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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


◆ 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


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





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



14

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.



◆ 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


15

A more detailed look at Three Topics:Topic 3: Magic (9-11 years)





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


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


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Time

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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


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Toys

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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

LEVEL 1 LEVEL 2

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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

LEVEL 4

Animals

Body

Buildings

Celebrations

Clothes

Colours

The Country

Family

Film/Media and TV

Food

Friendships

Health

Hobbies

Holidays

My House

Jobs

Magic

Monsters

Music

Numbers

School

Senses

Shapes

Size

Sports

Time

My Town

Toys

Travel

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Family

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Friendships

Health

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Jobs

Magic

Monsters

Music

Numbers

School

Senses

Size

Space

Sports

Time

My Town

Toys

Travel


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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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Buildings

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Family

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Food

Friendships

Health

Hobbies

Holidays

Homes

Jobs

Magic

Monsters

Music

Numbers

School

Senses

Size

Space

Sports

Time

My Town

Toys

Travel

Weather and Seasons


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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


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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continued on page 24

24

An outline table for planning (continued)p h o t o c o p i a b l e






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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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


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


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


MY PICTURE DICTIONARYName ............................................................

Topics

................................................... Page .........

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29

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.

29

7. Dominoes Game


beans

chicken

cow

30


Fill in the survey form and then ask people in the class.Put a ✔ for YES and a ✘ for NO.

Example

30

8. Class survey


✔✘✘✔✔

31


3534333231302928272625242322212019181716151413121110

987654321

9. Class survey results


Name ..............................................

This graph shows ........................................................................

32


START

END

10. Invent your own board game


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: [email protected]

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


nicole taylor - longman english reading website · nicole taylor. stories children ... using...

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