Tài liệu Incredible english 1, 2 dvd activity book

f," f' OXFORD DVD Activity Book Introduction 2 Notes 5 Art 1 t6 Moths L t9 ScienceL 22 Geogrophy 25 Art 2 2a Moths 2 3r. Science2 34 Music 37 OXJ.ORD IJNIVERSITY PRESS Leorning through English is o key element of Incredible English,ond lessonsthroughout the courselink directly to sublectsin the brooder curriculum. The DVD provides on interoctive resourcefor teqcherswanting to explore the cross-curriculorlinks 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 perspectiveof o porticulor school subject, ond oct qs o storting point for teacherswho wish to explore it further with their clqsses.The DVD Activity Book provides photocopioble worksheetsond qctivities to clccompqnyond extend the moteriol coveredin 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 sectionsinclude: . 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 demonstrotedby the presenterswhich preporespupils for the classroomoctivity stoge when they personolizewhqt they hove leorned; . interoctive questionsto check comprehension of the materiol. The Activity Book includes: . Beforewatching the DVD octivities to introduce the topic ond octivote pupils' existing knowledge; o Watchingthe 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 suggestionsfor voriotions ond further qctivities for teocherswho wish to continue working with the topic. Leorning other subjectsthrough 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) IncredibleEnglishhos 'Leqrning through English' qs one of its six stronds ond courseprinciples (seeTB1 page 10). This strqnd is importont becquseit 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 fum pupils with different tqlents qnd interests, which in turn builds their self-confidenceqnd q 'cqn-do' attitude. Finolly, it provides q context for further exposure to longuoge qt the some time os reinforcing other curriculum oreqs. In oddition to the DVD component, the 'Leorning through English' strond is found in severol ploces within 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 cosesthe focus is os much on the content qs on the longuoge used to convey it. DVDs ore on excellent way to odd voriety, outhenticity qnd entertoinment to the longuoge clossroom, providing genuine opportunities to develop pupils' interest ond oppreciotion of subjectsqnd ideos outside the bosic English curriculum. Interoctive medio is so central to the lives of pupils thot the use of interoctive qnd multi-medio teoching moteriqls is not stronge to them. Pupils ore fomilior with the structures ond concepts of studio-bosed TV progrqmmes from their experiencein L1. The use of this formqt ollows pupils to opply the some leorning mechonisms to qbsorb longuoge ond conceptsin L2. The spoken longuage input on the DVD is corefully groded, using fomiliqr words from the Iessonbocked up by plenty of visuol informqtion ond chunked in smoll, digestible pieces.The DVD provides cleorly comprehensibleinput through which pupils will pick up or consolidqte understondino ot o subconscious,but no lesseffective,Ievel. The formqt of the DVD provides q cleqr frqmework for the stagesof leorning: o setting up the tosk; r investigotion by the studio presenters; . moving from the reol life context to q clossroombosed tqsk. The formot is bqsed on o problem-solving opprooch to leorning thot is reflectedin the stoging of eoch tosk, and reinforced in the Activity Book with cleorly groded tosks leoding to o freer production of longuoge. Eoch stoge is fully supported with visuol colour qnd movement to engqge the qttention of the youngest viewers,ond the poce ond bockground music plus the chqrqcterizotion of Mr Quiz qnd studio presenterswill stimulote the pupils' interest ond imoginotion. The 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'swatch fhis/ (live video footoge providing the bockground to the tosk); - Let's read fhis/ (instructions and demonstrotion of the tosk); - Questionfimel (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 possibleto 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. r Use the pouse button to freeze-frome. This con be used to control the poce ond omount of input; elicit responses,descriptions or predictions; check comprehension, or highlight o culturol point, such os o building or o sign. Ask pupils to moke comporisons with 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 is hoppening, or ask questionsobout the scenes. After wotching the DVD Moke the DVD on integrol part of the pupils' learning experience. r Use the interqctive questions to moke sure thot everyone hos understood the moin ideos. o Use the stoged worksheets in the Activity Book. They help pupils processond proctise the ideqs feotured in eoch section ond finolly personolizeor extend them. . If possible, use the extro octivities to extend the moteriol covered in the lesson