Teacher's Notes - Scholastic UK

Teacher's Notes - Scholastic UK

Popcorn ELT Readers Teacher’s Notes TM Ice Age 3: Dawn of the Dinosaurs TM & © 2010 Twentieth Century Fox Film Corporation. All Rights Reserved. We...

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Popcorn ELT Readers

Teacher’s Notes TM

Ice Age 3: Dawn of the Dinosaurs TM & © 2010 Twentieth Century Fox Film Corporation. All Rights Reserved.

Welcome to the Popcorn ELT Readers series, a graded readers series for low-level learners of English. These free teacher’s notes will help you and your classes get the most from your Ice Age 3: Dawn of the Dinosaurs Popcorn ELT Reader. Level 3

Popcorn ELT Readers level 3 is for students who are reading confidently in English, based on a 300 headword list. Basic knowledge of the simple past tense is built upon at this level. Ice Age 3: Dawn of the Dinosaurs has a total story wordcount of 1111 words.

Ice Age: Dawn of the Dinosaurs – synopsis Mammoths Manny and Ellie are expecting their first baby. Their friend Diego, a sabre-toothed tiger, doesn’t want to settle down. He goes off to look for new adventures. Sid the sloth misses Diego and is jealous of Manny and Ellie. When he comes across three big eggs, Sid decides to look after them. They hatch into baby dinosaurs, but soon the dinosaur mother arrives and takes them away. She also takes Sid. Diego hears Sid’s shouts and goes to help. He is followed by Manny, Ellie and Ellie’s brothers, Crash and Eddie. They all follow Sid into a cave, and find themselves in a strange, warm valley full of dinosaurs. They meet Buck, a brave weasel who wants to help them. Ellie starts having her baby, so Manny and Diego stay to help her while the others continue their search for Sid. Sid, meanwhile, is having fun with his dinosaur family until he gets lost and ends up inside a volcano. Buck, Crash and Eddie manage to rescue him and they all go to meet the new baby mammoth, Peaches. At that moment, a huge dinosaur called Rudy arrives. The friends are in big trouble until the mother dinosaur hears Sid’s cries for help and saves everyone. Diego decides he’s had enough adventures and is happy to go home with his friends. For ideas on watching extracts from the DVD in class, see pages 3, 5, 6 and 12 of these notes. © Scholastic Ltd

Ice Age 3: Dawn of the Dinosaurs – the film Released: 2009 Genre: animated adventure Suitable for: all children Actors: Ray Romano (voice of Manny), John Leguizamo (voice of Sid), Denis Leary (voice of Diego), Queen Latifah (voice of Ellie) Other Ice Age films: Ice Age (2002), Ice Age: The Meltdown (2006)

Why not try the other Ice Age Popcorn ELT Readers? Ice Age (level 1) ● Ice Age: The Meltdown (level 2) ●

Popcorn ELT Readers Teacher’s Notes

Popcorn ELT Readers

Teacher’s Notes Contents Just choose the pages that you need and print! Meet … the animals from Ice Age 3: Dawn of the Dinosaurs (T)

page

3

New Words (T)

page

4

Using the story with your class (T)

pages 5–6

Chapter Quizzes (S)

pages 7–8

Real World (T)

page

Real World Project: My Dinosaur (S)

page 10

Answer Key (T)

page 11

Imagine … / Chant (T)

page 12

New Words Flashcards

pages 13–17

(T) Teacher’s notes (S) Student activities (photocopiable)

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Popcorn ELT Readers Teacher’s Notes

Meet … the animals from Ice Age 3

The ‘Meet …’ page introduces students to the main characters in the story.

This page is recorded on the CD.

1 Before looking at the book, ask (in L1) if anyone has read the Popcorn ELT Readers of Ice Age or Ice Age: The Meltdown, or seen the films. If so, ask them to tell the class briefly what happened in one or both of the stories.

water (DVD scene 2). Afterwards, discuss the answers to your questions. Then ask in L1 why Manny was bringing the water. Students tell you what they think. 3 Look at the ‘Meet …’ page with your class and ask some questions about the characters in the pictures, e.g. Who is big? Is it cold? Who is with his brother?

