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PenguinYoung
Readers
FREE
Penguin Young ReadersTeacher’s Guide to Using Topics
Nicole Taylor
Stories ChildrenLove!Stories ChildrenLove!
www.penguinreaders.com
ContentsIntroduction 2
Why Use Topics in the Young Learner Classroom? 2
Integrating Penguin Young Readers into Topic Work 2How Penguin Young Readers relate to topics 2Using the topic links in the factsheets 3Using the topic grids 3Choosing topics 3
Suggestions for Planning Units of Work 4Using Penguin Young Readers as a starting point for topic work 4Using Penguin Young Readers as a resource for topic work 5Combining plans 6
Activities Based on Penguin Young Readers 6Selecting activities 6Using video and audio recordings 7
Organizing the Classroom for Topic Work 7Classroom management 7
Evaluation of Topic Work 8
A More Detailed Look at Three Topics 9Topic 1: FOOD (5–7 years) 9Topic 2:THE COUNTRY (7–9 years) 12Topic 3: MAGIC (9–11 years) 14
Topic Grids 165–7 years 167–9 years 189–11 years 20
Photocopiable Templates 221 An outline mind map for planning 222 An outline table for planning 233 Pupil topic evaluation sheet 254 Games for practising classroom instructions 265 Making a topic train or a topic tower 276 A cover for a picture dictionary 287 Dominoes game 298 Class survey 309 Class survey results 31
10 Invent your own board game 32
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Introduction
One of the most common and effective ways
of teaching English to children is through the
use of topics and themes.Topics provide a
context within which to work on language.
The Penguin Young Readers Teacher’s Guide to
Using Topics provides realistic and practical
ideas for using topics as a way of organizing
English language work. It is a useful resource
for teachers of English working with children
aged between 5 and 11.
The main body of the book provides
guidance on the selection of topics and the
organization of units of work.This includes
suggestions for using Penguin Young Readers
as a basis and resource for topic work.There
are tips on planning, selecting tasks, exploiting
materials, and evaluating pupils’ progress.
There are also teachers’ notes for three
popular topic areas.
The end section of the book is made up of
ten photocopiable templates.These include
worksheets and templates for games and
craftwork which can be used across a
number of topics.There are also several
useful templates intended to help with
planning, selecting and evaluating activities,
and assessing pupils’ progress.
Why Use Topics in the YoungLearner Classroom?
Organizing work around topics helps us take
into account some basic principles of how
children learn languages effectively.
◆ Children acquire language more effectively
when it is introduced in meaningful
contexts and used for a purpose.
◆ Children learn best when new ideas are
related to their own experience.
2
II
◆ Children learn best when they are
interested and challenged.
◆ Children are motivated by variety.
◆ Individuals learn in different ways and
develop at different rates.
Integrating Penguin YoungReaders into Topic Work
◆ How Penguin Young Readersrelate to topics
The topics for the Penguin Young Readers
were chosen after analysis of current course
books for young learners.The most common
topics were identified for the age ranges and
these are the ones listed in the grids on
pages 16–21.The books can thus be used as
part of topic based work in the classroom.
◆ Each book can be used with a number of
different topics.
◆ There are books aimed at different ages
for each topic area.
◆ There are several books at each level for
each topic area.
This framework is intended to give you
maximum flexibility of choice, allowing you to
teach the same topic with different age-
groups and to cater for a disparity of levels
and interests within those age-groups.
Many topics are recycled and enriched from
one level to the next, reappearing in new
contexts.The topic of Homes appears in
one or more stories at each level for 5–7
year-olds, for example Goldilocks, Sleeping
Beauty and Peter Pan. For 7–9 year-olds the
Level 1 title My Home is dedicated to this
topic and there are further references to the
theme in other original and classic stories
such as Hansel and Gretel, Snow White and The
Seven Dwarves and The Best Christmas.
Introduction
A number of Penguin Young Readers books
are themselves topic based.The Story Shops
are very much like magazines with a
collection of stories, fascinating facts, quizzes
and games, loosely based on a central topic.
For example, the central theme of Story Shop:
The Present is Nature; the main topics in
Story Shop:Winners and Losers are Sport and
Health; and the topic area in Story Shop:
Grounded is Space.There are also several
non-fiction titles in the series such as Colors,
Families, Seasons, Shapes, Ghosts, Famous Sports,
My Home and The Amazing Universe.
Using these titles with pupils can be an ideal
way of introducing a new topic.They are also
extremely useful as reference books for topic
work.
All fiction titles in the Penguin Young Readers
series have clear links with topics too.
◆ Using the topic links in thefactsheets
The factsheets which accompany the Penguin
Young Readers include suggestions for links
to topics, together with practical hints of
how to use the Reader as a springboard to
topic work and cross-curricular projects. For
example, the factsheet for The Elves and the
Shoemaker suggests topic links and ideas in
the areas of Clothes, Jobs, Magic, and The
Body.Within the topic area of Jobs there
are several suggestions for language and
project work, including a history project on
jobs that are no longer done or that are now
done in factories. Factsheets can be
downloaded free from
www.penguinreaders.com
◆ Using the topic grids
On pages 16–21 you will find topic grids for
the Readers in the Penguin Young Readers
series.These grids are designed to help you
to integrate the Readers into topic work.
Each grid relates to the books in one of the
three age bands.A tick indicates that it is
possible to make a link between the Reader
and a particular topic. If the ticked box is
also shaded, this means that suggestions for
topic work in this area are included in the
factsheet which accompanies the Reader.
◆ Choosing topics
To ensure that a topic is going to motivate
pupils, their age and experience of the world
must be taken into account. Some topics
such as Space, The Future, Time,
Film/Media and TV may be beyond the
world experience of the youngest learners
and more suitable for work with older age-
groups. However, most topics are, in
themselves, relevant to all ages: It is the
materials and activities chosen that makes
them appeal to a particular group.
The topics covered in the English classroom
are often determined by a school syllabus or
course book.The topic grids on pages 16–21
and Factsheet links will help you to choose
Readers to develop these topics. Simply look
up the topic on the list and select books
which relate to it.
If you are not working with a course book
or a predetermined plan,The Penguin Young
Readers series provides you with a useful
framework and set of materials around which
you can build up your own topic-based
syllabus.The topic grids can help you to
decide which topics may be most interesting
to your pupils. Look at the grid for the age
3
Integrating Penguin Young Readers into Topic Work
Weather and The Country, and links with
other curriculum areas such as Geography
and Natural Science.