ond give the pupils the opportunity to creote something thot could become port of o portfolio, or o meons of involving friends ond fomily in whot they have been leorning. In oddition to the teoching notes, here ore some generol procedureswhich cqn be used to mqximize the pupils' involvement. The qctivities ore divided into three sections: Beforewatching the DVD; Watching the DVD; qnd After watching the DVD. Before wotching the DVI) Stort by oppeoling to the pupils' noturol curiosity, imoginotion, personol experiencesond memory. . Set the sceneond 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 focusestheir 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, a Art 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 Reviewthe coloursagain by holding up a coloured set one at a time and elicitingthe namesof the colours. tick the picture which is exoctly the some os the picture Adom ond Sophie moke in the studio. r Ploy the lef's read this! section, where Sophie ond Adqm are moking their picture, agoin. Pause ot the end so thot the pupils con look at Sophie ond Adom's completed picture corefully. . Ask the pupils to tell you the number of the correct picture (Number 3). Ask why this is the correct picture, eliciting the key feotures, for exomple: This picture has got ... (the sun and the sea, a bridge, an opera houseand a boat). Art I Activity Sheet2 . 2 Colour the correct picture. o Point to picture 3 on Art I Activity Sheet 2. Say Can you rememberthe colours?Elicit the colours of eoch of the items from Sophie ond Adqm's picture. Ask l'fhat colour is the sun? (ltt yellow.) What colour is the bridge? (It's grey.) What colour is SydneyOpera House?(lt's white.) What colour is the sea?(lt's blue.) What colour is the boat? (It's yellow ond green.) Option lf the pupils can't rememberthe colours,play the end of the let3 reod this!sectionagain to remind them. Pausethe DVD at the point where Sophieand Adam's picturc is shown. Point to eachfeatureand elicit the colours. o Now tell the pupils to colour picture 3 the same colours os in Sophie ond Adom's picture. . When they hove finished, osk one or two pupils ot rondom to describe their pictures while the rest of the closs listen ond point to the things in their own pictures. Art L Activity Sheet3 . 1.Colour the key. 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 r Review colours ogoin, this time soying o colour ond osking o pupil ot rondom to find ond soy or point to something in the room which is that colour. Option lf you like, ask a pupil to be teacherand say a colour for another pupil to find in the classroom. . Now tell the pupils they ore going to moke q different picture. . Give o copy of Art L Activity Sheet 3 p18 to each pupil. o Ask the pupils to look ot the key ot the top of the sheet. Exploin thot they hove to colour eoch shope occording to the colour word below it. Either osk the pupils to reod and colour the key or give them more guidonce by eliciting eoch coloul one ot o time, ond then ollowing them time to colour eoch shope. Art 1 Activity Sheet3 . 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 number52 (Red.)Repeotfor 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 colouris 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 descriptionsot 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). Chooseyour 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.Yellowboat. Blackskl. 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 of their fomily. o Choose o pupil ot rondom to stond up ond show his/ her photos to the rest of the closs. Encouroge them to introduce eoch fomily member: My mum, my sister,my brother, 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 seea family on the DVD. This is the family.lt's Molly's fomily. Identify Molly for the closs. . Ask the pupils to cut out the eight cords in prepqrotion 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 Todaywe're going to do some maths. We'regoing to make a graph. o Plqy the lVhaft in the box? section of the DVD. Then pouse ond exploin that the pupils should wotch the DVD ond whenever they seeo member of Molly's fomily, 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 cords oppropriotely. Moths L Activity Sheet I o 2 Wotch ond order. r Now tell the pupils thot they ore going to wotch the DVD ogoin ond this time put their photo cards in the order that they see eoch fomily member. . Ploy the lef3 watch this! section showing Molly's fomily oll the woy through ogoin without stopping qnd encouroge the pupils to place the picture cqrds in order from left to right on the desk in front of them. . To check the tosk, ploy the Let's watch fhis/ section ogoin ond freeze-frame each fomily membel giving the pupils time to Iook ot the order of their cords qnd re-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 the pupils 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 ond eliciting the family member. @rl Option PlayBingo. Askthe pupilsto choosetour of the eight picturesand lay them face up on the deskin front of them. Explainthat you will sayfamilymembersat randomand that if they hearthe word that corresponds to one of their pictures,they should turn it over.When they haveturned over all their cards,they shouldshout EingolUsea set of cardsto remindyou which familywordsyou havealready saidand to checkthat all the words havebeensaidwhen a pupil callsErngol Moths 1 Activity Sheet 2 . 