 5 legs A penguin hos 2 wings A lodybird hos 6
legs ond 2 wings
4 The dinosaur on the left hos o long neck The dinosour on
the right hos o long toil The dinosour in the centre hos o
long neck ond o long toi-
Venn diogroms with real obiects Divide the closs into smoll groups Give eoch grouptwo long pieces of string to moke the circles of q Venndiogrom in the sqme way thot Sophie ond Adom usedrope in the Moths 2 Let's watch this/ section
r Then give eoch group o different set of objects tomoke a Venn diogrom with Exploin thot they conmoke the diogrom ony wcly they like Give them o setomount of time ond then osk oll the groups to chongetqble ond use the next set of obiects to moke o newVenn diogrom
Monitor os the pupils moke their diogroms andencourqge them to use simple words to tell you whoteoch port of their diogrom represents
r Some ideos for objects you could use ore as follows:Coloured shopes These could be plostic or woodenshopes for pupils, or shopes cut from coloured poper
or cqrd The pupils con then group, for exomple,squqre shapes in the left circle, green shopes in theright ond green squares in the centre
Plostic qnimols These could be form onimqls or wildqnimqls The pupils cqn group, for exomple, brownqnimqls on the left, animols with four legs on theright ond brown qnimols with four legs in the centre
Science 2 Activity Sheet L
r Recop food vocobulory with the pupils As the kinds
of foods the pupils will need to know for this section ofthe DVD ore pocked lunch items, bring o Iunch boxond put either reql food items or flqshcords of pockedlunch foods inside Include the following items, whichthe pupils will need to know for the first ActivitySheet: bcncna, apple, bread, chocolate, tomato, cheese,crisps ond carrof
Sqy Look! Here's my packed lunch! Can you guess what'sinside? Encouroge the pupils to guess When theyguess on item correctly, open the lunchbox, toke outthe corresponding food, or food floshcord, ond put it
on the desk or on the boord where everyone cqn see it.Continue until the lunchbox is empty
Proctise the vocabulory further by osking pupils otrqndom which of the items they have in their ownpocked lunch
OptionAsk one pupil to come to the front and secretly put onefood item or food flashcard in the lunchbox Thenencourage the rest of the class to guess what it is SayWhat's in the lunch box?
Bq
Trang 14Next give eoch pupil q copy of Science 2 Activity Sheet
I p34 Point to eqch food item in order and elicit the
nome (bonono, opple, breod, chocolate, tomqto,
cheese, crisps, corrot)
Science 2 Activity Sheet I I Watch ond tick
Tell the pupils thot you ore going to ploy the DVD
Soy Today we're going to do some science We're going to
Iearn about the food in our packed lunches
o Ploy tbe What's in the box? section, then pouse
Exploin thqt the pupils should wqtch the next section
ofthe DVD ond, whenever they see one ofthe food
items on their sheet, they should tick the
corresponding picture
Ploy the lef3 watch this! section oll the woy through
without stopping, encouroging the pupils to tick the
foods they see
r Then check the tosk Soy Which foods did you see?
(opple, sa4dwich, tomoto, cheese, crisps) Which foods
didn't you sbe? (bonono, chocolote, corrot)
Science 2 Activity Sheet 2
I Motch Troce the food words
o Exploin to the pupils thot they ore going to wotch the
DVD ogoin ond this time they hove to look corefully
qt where eoch pocked Iunch food comes frgm
Give eoch pupil o copy of Science 2 Activlly sheet 2
p35 Point to the first picture on the Ieft ond soy
What's fhis? (Breod.) Troce the pencil line with your
finger and point to the wheot Soy Bread is made from
wheat TelI the pupils to motch the rest of the foods on
the left with the food sources on the right os they
wotch the DVD
Plqy the DVD section which shows where our food
comes from, ond encouroge the pupils to drow pencil
mqtch lines
Check the tqsk by osking questions, for exomple:
Where do milk, butter and cheese come ftom? (A cow.)
Where do apples/tomatoes come from? (Apple trees I
tomato plants.) What are crisps made fiom? (Pototoes.)