There are also many fiction titles in the
Penguin Young Readers series that have
obvious topic links.A fairy tale or an
imaginative story can be a motivating way to
stimulate topic work. For example, Jack and
the Beanstalk can be used as a springboard to
the topic of Food. In the story, Jack has to
take the milking cow to sell her in the
market, the beanstalk grows from the beans
that Jack’s mother throws from the window,
and Jack discovers that the giant has a
chicken that lays golden eggs.All of these
events can be highlighted to encourage pupils
to think about where food comes from and
could lead on to activities which explore this
subject.
Procedure
Step 1 Select a book at the level you
consider to be appropriate for the group you
are teaching.
Step 2 If the book is new to you, read it for
your own pleasure and to see whether you
think you will enjoy working with it.Your
reactions to a book are important as they
will be passed on to your pupils.
Step 3 Read the first page of the Factsheet
to find out more about the book. Look at
the ‘Topics and Themes’ section to get some
ideas of the topics that link with the book.
Step 4 Read the book through again and
make a note of any other topic references.
Step 5 Select one or two of the topics you
have identified and begin to make a written
plan of which topic/s you are going to cover.
A mind map may be a useful way of noting
down ideas while planning. See Photocopiable
Template 1, An outline mind map for planning,
on page 22.
group you are teaching, find out which topics
come up most frequently at the appropriate
level and begin with these.
Suggestions for PlanningUnits of Work
Thorough planning is essential to topic work.
It is important to have a clear idea of the
aims and objectives against which to measure
pupils’ progress.A coherent outline of a unit
of work may also be required by the school
or the pupils’ parents. However, there should
be a degree of flexibility within a plan to
accommodate the pupils’ own reactions,
preferences and input.
There are two main approaches to planning
topic work and integrating Readers:
1. Starting from the Reader
Choosing one Reader which has strong topic
links and using it as a springboard to work
on one or a number of topic areas.
2. Starting from the topic
Choosing a topic and using a number of
Readers as a resource for exploring it.
◆ 1. Using Penguin Young Readersas a starting point for topic work
The Story Shops and non-fiction titles in the
Penguin Young Readers series are ideal for
this purpose.They provide a colourful and
engaging introduction to several key topics.
For example, Seasons takes us through
Winter, Spring, Summer and Autumn through
the eyes of a friendly bear called Julio. Julio
also takes us to countries where the
sequence and number of seasons is different.
This Reader can be used with younger age
groups to explore the concept of Time
(seasons, months and years.) It also leads in
to topics on the natural world, such as The
4
Suggestions for Planning Units of Work
Step 6 Reread the book several times and
build up your plan.Your decisions will
probably depend on your perception of the
interests of the group you are teaching, their
previous knowledge, and what areas they need
practice or new input in.You may find the
following headings useful in your planning:
Links with other areas of the curriculum
New language & language to be recycled
Skills to practise (e.g. speaking, writing)
Activity types (e.g. surveys, pairwork, drama)
Ideas for specific activities
Supplementary materials available
Other resources available
Links with other stories / books / topics.
Warning! Be careful not to over-use a
particular book or story as pupils may get
bored with it. Use it as a starting point for
other activities. Don’t forget the importance
of reading books for pleasure.
◆ 2. Using Penguin Young Readersas a resource for topic work
There are many topics which are common to
a number of books in the Penguin Young
Readers series.These books can be a useful
resource for exploring these topics or
supplementing a course book. Stories and
magazine-type books can help to capture the
imagination and make the topic accessible to
young learners. By making use of Readers, we
can help to extend topics beyond the pupils’
own personal situation, relating them to
other people and characters whose lives may
be very different.
For the topic of Families, pupils can be
asked to read or reread some of the fiction
titles in The Penguin Young Readers series
and find out who the main characters live
with and help them to see that not all
families are like their own. For example,The
Little Mermaid lives with her five sisters and
her father, Cinderella lives with her step
mother and two sisters and in Charlie and the
Chocolate Factory Charlie lives with his
parents and grandparents.This might lead to
work on family trees, class surveys and so on.
For the topic of Magic, pupils could be asked
to invent rhymes for performing the magic
spells which appear in a range of traditional
fairy tales, for example Aladdin and the Lamp,
Snow White and Rose Red and Rumpelstiltskin.
These could be made into a class spell book.
This could lead on to preparing, explaining
and performing magic tricks and so on.
Procedure
Step 1 Choose your topic.This may already
be determined by your course book or
syllabus or you may want to use the topic
grid to help you.
Step 2 Use the appropriate topic grid on
pages 16–21 to find out which Readers have
links with this particular topic.
Step 3 Read the first page of the Factsheet
for each Reader. Make a note of any
suggested links and activities in this topic
area.
Step 4 Look through all the Readers which
relate to the topic you are dealing with. Read
any that you are not familiar with and, if you
have time, reread others. Make a note of any
further activities that spring to mind.You may
wish to look at one or two Readers at a
higher or lower level: Even if the text is too
advanced or easy for the pupils, it is possible
that there is useful information in the
illustrations.
Step 5 Make written notes about which
concepts you aim to explore through English,
the language you want to introduce, the
language you need to recycle, and the
language and learning skills you want to
5
Suggestions for Planning Units of Work
develop. Select three or four activities to
address these aims. Make a note of any
books that will be a useful resource for the
activity. See Photocopiable Template 2, An
outline table for planning, on page 23.
◆ Combining plans
If you plan a unit of work according to the
guidelines in Template 1 on page 22, based on
topics that come out of a particular Reader,
you may want to go on to explore that topic
more broadly through the use of other
Readers. In this case, you can use a
combination of these suggestions for
planning: 1. Starting from the Reader, and 2.
Starting from the topic.
◆ Pacing the plan
Once you have a clear plan for a unit of topic
work, the next stage is to fit this to the time
you have.The number of lessons you plan to
spend on a topic will probably depend on
many factors beyond your control – the
length of the school term, the number of hours
allocated to English, the school’s assessment
programme and so on.Within these
restrictions, it is important to consider the
particular group you are working with. It is
perhaps best to plan for five or six lessons
on one topic and then extend it according to
the pupils’ levels of interest and involvement.
It is a good idea to dedicate part of the first
lesson to finding out how much the pupils
already know about the topic and what they
would like to know.You can use this
information to adjust your own topic plan. In
this way you avoid the risk of boredom and
tailor work more closely to a specific group.