1 Colour Mollyt fomily's hoir. . Give eoch pupil o copy of Moths I Activity Sheet2 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 ... (brotherI cousinI 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 sentencestwice, pousing to ollow the pupils time to colour the hoir on their octivity sheet: Grandpa'sgot blonde hair. Grandmq'sgot black hair. Dad's got black hair too. Mum's got blondehair. Aunl lane's got red hair. MoIIy and her brothershave aII got brown hair. Cousinlacob's got brown hair too. . Check the tqsk by pointing to eoch fomily member in the fomily tree qnd asking What colouris hislherhair? Elicit the correct hqir colour for eqch person (brown/blonde/red etc). Moths I Activity Sheet 2 . 2Troce the fomily words. . Reviewthe nomes of the fomily members by osking, for exomple: Who'sgot black hair? and eliciting Grandmaand 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. Bww, . Encourogethe pupils to reqd the lqbels olong the horizontql oxis ond colour the keys occordingly. They should then colour the brown hqir blocks brown, the red hqir block red or oronge, the block hoir blocks blqck qnd the blonde hoir blocks yellow. Moths L Activity Sheet 2 c 4Write the numbers. . When the pupils hqve finished colouring, osk How many peoplein MoIIy's family have brown hair? Encourogethe pupils to count the brown blocks with you: One, two, three,four.TelI the pupils to write the number 4 in the box next to the brown hoir lobel on the right of the sheet. . Repeotfor 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 the students,then encourogethe pupils to odd ony others, for exomple, white,grey. . Tell the pupils to think of four people in their fomily. Ask them to choosemembers of their fomily who look quite different from one qnother, if possible,i.e. fomily members with different colour hqir. Don't forget to osk whether onyone hos on unusuol colour of hoir in their fomily! r Then qsk them to drqw the fqcesof these four people in the four spqcesot the top of Activity Sheet3 p21. Remind them to colour the hoir of eoch fomily member. Option 1 you can tell the pupilsto draw friendsinstead lf necessary, of or as well as familymembersand askthem to write their friends'namesunderneatheachoicture. Option 2 Beforethe class,you could askthe pupilsto bring in small photosof four peoplein their family.They can then stick thesephotosin the spacesat the top of Maths1 Activity Sheet3 insteadof drawingtheirfamily members. . When the pupils hove finished drowing, qsk them to lobel their drowings by choosing the oppropriote family word from the box ond writing it underneoth their picture. Moths 1 Activity Sheet 3 . 2 Make o block groph. . When the pupils have finished drowing ond Iobelling their 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 representeoch person with brown hoir in the bqr groph below. Then tell them to complete the lqbel occordingly, e.g.by writing brown under the first column. . Repeqtfor qll other possibilitiesof hqir colour, e.g. blqck, blonde, red, grey or white, etc. Lorge woll block groph . For q more creqtive octivity, osk eoch pupil to decorqteo poper plote to look like themselves.Ask them to colour their hoir (or stick coloured wool onto the plote) to representtheir hqir colour. . With lorge sheetsof poper or cord, moke two oxes on the wqll. The verticql qxis should show the number of pupils in the closs. (Eochnumber should be the depth of o poper plqte oport.) The horizontol oxis should show qll the possibilitiesof hoir colour in the clqss. . When the pupils hqve finished their poper plote foces, osk them to come qnd stick their fqcesin the correct port of the groph on the wqll, occording to their hoir colour. Eqch foce should representq block on the groph. . When the groph is finished, osk the pupils to count with you the number of pupils in the closswith block, brown, blonde, and red hoiq, etc. Green hoir! o Provide q further link to qnother qreo of the curriculum by incorporoting o science-bqsedoctivity. 