To finish, osk the pupils to troce over the food words
under eoch of the food pictures on the left
Science 2 Activity Sheet 3
I Drow ond write four foods in your lunchbox
r Show some of the food floshcqrds ogoin ond recap the
words by osking the pupils to tell you qll the packed
lunch foods they con think of Stick the flashcords on
the boqrd qnd write eoch food word underneoth The
pupils cqn use this os o guide for the activity sheet
Now give eoch pupil o copy of Science 2 Activity Sheet
3 p36 Look qt the exqmple of the iom sondwich
together Tell them to choose four foods they like to
hove in their pocked lunch ond draw them in the
numbered spqces in the centre of the picture of the
lunchbox You con olso osk the pupils to lobel them
with the words
Science 2 Activity Sheet 3 2 Drow where thefoods come from
When they hove finished, qsk them to think whereeoch food (or port of thot food) comes from Forexomple, if they hove drown ond lqbelled o sqndwich
or breod, they should drqw some wheot in the spocenext to it, if they hove drqwn o milk product, theycould drqw q milk churn or q cow in the spoce next to
it, if they hove chosen some fruit or o vegetoble, theyshould drow q plont or tree next to it, etc Tolkthrough the example on the poge Soy Bread is madeftom wheat and strawberry jam is made from strawbenies
Watch my mouth Put o selection of food flashcords on the boqrd Mouthone of the food words without soying the word outloud Encourqge the pupils to wotch your mouthcorefully ond guess which food word you ore soying.When o pupil has guessed correctly, repeqt using odifferent food word
If you like, osk qnother pupil to come to the front ofthe clqss to be teqcher
Fontostic sondwiches Moke a simple worksheet by drowing o slice of bread(or the top of o breod roll) ot the top of o poge ond oslice of breod (or the bottom of the breqd roll) ot thebottom of the poge Ask the pupils to invent qdelicious sondwich with lots of different things inside
it which they like to eot Tell them to drqw the foodsbetween the slices of breod/inside the breod roll Theycon olso lqbel the foods they hqve drqwn
When they hove finished, mqke o disploy on theclossroom wqll or give o smoll prize (e.9 o bolloon)for the most unusuol or most delicious-soundingsondwich
T@E
Trang 15Music Activity Sheet I
Bring some floshcords or pictures of musicol
instruments (or reol instruments, if possible) to the
clqss Include the following: flute, drum, violin, trumpet,
piano, saxophone, guitar, qnd clarinet Hold up eoch
cord in turn ond elicit the nome or soy the nome ond
osk the pupils to repeqt Then mime ploying the
musicql instrument ond encouroge the pupils to ioin
ln
r Plqy o gome to proctise the vocobulqry For exomple,
put oll the flashcords in q box qnd sit the pupils in o
circle Ploy some clqssicol music and ask the pupils to
poss the box oround the circle Then stop the music
The pupil with the box, pulls out o floshcqrd, holds it
'
up ond soys the nqme The rest of the closs mime
ploying the instrument Then osk the pupil to put the
flqshcard bock in the box, put the music on ond
continue qs described obove
r Next give out copies of Music Activity Shee/1 p37
o Point to the eight pictures of musicol instruments on
the sheet cnd soy or elicit the nome of eoch
instrument (flute, drum, violin, trumpet, piono,
soxophone, guitor, clorinet)
Music Activity Sheet I L Wqtch ond tick
r Tell the pupils thot you ore going to ploy the DVD
Say Today we're going to leam about music We're going
to leam the names and sounds of some musical
instruments
o Ploy the What's in the box? section of the DVD, then
pouse
Explqin thot the pupils should wqtch the DVD qnd
tick ony of the instruments on the Music Activity 1
worksheet which they see
Plqy the DVD to the end of the lef3 watch this! section
obout the music school, encouroging the pupils to tick
the instruments which oppeqr
When the section hqs finished, osk the pupils to tell
you which instruments they sow ond ticked (flute,
violin, trumpet, soxophone, guitor ond clorinet) Ask
them which instruments thev didn't see or circle
(drum ond piono)
Music Activity Sheet I L loin the dots Motch
r Ploy the let3 read this! section of the DVD to the end
Then ploy it ogoin, this time encouroging the pupils
to stond up ond mime ploying eoch instrument with
Adom ond Sophie
OptionPlay a mime game Mime playing one of the instrumentsfrom the DVD without saying its name Encourage thepupils to tell you which instrument you are playing lf youlike, ask one of the pupils to come to the front and mime
an instrument for the rest of the class to guess
Give out copies of Music Activity Sheet 2 p38 Showthe pupils how to loin the dots to drow the outlines ofeoch instrument
r When they have finished, point to eqch instrument inturn and soy What is if? Elicit the nomes of the sixinstruments
Then drqw the pupils's ottention to the silhouettes ofpeople ploying musicol instruments down the righthond side of the octivity sheet Point to the motchingline from the guitar to the silhouette of someoneploying the guitor Point to the flute ond qsk Whichsilhouette shows someone playing the flute? (Number 4.)