There are a number of ways of doing this:
With younger children or pupils at a very
early stage of learning English, you may
simply ask the group a series of questions in
their mother tongue.With higher levels, you
could try quizzes, questionnaires, or pair
interviews about the topic. See
Photocopiable Template 3, Pupil topic
evaluation sheet, on page 25.
Activities Based on PenguinYoung Readers
The Penguin Young Readers series can be
used as the basis for a wide variety of topic
based activities linking to other areas of the
curriculum:
◆ project work leading to the production of
books, reports, video or audio recordings,
posters, maps, games, quizzes, songs and
so on
◆ dramatization, role-play and presentations
(The Penguin Young Readers Teacher’s Guide
to Dramatizing Stories has tips and ideas on
drama work.)
◆ art and craft work
◆ creative or factual written work
◆ discussions and debates
◆ investigations and surveys
◆ Internet projects
◆ Selecting activities
You will probably have ideas for several
activities noted in your initial plan.The next
step is to make a selection of activities to
start with, based on the following
considerations:
◆ the pupils’ level of English
◆ the linguistic aims of a unit of work
◆ the cognitive and developmental stage(s)
of the pupils
◆ the pupils’ current interests and what they
study in other areas of the curriculum
◆ the pupils’ level of speaking and writing
6
Activities Based on Penguin Young Readers
and their stage of emotional and social
development.
It is also important to take into account the
range of learning styles within a group. For
example, some pupils may learn better
through physical activity and others through
more analytical, problem solving tasks.A
balanced variety of activities around a topic
can help language learning to play a role in
the education of the whole child, catering for
individual learning preferences and
encouraging the development of new skills.
It can be useful to draw up a set of criteria
for choosing activities based on your aims
and objectives for a unit of work. It is not
necessary for each activity to fulfil all of your
criteria.You can put together a combination
of activities that all together do address the
needs you have identified.
Criteria for selecting activities
Activities should:
◆ encourage pupils to think
◆ present language in a meaningful context
◆ require pupils to use language for a
purpose
◆ foster group and class co-operation
◆ allow pupils to work at their own pace
◆ encourage pupils to work independently
◆ encourage investigation and enquiry
◆ actively involve the pupils
◆ Using video and audiorecordings
The audio recordings which accompany all of
the books in the Penguin Young Readers
series and the video recordings which
accompany the Fairy Tales are very practical
and useful for project work.They provide
variety of presentation style, which helps
maintain a higher level of interest.They
expose pupils to other voices and help their
listening comprehension.They are also very
practical where there are limited copies of
the Reader available: one group can watch
the video recording while another group
listens to the recording and looks at the
illustrations in a single copy of the Reader.
Organizing the Classroomfor Topic Work
When you are working on topics for the first
time, you may feel that you need a clear
linear plan and that you want to keep tight
control over what the pupils are doing.
However, once you feel comfortable with
topic work, there is no reason why pupils
should all be doing the same activity at the
same time. Provided that you feel confident
in terms of classroom management, you can
give pupils a choice of activities or set up
activity corners so that pupils move round
the room and do a series of different tasks in
one lesson.This encourages pupils to take
responsibility for their own learning and can
help to accommodate pupils working at
different levels and paces
◆ Classroom management
Remember to give clear instructions for all
activities before the pupils begin.A ten-
minute explanation or demonstration of the
activities with the whole class at the
beginning will save you a lot of time in the
long run. If pupils are doing activities which
involve making things, a sheet for each group
with written and/or graphic instructions may
be useful. It is a good idea to do some work
on the language of instructions from time to
time. Five-minute games where pupils mime
instructions to the class or match instructions
with symbols can help them to learn the
language they need. See Photocopiable
7
Organizing the classroom for Topic Work
Template 4, Games for practising classroom
instructions, on page 26 for some ideas for
this.
Working on topics involves pupils working in
groups or pairs. If pupils are not used to this
way of working, you will have to give time
and thought to how to introduce them to it.
Clear instructions are extremely important.
One of the best ways to ensure that
everyone knows what is expected of them is
to choose a pair or group, explain the activity
to them in front of the rest of the class and
ask them to demonstrate.
When pupils are working and reading
individually, in groups or pairs, the role of the
teacher is mainly to monitor and support.
This is an ideal time for you to interact with
the pupils in English.Again, it is a good idea
to think about what classroom language the
pupils are going to need to be able to interact
as far as possible in English. Depending on
the activity they may need language to:
◆ ask for help
◆ ask for materials
◆ ask for translation or definitions of words
◆ ask what to do next
Before starting work on a topic, you may
want to teach or remind pupils how to do
these things in English. Pupils can make
classroom language posters to stick around
the room. For example:
It is useful to have some extra activities to
hand for those who finish activities quickly.
Why not bring in a selection of the Penguin
Young Readers related to the topic for early
finishers?
Encourage those pupils who finish early to
help with displaying work. Making an
attractive display of the work done on a
topic can be very motivating. It encourages
pupils to take an interest in what other
people are doing and take care with the
presentation of their own work. If you have
plenty of wall space, you can reserve one
section for a topic collage. Stick up some
backing paper and ask pupils to bring in
photos, magazine cuttings, articles or objects
to contribute to the collage. For example, if
you are doing a project on Clothes, pupils
can bring in cuttings from catalogues, samples
of materials, bags and labels from clothes
shops and designers, and so on.
As you move from one topic to another it is
important to revise and recycle language.
There are many ways for pupils to store
vocabulary so that it can be revised and
recycled. One idea is to make a Topic Trainor a Topic Tower from envelopes stuck
onto the wall. New words related to each
topic can be written on small pieces of paper
and kept in the relevant envelope. See
Photocopiable Template 5, Making a Topic Train
or a Topic Tower, on page 27. Pupils can make
their own topic-based picture dictionaries,
too. See Photocopiable Template 6, A cover
for a picture dictionary, on page 28.This
template is the front cover of the dictionary.
Add a page for each topic and then pupils
can draw and label pictures related to the
topic they are working on.They can use the
illustrations from the Penguin Young Readers
to help them.
Evaluation of Topic Work
It is essential to spend time evaluating topic
work as it is the only way to direct future
choices and decisions.Aspects to consider
might be:
8
Evaluation of Topic Work
Can I havesome scissors,
please?
What does ––––––––––
mean?
◆ How appropriate were the objectives?
◆ How much progress have pupils made?
◆ How effective were the activities and
materials you chose?