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 cressseedsin soil in their pot. . Put the pots on the window sill or in o light position ond woter them qs necessqry. r As the cressstorts to groq the pot foces will oppeqr to grow green hoir. Science L Activity Sheet I . Reviewfood vocqbulory with the pupils by playing o vocobulory gome with food flqshcqrds(e.9. Kim'sgame or Pelmanism)or by bringing reql items of food (or food pocketsond contoiners) to the clqss.Mqke sure thot some of these floshcqrdsor 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. Encourogethem to tell you, in LL if necessqrythot they are qll mqde from milk. . Next give eoch pupil a copy of Science1 Activity Sheet L p22. Ask them whqt they con see qnd elicit cows, cheeseqnd 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 Todaywe'regoing to do some science.We'regoing to find out about cheese. . Plqy the What's in the box? section of the DVD. Then pouse ond exploin thot the pupils should wotch the next pqrt of the DVD ond hold up o photo card whenever they see the some octivity in the live footoge. . Ploy the Let's watch fhisl section of the live footoge of cheesemoking oll the way through, encouroging the pupils 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 the DVD ogoin qnd this time they hqve to look corefully qt the order of the octivities. . Give eoch pupil o copy of Science1 Activity Sheet2 p23. Point to the cow in the top Ieft hqnd corner qnd say What's this? (A cow.) Then point to the pencil line exomple ond where it leods. SayLook! First the cowseat grcss. Tell the pupils to continue the pencil path os they wotch the DVD. . Plqy the Let'swatch fhis/ section ogoin. This time, if you like, pouse ot eoch key point to give the pupils time to drow the next port of the path i.e. pouse os the cows ore going into the cowshed, os the cows ore being milked, os the milk is being stirred, os the cheeseis being mode qnd stop the film ot the end result: the cheese. . Check the tqsk by holding up o sheet ond tracing the correct 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 Science1 Activity Sheet2, which the pupils hove olreody completed. Say Ihis is the path from ... (cow)to ... (cheese).Cheeseis made from ... (milk). MiIk comesfrom... (cows).Then hold up o copy of Science 1 Activity Sheet 3 p24. Say Now we are going to look at the path ftom sheepto jumper. Point ot the sheep ond the iumper to illustrote whot you meqn. Soy A jumper is made from wool Wool comesfrom sheep. . Explqin thqt the pupils hove to follow the poth through the maze using o pencil. As they drow the poth, they will discoverthe wool-mqking process. o Monitor ond help the pupils if necessory. . When the pupils hqve finished, exploin thot they ore going to qct out the wool-moking process.Ask them to stond up. Soy eoch wool-moking octivity cleorly os you do the octions below Encourogethe pupils to join in with the qctions. Here'sthe sheep. (Encourogethe pupils to moke noiseslike o sheep.Use gestureto show o big woolly shope in front of you.) @a Firstcut 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'sa 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 Lookat the maze (point to the moze) and number the picturesin 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. Processposters . Thepupilscanleornoboutfurtherprocesses involving food products, including those involving onimols, ond drow a flow chort showing the processon o poster to moke o classroom disploy. . Check the processusing 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 pupils with floshcords or postcords of ploces in your town or city. Include the following ploces,which the pupils will need to know for Activity Sheet 1: house,park, cinemo, bus stop, shop, school. . Proctise the vocobulory by ploying o mime gome. Say Whereom P Mime being ot one of the ploces, for exomple, wotching o film ot the cinemo, woiting ot o bus stop, sleeping in bed ot home, swinging on a swing in the pork, writing at school, buying something in o shop etc. . If you like, ask o pupil to come to the front qnd be teochel choosing o ploce and miming on octivity in thot ploce for the rest of the closs to guess. o Next give eoch pupil o copy of Geogrophy Activity Sheet I p25. Point to eoch ploce in the photographs in order ond elicit the nome. Ask the pupils to cut out the 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. Then pouse. . Explain that the pupils should wotch the DVD ond place the cords in the order thqt the places oppeor (either from left to right or from top to bottom on their desk). . Ploy the Let'swatch fhis/ section up until the end of the footage obout Anno's town oll the woy through without stopping, encouroging the pupils to order their photo cords. . To check the tosk, ploy the DVD ond freeze frqme eoch 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 the pupils 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 eliciting the ploce. Option Playa further game for more practice.Tell the pupilsyou are going to describea journey around town and that they fq haveto listenand placefour of the picturesin the order theyarementioned. Describe a shortjourney,using gestureandactionsto showmeaninge.g.SayEvery Saturday I jog in the park.ThenI go to the busstopto catcha businto town.ThenI go to the shopto buy some milk.ThenI go hometo havebreakfast. Checkthe activity by askingpupilsat randomto tellyou the nameof the placesyou mentionedin the correctorder,holdingup the photo cardsasthey do so. 