o Ask the pupils to mqtch eqch instrument with thecorresponding silhouette
Check the octivity by soying, for exomple: Whichsilhouette shows someone playing the trumpet I violin Isaxophone I clarinet? (Number 5 I L I 6 | 2.)
Music Activity Sheet 3
I Find the missing instruments and number Give eoch pupil o copy of Music Activity Sheet 3 p39.Ask them to look ot the picture ond soy Look! Anorchestra
e Point to the empty spqces in the picture ond soy looklSome of the instruments are missing What are they?Encouroge the pupils to tell you which instrumentthey think eoch person should be ploying occording
to the position of their honds ond mouth, forexomple Encouroge them to refer to the drowings ofthe missing instruments ot the top of the ActivitySheet
o Then qsk the pupils to write the number of eochinstrument ot the top of the sheet in the correct box inthe picture below
Music Activity sheet 3
2 Drow the instuments in the orchestrq Finolly, qsk the pupils to drqw the missinginstruments in the picture to complete the orchestrq Encouroge the pupils to trqce over the clorinet os onexomple
BUE
Trang 16Extro Activities
r Find some examples of clossicol music where one There ore lots of woys to moke simple musicol
porticulor instrument is cleorly heord PIoy the music instruments in the classroom, for exomple, guitors
ond osk the pupils to nome the instrument from motchboxes or shoe boxes with elostic bqnds
You could qlso find exomples of donce music from qround them; shokers mode from plostic contoiners
different ports of the world qnd let the pupils find out with dry rice inside; drums mode by stretching
which kinds of instruments qre commonly used to polythene over q round contoiner, etc Ask the pupils
ploy it For example, Scottish music with bogpipes, to bring old contoiners ond boxes from home, make .Cqribbeon music with steel drums, Spqnish Flomenco instruments qnd form on orchestro!
with the guitor, etc
DVD conten 11.ihort 'rlllt.ll:,, :11':'
The DVD is divided into eight sections: Art 1 ond 2,
Moths I ond 2, Science 7 and 2, Geography, ond Music
The toble below shows how these sections connect with
the topic qreos of levels 1 and 2 of the course, qnd qives
o brief summory of contents:
Art 1 .2 Footoge of Sydney Completing a colloge
pic-ture of Sydney
Colours ond shopes(Level 1, Unit 1)
Colours(Level 1)
Units 2 and 5)
Colours(Level 1)
Food ond drink(Level 1)
Geography A report on a locql
onimols
Colouring qnimqlsond moking o flipbook
Wild qnimqls(Level2, Unit 4)
Wild qnimols (Level 2)Ports of qn animol(Level 2)
Mqths 2 Footoge of fomily
gorden porfy, focusing
on children's toys
Moking Venndiogroms
Toys
Toys (Level 1 and 2)
Science 2 A report on on
orgonic form(continued)
Finding out where thefood in o pockedlunch comes from
Food(Level2, Unit 6)
Food ond drink(Level 1)
school
Recognisinginstruments
Musicol instruments(Level 2, Unit 7)
Music(Level 2)
@E
Trang 182 Colour the correct picture.
Trang 201 Wotch ond show 2 Watch ond order.