◆ How effective was your teaching
methodology and classroom management?
◆ Did the pupils enjoy the work?
It is important to look back at your initial
objectives at various stages throughout a unit
of work and think about how appropriate
they are and if they need to be adjusted.At
the end of a unit of work, there may be
objectives that were not met and which can
be adapted and included in future topic work.
Pupils’ progress should be measured against
your objectives.You will need to look at what
pupils can do linguistically as a result of a
particular activity or unit of work. If you
included non-linguistic objectives such as
learning to work in pairs, or learning to use a
dictionary, these should also be assessed.
In order to make a fair and broad
assessment, you will need to use a mixture of
assessment techniques. Formal assessment
may include testing of both language and
concepts introduced and should reflect the
skills you have been working on. For
example, you might give pupils an oral test
on the language they have only practised
orally. Informal assessment is based on your
observations of pupils’ performance during
classroom activity.You may find it helpful to
keep notes on individual performance
throughout a unit of work.
Evaluation of individual activities will help you
make future choices. Check to see whether
the activities really did fulfil the criteria you
used for choosing them.You might also find it
useful to keep a note of the pupils’ reactions
to an activity and your own feelings about it.
For your own information and for their
overall development, pupils can be
encouraged to reflect on what they have
learnt. Depending on their age, you can do
this by talking to them or by using a simple
topic evaluation sheet. See Photocopiable
Template 3 on page 25.
A More Detailed Look atThree Topics
The following pages include sample plans for
three units of topic work based on the
Penguin Young Readers series.These outlines
are intended as examples of how topics can
be exploited.You will need to build up your
own topic plans according to the level, age
and interests of your particular pupils and
teaching context.
Each outline is aimed at a specific age group
and level of English. Each outline includes a
mind map or table showing a rough plan
together with a detailed description of just
some of the possible activities that can be
used to explore the topic.
◆ Topic 1 Food (5–7 years)
The example plan on page 11 is aimed at 5–7
year-olds in their first year of English.The
starting point is the Penguin Young Reader,
Jack and the Beanstalk.The topic taken from
the story is Food.
Aims and Objectives
This unit of work will help pupils to:
◆ identify basic food types and understand
where they come from
◆ understand and use simple food
vocabulary in spoken and written form
◆ ask for things in food shops
◆ carry out simple surveys and record the
results
9
A More Detailed Look at Three Topics
◆ work in small groups
◆ make a poster for classroom display
◆ develop the skill of reading for specific
information
◆ develop spelling and handwriting skills
Suggestions for activities
These activities might extend over five or six
lessons.
1. Read Jack and the Beanstalk to the class or
show them the video of the Reader. Use
the pictures in the book to help pupils to
a clear understanding of the story.They
do not need to understand every word
and phrase.
2. Introduce the topic of Food.Ask the
pupils to tell you the names of any foods
they can say in English.Write these words
on the board.
3. Ask the pupils to remember what thegiant has for dinner. Show them thepicture on page 15. Draw these things onthe board.
4. In small groups, ask the pupils to look
through the book for any pictures of food.
Ask each group to draw on the board one
example of food they have found.
5. Tell pupils to look through the book again,
this time looking in the text to see if they
can find names for any of these foods and
to come up and label the pictures. Drill
the pronunciation of the words.
6. Ask the pupils to work in groups and
make a set of dominoes to play with, to
practise reading and writing the food
vocabulary they have learnt. See
Photocopiable Template 7 on page 29.
7. Show the class the cover of Jack and the
Beanstalk.Ask them where the beans and
the beanstalk come from.Talk about how
food can come from plants and from
animals. Go through the story again,
pointing to the foods in the illustrations.
Ask which come from plants and which
from animals.
8. Tell pupils to work in pairs and produce a
poster showing foods from animals and
foods from plants.They can do this by
drawing or cutting out pictures from
magazines.
9. Give each pupil a paper plate, some
coloured paper and glue and ask them to
make a collage of their favourite meal.
They can use a picture dictionary to label
it. Pupils can show their collages to the
class and explain their favourite meals.
‘My favourite meal is...’
10. Show the video of Goldilocks and the
Three Bears. Focus on what Goldilocks
likes and doesn’t like.Ask pupils some
questions about what they like for
breakfast. ‘Do you like toast?’ ‘Do you like
fish?’
11. Ask each pupil to fill in foods on a
survey. See Photocopiable Template 8 on
page 30.They can put the name of the
food on the left and the names of their
friends who like and do not like the food
on the right.Then they can ask around
the class about these foods, using ‘Do you
like...’
12. Show pupils how to transfer this
information onto a graph. See
Photocopiable Template 9 on page 31.
Display the graphs around the room.
13. Ask pupils to bring in empty food
packets and set up two or three food
shops in the classroom.Ask them to
write shopping lists and role play simple
dialogues in a shop. ‘Can I have... please?’
10
A more detailed look at Three Topics:Topic 1: Food (5–7years)
11
Topic 1: Food Mind Map
Level One
Age group 5–7 years
Reader
Jack and the Beanstalk
Audio and VideoCassettes
New languageVerbs – plant, grow, water, eat,drink
Nouns – names of meals, food,farm animals, seasons, months
Adjectives – big, small, rich,poor
Structures for production – Do you like...? My favouritefood/drink is...
... comes from a cow/a plant/the sea
Language for recyclingVocabulary – Some animalnames, Hello/goodbye/please/thank you, numbers
Structures – Can I have... please?What’s your favourite...?