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 ocrossto number 2. Say Anne's houseis 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 schoolI 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. Find the ploce r As o follow up octivity to Activity Sheet 3, orgonize the closs into poirs. Ask them to choose one of their mops to look ot. The first pupil thinks of o place on the mop ond soys the corresponding coordinote, e.g. D2! Their portner looks at the mop, follows the coordinotes ond nomes the ploce. They then chonge roles. After 5 minutes, tell the pupils to use the other mop to ploy the some gome. Find the treqsure . Moke two copies of the grid on Geogrophy Activity Sheet 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 4 landmorks in eoch one, e.g. o polm tree, o volcono, o crocodile loke ond o cove. Briefly revise or broinstorm other londmorks thot the pupils moy wont to odd to their maps. Write them on the boord to help the pupils lobel them. Let the pupils use their imoginotions, but set o limit on the number of options. . Then tell them to drow o treosure chest in onother squore, moking sure to keep it o secret. o Orgonize the closs into pairs. Tell one pupil in eoch pair to put their mop owoy for o moment ond give them o cleon grid. . Then exploin thot the pupil with the cleon grid should try to find their portner's treosure by guessing coordinotes. The guessing pupil soys, for exomple, B4l If the pupil with the treosure mop hos o Iondmork in this squcre, they tell their partner the nome, for exomple, The volcano! ond their portner drows it in the correct ploce on their cleon grid. As soon os the pupil guessing finds the treasure, they swop roles. This time the other pupil uses their own treosure mop ond their portner has o cleon grid. Option To control the time spent on this activity,and to add an elementof challenge,you could limit the pupilsto a maximum of 10 guesses. Tell pupilsto mark a crossin each squarethat their partner guesses,to avoid repetition and help them keeptrack of the number of guesses.lf a pupil does not guessthe co-ordinatesof the treasurein 10 guesses,the game is over and the rolesare reversed. 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. lqEr o Point to the pondo. AskWhat colouris if? (Block ond white.) Art 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 clossond stond focing their teom with their bock to the boord. Stick on onimol floshcqrd above the two pupils' heods where they con't seeit, but the teams con. Encourogethe teoms to mime the onimol for their teqm member to guess.The first of the two pupils ot the front to guesswins 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 Todaywe're going to do some art. We'regoing 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. Encourogethe 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 freezefrome eqch onimql ogqin to check the tosk. o Rewind the DVD ond ploy the descriptionsof 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.) l4zhatcan parrots do? (FIy!) Flop your orms ond ask What has a parrot got? (Wings.) o Point to the penguin qnd oskWhat colouris 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 legsand a long neck. Bw Art 2 Activity Sheet 2 r 1 Motch. o Now give eoch pupil o copy of Art 2 Activity Sheet2 p29. Point to the onimols in the centre of the sheet qnd elicit their nomes: giraffe,porrot, panda, penguin. . Explqin thot the pupils hove to motch the four pictures of parts of qnimols' bodies with the onimol thot eoch belongs to by drowing a pencil line. . If you like, do the first one os on exomple. Point to the feet in Picture L ond soy Who'sgot feet like these? Elicit thqt they ore the penguin's feet. Show the pupils thot they hove to drqw o pencil line from Picture 1 to the 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'sgot a neck like this? (A giroffe.) Who'sgot ears like this? (A pondo.) Who's got wings like this? (A parrot.) Art 2 Activity Sheet 2. 2 Colour the onimols. o Now point to eqch qnimql on Art 2 Activlty Sheet 2 one by one ond qsk the pupils to remember whot colour they ore. . Tell the pupils to tqke out their pencil croyons or coloured pens ond colour eoch onimol. Option When the pupilshavefinishedcolouring,play the descriptions of the animalsagain,so the pupilscan comparethe film footagewith their colouredpictures. Art 2 Activity Sheet3 . 