Ideas for activities• Find food names in Jack and
the Beanstalk – write anddraw vocabulary ondominoes (see Template 7,page 29) and play the game
• Make posters classifyingfood according to source
• Favourite meal collage
• Class survey – most/leastpopular food
• Shopping role-play – set upshops in class
• Grow and measure abeanstalk / look at whenthings grow
• Find references to food inother Readers e.g. Goldilocksand the Three Bears, Tom’sCake and Kate’s Lunch
Topics
FOOD(SEASONS)
Possible topic linksAnimals, buildings, country,family, food, home, magic,monsters, size,weather/seasons
Factsheet linksAnimals, food, hobbies, home,magic, size, weather/seasons
Links with other Readers
Seasons
Skills to developRecognition of key vocabularyin texts
Writing key vocabulary
Asking questions
Classifying
Project work in groups
Carrying out surveys
Making work for display
Keeping simple records
Resources neededMagazine pictures of food
Card for posters and games
Paper plates
Penguin Young Reader Seasons
Other Readers which refer tofood, with accompanying audioand video cassettes
ConceptsWhere food comesfrom – plants andanimals
Links with othercurriculum areas
Natural Science,Art,Maths
Activity typesto practise
matching pictures andwords, role playsurveys, reading forspecific information,recording information
A more detailed look at Three Topics:Topic 1: Food (5–7years)
Concepts New language Language to Skills to develop Activity typesrecycle
Activity 1 Concepts Language focus Skills to develop Books to use
Activity 2 Concepts Language focus Skills to develop Books to use
12
A more detailed look at Three Topics:Topic 2:The Country (7–9 years)
◆ Features of town and country – traffic,buildings, fields, mountains
◆ Country living – homes, lifestyles, jobs◆ Farming and food production◆ Advantages and disadvantages of
country/city living◆ Types of countryside – desert,Arctic◆ The senses
Nouns – city andcountry, more typesof job, home,building, wildlife,Adjectives –differences betweencity and country.Structures – comparatives, thereis/are, there aren’tany, expressions ofopinion – I think,I prefer, In the cityor country youcan/can’t,I can see/hear/smell
Nouns – shops andbuildings, farmanimals, transport,clothes, food, jobsStructures –I like/don’t like,I wear/he’s wearingHe/she lives in...Verbs of dailyroutines
Describing placesTalking aboutdifferencesExpressingopinions/preferences
Using a picturedictionary
Identifying towns,cities, roads,mountains, lakesand rivers on amap
Vocabulary workusing picturedictionaries,Readers and games
Art and craft work
Reading andmaking maps
Creative writingabout people’slifestyles/routines
Making booksClass discussionsProject work onanimals and theirhabitat
Brainstorm features of the countrysidethat pupils are familiar with in theirmother tongue.Give out a worksheet with drawings ofmountains, rivers, etc. Pupils find thesefeatures in a picture dictionary and labelthem on the worksheet. Check answers asa class and work on pronunciation ifnecessary.In pairs or groups, pupils choose and lookthrough one or more Readers to see howmany of these features they can find in theillustrations or the text. Pairs/groups tellthe class what they can see in the Reader/sthey have been looking at.
Thinking aboutwhat thecountryside is andwhat its mainfeatures are
Identifying naturalfeatures
Writtenform/spelling of keynouns related tothe countryside
Pronunciation ofnew vocabulary
Using a picturedictionary.Copying keyvocabulary –spelling practice
Co-operative pair/group work
Looking forinformation inillustrations/textsof Readers.
Snow White and theSeven DwarvesHansel and GretelThe TinderboxThe Three Billy GoatsGruffRapunzelThe Pied PiperLittle Red RidingHood
Read through the first part of the ReaderMy Home with the class. Focus on WingChang who lives in a big city and Rachaelwho lives on a farm. Use the illustrationsto help the pupils to brainstorm thingsyou find in the city and things you find inthe country.Write a mixed list of features of thetown/city on the board and ask pupils touse their picture dictionaries to decidewhich features can be found only in thecountry, only in the town/city, or both andmake three groups of words. Pupils cancompare lists.
Thinking aboutdifferencesbetween city andcountryenvironments
Revision andextension ofwritten and spokenvocabulary of cityand country
There is/are…There aren’t any…
Categorizing
Using a picturedictionary
Spelling of keyvocabulary
Working as a classand individually
My Home
◆ Topic 2:The Country (7–9 years)The following example plan is aimed at 7–9 year-olds in their second year of English.The starting point isthe topic The Country.A selection of Penguin Young Readers titles are suggested as resource material.
Topic: The Country Course book link .......................................................
Penguin Young Readers with links to this topic are: The Three Billy Goats Gruff,The Sorcerer’s Apprentice,Little Red Riding Hood,The Tinderbox, Hansel and Gretel, Snow White and The Seven Dwarves, A Monkey’s Tale,Rapunzel,The Pied Piper of Hamelin,The Best Christmas
© Pearson Education 2001 www.penguinreaders.com
Activity 3 Concepts Language focus Skills to develop Books to use
Activity 4 Concepts Language focus Skills to develop Books to use
Activity 5 Concepts Language focus Skills to develop Books to use
Activity 6 Concepts Language focus Skills to develop Books to use
13
A more detailed look at Three Topics:Topic 2:The Country (7–9 years)
Show the video of Snow White and theSeven Dwarves.Ask the pupils where theDwarves live.Ask the pupils to work in pairs and findout what animals live in the forest.Whenthey find a picture of an animal in theReader, they should trace it onto tracingpaper.They can use picture dictionariesto find the names of the animals. Pupilscolour and cut out tracings and draw abackground of a forest with trees tostick the tracings on.Show pupils labelled flashcards ofacorns, grass, worms, insects, nuts, andrabbits.Ask pupils if they know which ofthese things each animal eats. Pupils thenadd drawings of the correct food nextto the animals on their collage.Pupils write a short text about theirpicture, guided if necessary.
Wildlife of theforest
What animals eat
Written andspoken vocabulary– fox, rabbit, bird,deer, squirrel,worm, insect, nuts,grass, berries
Writteninformation aboutwildlife, forexample: Foxes livein the forest. Birdseat worms andinsects.
Listeningcomprehension
Tracing, cutting anddrawing
Factual writing
Spelling andpronunciation ofkey vocabulary
Snow White and theSeven Dwarves
Bring in a map of the pupils’ country orregion (or another if more appropriate)In the mother tongue, talk about whatmaps are for.Ask pupils if they canindicate where the roads, rivers, towns,cities, forests and mountains are.Ask the pupils to draw a fairy tale mapwith roads, woods, rivers and forests.Ask them to copy and stick on picturesof the houses of the characters, the BillyGoats’ bridge, the Sorcerer’s castle andso on.
Map reading andmaking
Revision ofvocabulary ofgeographicalfeatures
Basicunderstanding ofmaps
Spacial awareness
Drawing
Red Riding Hood,Snow White and theSeven DwarvesThe Three Billy GoatsGruffHansel and Gretel
Read the story Rapunzel, simplifying thetext if necessary. Use the illustrations torevise vocabulary related to the county.Show the picture on page 26. Explainthat the prince is in the countryside buthe cannot see.Ask the pupils to thinkabout what he can feel with his feet,what he can smell and hear.Ask pupils to imagine they are acharacter from one of the Readers andto say what they can see, hear, feel andsmell.They can look at the pictures tohelp them. Pupils can tell the class or apartner.
The senses I can feel, hear, see,smell and touch
Revision ofvocabulary ofcountryside
Imaginativereaction to stories
Listeningcomprehension
RapunzelSnow White and theSeven DwarvesLittle Red RidingHoodThe Sorcerer’sApprenticeHansel and GretelThe Best ChristmasThe Little Mermaid
Ask pupils to read the Penguin YoungReader Story Shop: Winners and Losersand identify all the sports you can do inthe countryside.Write them on theboard.Ask pupils to think of any moresports you can do in the country.Divide the sports into those you usewith GO and those you use with PLAY.Ask pupils to make a brochure or posterfor a country sports centre, describingthe countryside and explaining thesports you can do.They can cut picuresfrom magazines or holiday brochures todecorate it.
Country sportsand activities
Advertising
Description –adjectivesdescribing country– quiet, beautiful,cool, etc.
Sports (playhockey, go skiing)
Descriptive writing
Reading for specificinformation
Story Shop:Winnersand Losers
© Pearson Education 2001 www.penguinreaders.com
Concepts New language Language to Skills to develop Activity typesrecycle
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A more detailed look at Three Topics:Topic 3: Magic (9–11 years)
◆ Topic 3: Magic (9–11 years)The following example plan is aimed at 9–11 year-olds in their third year of English.The starting point isthe topic Magic.A selection of Penguin Young Readers titles are suggested as resource material.
Topic: Magic Course book link .......................................................
Penguin Young Readers with links to this topic are: The Elves and the Shoemaker,The Ghost House, SnowWhite and Rose Red,The Golden Goose, Aladdin and the Lamp, Ghosts, Ali Baba and the Forty Thieves, Beautyand the Beast, Happy Granny and The Wood Circle,World Stories:The Waters of Life,The Snow Queen,Rumpelstiltskin,The Crane’s Gift.There are many other titles from lower levels too.
Activity 1 Concepts Language focus Skills to develop Books to use
Activity 2 Concepts Language focus Skills to develop Books to use
◆ What is magic?◆ Good and evil magic◆ Magic spells and rhymes◆ Magic tricks◆ Greed
Vocabulary – magic(spell, wand, wizard,magician, etc.)Materials (gold, silver,diamond, stone, etc.) Adjectives (terrible,scared, handsome,etc.)Verbs (change, make,mix, disappear, etc.)Structures –Comparatives ofadjectivesImperativesLinkers (first, then,next, finally, etc.)Past simple tenseExpressions ofopinion – I think,I believe, I don’tbelieve, etc.
Nouns – animals,food, houses andfurniture
Adjectives – colours,big, small, enormous,old, horrible, good,bad, long, short,beautiful, ugly
Structures – presentsimple tense
Discussion skills,giving opinions andtalking about beliefs
Writing rhymes andstories
Writing andexplaininginstructions
Extensive readingand reading forspecific information
Working on shortprojects in groups
Using a bilingualdictionary
Discussions anddebates about magic,ghosts, beliefs andsuperstitions
Making a class spellbook
Explaining andpresenting magictricks and card tricks(making a class video)
Rewriting storieswith differentoutcomes to themagic spells
Making a boardgame. SeePhotocopiableTemplate 10 onpage 32.
Write up the words MAGIC IS on a largepiece of paper that can be left on the wallthroughout the unit of work.Ask thepupils to think for a minute and try andfind a definition for it, in the mothertongue if necessary.Write up theirinterpretations.Show the video of Aladdin and the Lamp.Focus on the excerpt where Aladdin rubsthe magic ring and a genie appears.Askpupils to think in small groups of fourother stories where something magichappens.Allow them to look at theReaders to help jog their memories.Get feedback from the class and makenotes on the paper on the wall.
What is magic?What kind ofmagic thingshappen in stories?
Past simple tense –explaining whathappened in variousstories. Forexample:When Aladdinrubbed the ring, agenie appeared
Thinking anddefining
Memory –rememberingstories they haveread
Working in pairsand small groups
Explaining shortexcerpts of stories
Aladdin and theLampBooks from alllevels and age bandsthat the pupils arefamiliar with.Avoidbooks that theyhave not yet read.Use stories whichhave magic elementsand stories whichdon’t. Part of theexercise is forpupils to make theirown selection.
Ask pupils to think and talk aboutwhether magic is good or bad.Show the video of Beauty and the Beast tothe class.Talk about the story afterwardsand focus on the text of the final threepages where Beauty kisses the Beast tobreak the spell that made him ugly. In thiscase the magic was bad.Ask the pupils tothink of more ‘terrible spells’ from storiesthat were broken by a kiss. For example:The Princess and the Frog, Sleeping Beauty,Snow White and the Seven Dwarves.
Good and evil.Theingredients of fairytales
Spells
Narrative.Simple past tense
... put a spell on ...
... kissed ...
... woke up etc.
Thinking about themeaning of storiesand retelling partsof them
Class discussion
Snow White and theSeven DwarvesCinderellaSleeping BeautyThe Princess and theFrog
© Pearson Education 2001 www.penguinreaders.com
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A more detailed look at Three Topics:Topic 3: Magic (9-11 years)
Activity 3 Concepts Language focus Skills to develop Books to use
Activity 4 Concepts Language focus Skills to develop Books to use
Activity 5 Concepts Language focus Skills to develop Books to use
Activity 6 Concepts Language focus Skills to develop Books to use
Play the audio cassette of Ali Baba and theForty Thieves as the pupils read along.Atthe end of the story ask the pupils toremember the phrases used to do magic.Rewind the tape and listen to the sectionwhere Ali Baba says ‘Open Sesame’ and‘Close Sesame’.Talk about the use ofspells and rhymes in magic.Write up an example of a magic spell onthe board.E.g. Eye of cat and toe of dog,
Change the Prince into a frog.Do some work on rhyming words andask pupils to write spells for the magicthat happen in the stories they know, e.g.a rhyme the genie might say to makeAladdin rich, a spell the fairy godmothermight use to give Cinderella a beautifuldress and shoes.Collate the spells as a class book.
Magic spells, wordsand rhymes
Rhyming words
Reported speechAli Baba said,‘Open Sesame.’