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 elicit their nqmes. Encourogepupils to remember the colours of the qnimols in the DVD. If necessory,ploy the tet's watch this! section ogoin ond focus on the colours. . Encourogethe pupils to colour the onimqls on the worksheet,using the colours from the DVD. . Focuspupils' ottention on the four onimqls on the worksheet. Ask, for exomple, What's this? (o' giroffe) What's the giraffegot? (a long neck, four legs, etc.). Repeotfor 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 by cutting 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, moking sure they cut the right lines ond helping them to stople them so thot the pictures line up. . When 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'sgot tvvowingsand a black and white body. It's got two big feet. What is if? (A penguin). Then describea combinotion onimol. Soy It's got a long neck. lt's got two black wings. It's got black Iegsand 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,encourogethe pupils to play with the pictures in poirs, to creote qnimqls with funnv combinations of feotures. Option Pupilswork in pairs.One pupil makesan animal combination,but doesn't show it to their partner.The first pupil describes their animal,sayinge.g. lt's got wings,it's got four legs,its head is blackand white.The other pupil listensand triesto makethe sameanimalcombination. They then comparetheir booksto check.Then they can swap rolesand startagain. 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 guesswhich 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 guessedcorrectly, stick these qnimqls in the correct port of the mop, too. Whose feet? . Focusogoin 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 seethe 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 toy floshcordsor q collection of reql toys. If you like, osk the pupils to eoch bring in o fqvourite toy in time for the lesson. Mqke sure you review: skateboard,horse, doll, train, car, plane, football, frisbee. . Give eoch pupil q copy of Moths 2 Activity Sheet 1 p31. Point to the pupils down the left hond side ond remind the pupils who they qre from the lost Mqths DVD section,Moths L. Point to the labelled picture of Molly ond soy Who'sfhis?(Molly). Point to Nick ond Tom qnd say:.Who'sfhis?(Molly's brother Nick / Tom). Point to Kit ond osk the pupils to guesswho he is. Tell them 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 Todaywe'regoing to do some maths. We'regoing to Ieam about Venndiagrams. r PIoy the What'sin the box?section,then pouse. Exploin thot the pupils should wotch the film obout Molly's family and motch eoch of the fomily members with the toys thot belong to them, by drowing o pencil line between o picture on the left ond o picture on the right. r Ploy the Let's watch this/ section obout Molly's family oll the woy through without stopping, encouroging the pupils to motch the fomily members with their toys. . Check the tosk by pointing to eoch child in turn qnd eliciting which toys they hove got. Point to Molly ond soy What's Molly got? (A horse ond o doll.) What's Molly's brother, Nick got? (A skoteboord.) What's MoIIy's Iittle brother, Tomgot? (A troin, o cor qnd o plone.) What's cousin Kit got? (A speciol / new toy.) Option Beforewatching the DVD you can askthe pupilsto guess which toy (or group of toys) belongsto eachof the family members.They can then watch the Let'swatch this! section about Molly'sfamily and checkto seeif they were right. . Then tell the pupils thot you ore going to ploy the lqst section of the DVD. Ask them to wotch ond remember the toys they see.Then ploy the lef3 read this! section where Sophie ond Adom moke the Venn diogrom. . Ask Which toys did you seeZond elicit the toys. Encourogethe pupils to nqme qs mqny toys os possible,olthough not oll the toys ore identified, so they moy need help. Answers: skoteboord,doll, horse,frisbee,footboll, cuddly leopord,co4,plone,troin, Kit'stoy !@Ir Moths 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,Vhatelse 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 Doesthe 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, becouseit hqs wheels, but no legs. Encouragethe 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. Venn diogroms with real obiects . Divide the closs into smoll groups. Give eoch group two long pieces of string to moke the circles of q Venn diogrom in the sqme way thot Sophie ond Adom used rope in the Moths 2 Let's watch this/ section. r Then give eoch group o different set of objects to moke a Venn diogrom with. Exploin thot they con moke the diogrom ony wcly they like. Give them o set omount of time ond then osk oll the groups to chonge tqble ond use the next set of obiects to moke o new Venn diogrom. . Monitor os the pupils moke their diogroms and encourqge them to use simple words to tell you whot eoch port of their diogrom represents. r Some ideos for objectsyou could use ore as follows: Coloured shopes These could be plostic or wooden shopesfor pupils, or shopescut from coloured poper or cqrd. The pupils con then group, for exomple, squqre shapes in the left circle, green shopes in the right ond green squaresin the centre. Plostic qnimols Thesecould be form onimqls or wild qnimqls. The pupils cqn group, for exomple, brown qnimqls on the left, animols with four legs on the right ond brown qnimols with four legs in the centre. Answerc: The toys with legsore: doll ond teddy. The toys with wheelsore: cor ond plone. The toy with wheelsond legsis 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 Porrotshove wings.Corshove wheels.Ploneshove wings ond wheels. 2 The toy cookerhos o door.The toy boot hos windows. The toy househos both o door ond windows. 3 An ont has 5 legs.A penguin hos 2 wings.A lodybird hos 6 legsond 2 wings. 4 The dinosauron the left hos o long neck.The dinosouron the right hos o long toil. The dinosourin the centrehos o long neckond o long toi-. Bq 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 of the DVD ore pocked lunch items, bring o Iunch box ond put either reql food items or flqshcords of pocked lunch foods inside. Include the following items, which the pupils will need to know for the first Activity Sheet: bcncna, apple, bread, chocolate,tomato, cheese, crispsond carrof. . Sqy Look! Here'smy packed lunch! Can you guesswhat's inside?Encourogethe pupils to guess.When they guess on item correctly, open the lunchbox, toke out the 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 ot rqndom which of the items they have in their own pocked lunch. Option Askone pupil to come to the front and secretlyput one food item or food flashcardin the lunchbox.Then encouragethe rest of the classto guesswhat it is. Say What'sin the lunch box? . Next give eoch pupil q copy of Science2 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 Todaywe'regoing to do somescience.We'regoing 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 seeone 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 Science2 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 Breadis made from wheat. TelI the pupils to motch the rest of the foods on the left with the food sourceson 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: Wheredo milk, butter and cheesecome ftom? (A cow.) Wheredo apples/tomatoescome from? (Apple treesI tomato plants.) What are crispsmade 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 . 2 Drow where the foods come from. . When they hove finished, qsk them to think where eoch food (or port of thot food) comes from. For exomple, if they hove drown ond lqbelled o sqndwich or breod, they should drqw some wheot in the spoce next to it, if they hove drqwn o milk product, they could drqw q milk churn or q cow in the spocenext to it, if they hove chosen some fruit or o vegetoble,they should drow q plont or tree next to it, etc. Tolk through the example on the poge. Soy Breadis made ftom wheat and.strawberryjam is made from strawbenies. Watch my mouth . Put o selectionof food flashcordson the boqrd. Mouth one of the food words without soying the word out loud. Encourqgethe pupils to wotch your mouth corefully ond guesswhich food word you ore soying. When o pupil has guessedcorrectly, repeqt using o different food word. . If you like, osk qnother pupil to come to the front of the clqss to be teqcher. Fontostic sondwiches . Moke a simple worksheetby drowing o slice of bread (or the top of o breod roll) ot the top of o poge ond o slice of breod (or the bottom of the breqd roll) ot the bottom of the poge. Ask the pupils to invent q delicious sondwich with lots of different things inside it which they like to eot. Tell them to drqw the foods between the slicesof breod/inside the breod roll. They con olso lqbel the foods they hqve drqwn. . When they hove finished, mqke o disploy on the clossroomwqll or give o smoll prize (e.9.o bolloon) for the most unusuol or most delicious-sounding sondwich. Science 2 Activity Sheet 3 . I Drow ond write four foods in your lunchbox. r Show some of the food floshcqrdsogoin ond recap the words by osking the pupils to tell you qll the packed lunch foods they con think of. Stick the flashcordson 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 Science2 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 spqcesin the centre of the picture of the lunchbox. You con olso osk the pupils to lobel them with the words. T@E Option Playa mime game. Mime playingone of the instruments from the DVD without sayingits name.Encourage the pupilsto tell you which instrumentyou are playing.lf you like,askone of the pupilsto come to the front and mime an instrumentfor the restof the classto guess. Music Activity Sheet I . Bring some floshcordsor 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 flashcordsin q box qnd sit the pupils