Listening to andreading a full story
Writing shortrhymes
Making a classbook
Working in pairsand as a wholeclass
Any books in ThePenguin YoungReader series thathave elements ofmagic in them.Allow pupils tochoose stories theyare familiar with.Suggestions:Cinderella Ali Baba and theForty Thieves Aladdin and theLamp Beauty and the Beast The Snow Queen The Elves and theShoemaker The Sorcerer’sApprentice Snow White and the Seven Dwarves The Princess and the Frog
Get pupils to make a Magic board game.Give each group a copy ofPhotocopiable Template 10 on page 32.Tell them to design a game to play withdice and counters.They can fill in thecircles with magic spells that make theplayers move forwards or backwards,e.g.You turn into a frog – jump back tonumber 1, you find a magic carpet – flyto number 7. Groups can then play theirown and each other’s games.
Games
Magic spells
Numbers
Numbers
Imperatives
Vocabularyassociated withmagic – lamp,carpet, mirror, frog,wand, etc.
Designing andproducing a game
Working on aproject in smallgroups
Pupils can use anybooks they choosefrom the PenguinYoung Readersseries asinspiration for theideas, text and/orillustrations oftheir game.
Show the pupils a simple magic trick orcard trick.Ask them to guess how it isdone. Give them some simple writteninstructions for it.Focus on the kind of imperatives youneed to give instructions. Get pupils tothink of their own magic tricks and topractise them in pairs or groups.Help pupils to write the instructions andto perform them to the class. If thereare plenty of good ideas, put on a magicshow, make a video or make a book ofmagic tricks.
Magic tricks Imperatives –make, put, take,shuffle, look, don’tlook, show, etc.
Linking words –first, then, next,finally
Understandingspoken and writteninstructions
Giving spokeninstructions
Writinginstructions
Divide the class into two groups.Askone group to read Ghosts and the othergroup to read The Ghost House.Pair pupils with a pupil from each groupand ask them to explain to each otherwhat they have read.Talk about ghosts and the supernatural.Encourage pupils to express beliefs.Ask pupils to get into groups to inventand write their own ghost stories.Thesecan be written up as mini books withillustrations. Pupils can read oneanother’s stories.
The supernatural
Beliefs
Narrative tenses.Past continuous,past simple
Expressions ofopinion – I think,I believe, I don’tbelieve, I agree,I disagree
Extensive reading
Summarizing andretelling stories
Story writing
Class discussion
GhostsThe Ghost House
© Pearson Education 2001 www.penguinreaders.com
Animals
The Body
Buildings
Celebrations
Clothes
Colours
The Country
Family
Film/Media and TV
Food
Friendships
Hobbies
Holidays
My House
Jobs
Magic
Monsters
Music
Numbers
School
Senses
Shapes
Size
Sports
Time
My Town
Toys
Travel
Weather and SeasonsWorld and Environment
✔= Links to the topics and themes. indicates that the accompanying Factsheet includes suggestions for activities on thetopic
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Penguin Young Readers Topic Grid 5–7 years
LEVEL 1 LEVEL 2
Goldilocks Sleeping The Musicians Tom’s Cake Colors Tom Thumb Puss-in-Boots Story Shop:and the Beauty of Bremen and The Present
Three Bears Kate’s Lunch
© Pearson Education 2001 www.penguinreaders.com
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Penguin Young Readers Topic Grid 5–7 years
LEVEL 2 LEVEL 3 LEVEL 4
Seasons Poppet The Ugly Jack The Peter Pan The The Toy PinocchioDuckling and the Princess Hundred Soldier
Beanstalk and the Frog and OneDalmatians
© Pearson Education 2001 www.penguinreaders.com
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Penguin Young Readers Topic Grid 7–9 years
© Pearson Education 2001 www.penguinreaders.com
The Three The Families The The My Little Cinderella The The Best Chicken Billy Goats Little Sorcerer’s Wizard Home Red Riding Tinderbox Christmas Run
Gruff Mermaid Apprentice of Oz Hood
✔= Links to the topics and themes. indicates that the accompanying Factsheet includes suggestions for activities on the topic
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Penguin Young Readers Topic Grid 7–9 years
© Pearson Education 2001 www.penguinreaders.com
LEVEL 3
Hansel Snow Storyshop: Charlie Shapes The A Rapunzel The How the The and White and Winners and the School Monkey’s Amazing Grinch Pied Piper
Gretel the Seven and Chocolate Bus Tale Universe Stole ofDwarves Losers Factory Christmas Hamelin
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Body
Buildings
Celebrations
Clothes
Colours
The Country
Family
Film/Media and TV
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Friendships
Health
Hobbies
Holidays
My House
Jobs
Magic
Monsters
Music
Numbers
School
Senses
Shapes
Size
Sports
Time
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Monsters
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Penguin Young Readers Topic Grid 9–11 years
© Pearson Education 2001 www.penguinreaders.com
The Elves Dick The Snow White The Aladdin Ghosts The Ali Baba and the Whittington Ghost and Golden and the Selfish and the
Shoemaker House Rose Red Goose Lamp Giant Forty Thieves
✔= Links to the topics and themes. indicates that the accompanying Factsheet includes suggestions for activities on the topic
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Homes
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Toys
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Penguin Young Readers Topic Grid 9–11 years
© Pearson Education 2001 www.penguinreaders.com
LEVEL 3 LEVEL 4
Beauty Happy Famous The Waters Story Shop: The Rumpel- The The A Thief inand Granny Sports of Life Grounded Snow stiltskin Emperor Crane’s the Village
the Beast and The Queen and the Gift and other Wood Circle Nightingale Stories
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1.An outline mind map for planningp h o t o c o p i a b l e
© Pearson Education 2001 www.penguinreaders.com
Level
Age group
Topics
Activity types topractise
Concepts
Links with othercurriculum areas
ReaderNew language
Language for recycling
Possible topic links
Factsheet links
Links with other books
Ideas for activities
Resources needed
Penguin Young Readers
Skills to develop
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2.An outline table for planningp h o t o c o p i a b l e
Topic............................... Group............................... Course book link ........................................................
Penguin Young Readers with links to this topic are:.........................................................................................
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Concepts New language Language to Skills to develop Activity typesrecycle
Activity 1 Concepts Language focus Skills to develop Books to use
Activity 2 Concepts Language focus Skills to develop Books to use
© Pearson Education 2001 www.penguinreaders.com
continued on page 24
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An outline table for planning (continued)p h o t o c o p i a b l e
Activity 3 Concepts Language focus Skills to develop Books to use
Activity 4 Concepts Language focus Skills to develop Books to use
Activity 5 Concepts Language focus Skills to develop Books to use
Activity 6 Concepts Language focus Skills to develop Books to use
© Pearson Education 2001 www.penguinreaders.com
Fill in Part One of this form before you start work on the topic.Fill in Part Two when you have finished working on the topic.
Name ..................................................... Class .........................................................
Topic ...................................................... Date ..........................................................
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3. Pupil topic evaluation sheetp h o t o c o p i a b l e
Part One
Things I already know about this topic Things I want to know about this topic
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Part Two
Some interesting things I have learnt Activities I enjoyed
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............................................................................. Things I have learnt to do in English
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© Pearson Education 2001 www.penguinreaders.com
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p h o t o c o p i a b l e 4. Games for practising classroom instructionsp h o t o c o p i a b l e
© Pearson Education 2001 www.penguinreaders.com
Photocopy the cards below, cut them out and usethem to play the following games to help yourpupils to understand basic instructions.Adapt andextend the games by adding in your own cards.
1. Mime gameForm two teams.Ask a volunteer from one team tocome to the front of the class. Show him/her a cardwith a written instruction on it.Ask him/her tomime the instruction to the team.The team have30 seconds to guess it and get one point if theyguess it correctly.The teams take turns.
2. Card gamePhotocopy several sets of the cards.Ask pupils toget into groups of three or four. Give them thecards and ask them to deal three cards each.Theremaining cards should go face down in the middleof the table. One player puts down an instructioncard.The next player must put down thecorresponding picture card. If this player does nothave it, s/he picks up a card from the centre andthe next player takes a turn.The winner is the firstplayer to have no cards left.
Draw
Colour
Cut out
Stick
Fold
Look in thebook for
Ask otherpupils in the class
Write
Look in thedictionary
Make a list
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p h o t o c o p i a b l e 5. Making a Topic Train or a Topic Tower
© Pearson Education 2001 www.penguinreaders.com
Make a Topic Train1. Take a big piece of card.2. Cut it in half.
3. Stick the two pieces of card together.4. Stick a line of envelopes along the card.
5. Draw a train engine at the front. Make each envelope intoa carriage with wheels.
6. When you study a topic, write the name of the topic onone of the envelopes and use it to keep new words in.
Make a Topic Tower1. Take a big piece of card.2. Cut it in half.
3. Stick the two pieces of card together.4. Stick envelopes onto the card to make
a tower. Draw a door at the bottomand a roof at the top.
5. When you study a topic, write thename of the topic on one of theenvelopes and use it to keep all thenew words in.
Food
Food
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p h o t o c o p i a b l e 6.A cover for a picture dictionary
© Pearson Education 2001 www.penguinreaders.com
MY PICTURE DICTIONARYName ............................................................
Topics
................................................... Page .........
................................................... Page .........
................................................... Page .........
................................................... Page .........
................................................... Page .........
................................................... Page .........
................................................... Page .........
................................................... Page .........
................................................... Page .........
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p h o t o c o p i a b l e
1. Choose the words for your dominoes.Write one word on one side of each domino.
2. Draw pictures for each word you have written but not on the same domino.
3. Colour the pictures and cut out the dominoes.
4. Your teacher will tell you how to play.Play the game with two or three friends.
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7. Dominoes Game
© Pearson Education 2001 www.penguinreaders.com
beans
chicken
cow
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p h o t o c o p i a b l e
Fill in the survey form and then ask people in the class.Put a ✔ for YES and a ✘ for NO.
Example
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8. Class survey
© Pearson Education 2001 www.penguinreaders.com
✔✘✘✔✔
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p h o t o c o p i a b l e
3534333231302928272625242322212019181716151413121110
987654321
9. Class survey results
© Pearson Education 2001 www.penguinreaders.com
Name ..............................................
This graph shows ........................................................................
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p h o t o c o p i a b l e
START
END
10. Invent your own board game
© Pearson Education 2001 www.penguinreaders.com
Pearson Education Edinburgh Gate, HarlowEssex CM20 2JE, Englandand Associated Companies throughout the world.
© Pearson Education Ltd 2001
Designed by Wendi Watson. Illustrations by B.Dowty/G.C.I.
All rights reserved; no part of this publication may be reproduced, stored in a retrievalsystem, or transmitted in any form or by any means, electronic, mechanical, photocopying,recording, or otherwise, without the prior written permission of the Publishers.
Published by Pearson Education Limited in association with Penguin Books Ltd.,both companies being subsidiaries of Pearson plc.
ISBN 0582 47110 9
Other free resource materials available for teachers:
Penguin Young Readers Factsheets
Each Factsheet is based on one Reader and consists of:◆ a summary of the book◆ information about the story and its author/background◆ lively, photocopiable activities.
Penguin Young Readers Factsheets are free to download from ourwebsite www.penguinreaders.com
Penguin Young Readers Teacher’s Guides
Penguin Young Readers Teacher’s Guide to Using Stories in ClassISBN 0 582 34419 0
Penguin Young Readers Teacher’s Guide to Dramatizing StoriesISBN 0 582 47109 5
Penguin Young Readers Teacher’s Guide to Using TopicsISBN 0 582 47110 9
Penguin Young Readers Teacher’s Guides are free to download fromour website www.penguinreaders.com
For a full list of Readers in the Penguin Young Readers series, and copiesof the Penguin Readers catalogue, please contact your local PearsonEducation office or:Penguin Longman Publishing,Pearson Education80 Strand,London,WC2R 0RL UK
Tel: 020 7010 2810, fax: 020 7010 6681.e-mail: elinor.garraway@pearsoned-ema.com
9 780582 471108
ISBN 0-582-47110-9
Published and distributed by Pearson Education
Penguin Young Readers Teacher’s Guide to Using Topics offers teachers practicaladvice on how to use topics with Penguin Young Readers in the classroom.
Penguin Young Readers Teacher’s Guide to Using Topics includes:• how to select topics• how to integrate Penguin Young Readers into topic work • how to plan topic work• specific examples• how to evaluate topic work• use of topics at all levels and age groups
Penguin Young Readers Teacher’s Guide to Using Topics also includes the followingphotocopiable templates:
1 An outline mind map for planning2 An outline table for planning3 Pupil topic evaluation sheet4 Games for practising classroom instructions5 Making a topic train or a topic tower 6 A cover for a picture dictionary 7 Dominoes game 8 Class survey9 Class survey results
10 Invent your own board game
Penguin Young ReadersTeacher’s Guide to Using Topics
www.penguinreaders.com
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