in o circle. Ploy some clqssicolmusic 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 describedobove. r Next give out copiesof 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 Todaywe're going to leam about music. We'regoing to leam the names and soundsof 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 worksheetwhich 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 seeor 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. BUE . Give out copiesof Music Activity Sheet2 p38. Show the pupils how to loin the dots to drow the outlines of eoch instrument. r When they have finished, point to eqch instrument in turn and soy What is if? Elicit the nomes of the six instruments. . Then drqw the pupils's ottention to the silhouettesof people ploying musicol instruments down the right hond side of the octivity sheet. Point to the motching line from the guitar to the silhouette of someone ploying the guitor. Point to the flute ond qsk Which silhouette showssomeoneplaying the flute? (Number 4.) o Ask the pupils to mqtch eqch instrument with the correspondingsilhouette. . Check the octivity by soying, for exomple: Which silhouette showssomeoneplaying the trumpet I violin I saxophoneI 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 Sheet3 p39. Ask them to look ot the picture ond soy Look!An orchestra. e Point to the empty spqces in the picture ond soy lookl Someof the instrumentsare missing.What are they? Encourogethe pupils to tell you which instrument they think eoch person should be ploying occording to the position of their honds ond mouth, for exomple. Encourogethem to refer to the drowings of the missing instruments ot the top of the Activity Sheet. o Then qsk the pupils to write the number of eoch instrument ot the top of the sheet in the correct box in the picture below. Music Activity sheet 3 . 2 Drow the instuments in the orchestrq . Finolly, qsk the pupils to drqw the missing instruments in the picture to complete the orchestrq. . Encourogethe pupils to trqce over the clorinet os on exomple. Extro Activities Which instrument? r Find some examples of clossicolmusic where one porticulor instrument is cleorly heord. PIoy the music ond osk the pupils to nome the instrument. . You could qlso find exomples of donce music from different ports of the world qnd let the pupils find out which kinds of instruments qre commonly used to ploy it. For example, Scottishmusic with bogpipes, Cqribbeon music with steel drums, Spqnish Flomenco with the guitor, etc. DVD conten 11.ihort 'rlllt.ll:,, Moking instruments . There ore lots of woys to moke simple musicol instruments in the classroom,for exomple, guitors from motchboxes or shoe boxes with elostic bqnds qround them; shokers mode from plostic contoiners with dry rice inside; drums mode by stretching polythene over q round contoiner, etc. Ask the pupils to bring old contoiners ond boxes from home, make instruments qnd form on orchestro! :11':' The DVD is divided into eight sections:Art 1 ond 2, Moths I ond 2, Science7 and 2, Geography, ond Music. The toble below shows how these sectionsconnect with the topic qreos of levels 1 and 2 of the course,qnd qives o brief summory of contents: Section Content Art 1 .2 Contents Footogeof Sydney Tosk Topic oreo link Completing a colloge pic-tureof Sydney Colours ond shopes (Level1, Unit 1) Colours (Level1) Floshcards Mqths 1 Footqgeof fomily Moking o block groph garden porty, focusing on hoir colour. Fomily, ond Descriptionsof people (Level1, Units 2 and 5) Colours (Level1) Science1 A report on on orgonic form Finding out how cheeseis mqde Food (Level 2, Unit 6) Food ond drink (Level1) Geography A report on a locql town Motching ploces with grid references Using grid references (Level 2, Unit 9) Town (Level1) Art 2 Footqgeof wild onimols Colouring qnimqls ond moking o flip book Wild qnimqls (Level2, Unit 4) Wild qnimols (Level 2) Ports of qn animol (Level 2) Mqths 2 Footogeof fomily Moking Venn gorden porfy, focusing diogroms on children's toys Toys (Level2, Unit 3) Toys (Level1 and 2) Science2 A report on on orgonic form (continued) Finding out where the food in o pocked lunch comes from Food (Level2, Unit 6) Food ond drink (Level 1) Music A report on o music school Recognising instruments Musicol instruments (Level2, Unit 7) Music (Level 2) @E . Activity Sheet 1 rt t Listen and colour. 2 Wotch and show. v Cut ---X q q,s! 4 g g r' rE-7 Bq @oxford university press I Incredible English 1 Activity Sheet 2 L Watc h qnd tick the correct picture v w r ilo T 9F6o 0 0 tr\\ 4 ^--^ 3o T & ffi#J*nr , \, * 2 Colour the correct picture. @ Oxford University Press I Incredible English 1 @@ Activity Sheet L 1 Wotch ond show. 2 Watch ond order. Grondpo Molly Aunt fone Mum Grondmo L ---- - - - - - - Nick Iocob J---------- Cut ---X ----________L O Oxford University Press I Incredible English I I?T ffi@