2 Look together at the front cover of the book. Ask Can you see a dinosaur? (Yes) Ask What are the names of the three animals in the middle of the picture? (Elicit in L1 and teach in English: mammoth, sloth and sabre-toothed tiger. Sabre is pronounced /’seiba/.) Talk about the animals’ feelings, e.g. Is he frightened ?

4 Pre-teach adventure. (This word also appears on the ‘New Words’ page.) 5

1

OR

Read the page out loud to the class or play the CD.

6 Students close their books. Play a game of Who Am I? For example, say I am slow but I’m very funny. Students say You’re Sid. Continue with information about the other characters.

Tell students (in L1) they're going to see an extract from Ice Age 3. Pre-teach the names of the animals in English. Tell them to think about the answers to these questions as they watch: What are the animals doing? How are they feeling? Why? Show the scene when Manny and his friends are running with some

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T

7 Read the ‘Before you read’ question with your class. Ask any students who haven’t seen the film to predict the answer.

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Popcorn ELT Readers Teacher’s Notes

New Words This page is recorded on the CD. The words on this page are available as flashcards (see pages 13–17 of these notes).

1 Look at the ‘New Words’ page with your class. Say All these words are in the story. Which words do you know? They should remember adventure from the ‘Meet …’ page. 2

Vocabulary Activities ● Stick the flashcards around the classroom. Say a word and students point to the correct flashcard. Alternatively, for a more energetic version of the activity, they could run to the flashcard.

Play the recording of the words and sentences on the CD. Elicit the meaning of each word in L1 or translate for the class. T 2

● Play a game of charades or pictionary, in groups or as a whole class. One student chooses a word and mimes or draws it for the rest of the group. The first student to guess correctly has the next turn.

3 The conversational language on this page is What’s the matter? When we think someone has a problem, we use this to ask what the problem is. Say it several times and ask students to repeat.

● Put the class into two teams. Two students, one from each team, stand in front of you. Hold up a picture flashcard. The first student to say the word wins a point for their team. Continue with other students and other flashcards.

4 Look at the ‘Verbs’ box. The irregular pasts of fall, fight and take occur in the story, in addition to the past forms on the syllabus. Say the new past forms several times and students repeat. Elicit simple example sentences, e.g. I took my new book to school. 5 Do some vocabulary activities to practise the new words (see suggestions opposite). © Scholastic Ltd

The ‘New Words’ page presents up to ten new words that are included in the story, but are not on the headword list. There is usually a piece of conversational language at the end.

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Popcorn ELT Readers Teacher’s Notes

Using the story with your class The story is recorded on the CD. The story can be read in a number of ways, depending on the size, age and language level of your students and the teaching time available. The following are some suggestions for ways of reading the story. You may want to combine several of these.

Before reading a section of the story you could:

Teacher-led reading

● Show students a picture from the next part of the story and ask them to guess (in L1) what is happening.

● Warm up with a vocabulary activity (see page 4). ● Discuss what has happened in the story so far.

This can work well with younger students. Read the story out loud to your class, or use the CD. If possible, allow your class to sit close together on a mat when you read the story to them. Remember to give the students plenty of time to process what they are hearing. As you read, emphasise the words which carry most meaning, and pause at the end of each sentence.

● Copy several pictures from the next part of the story. Give a set of the pictures to small groups of students. They guess the order in which the pictures will appear. ●

Children love to hear the same stories again and again, and repetition supports language learning. Reading the same story several times can be very useful.

Autonomous reading It is important that students learn to read autonomously. Decide on a period of time each week when students can practise silent reading in class – or perhaps ten minutes at the start or end of every lesson. This will encourage the habit of reading and will motivate students to continue reading in their own time. Younger students can take their readers home and read a page or chapter to their family. This will give them a strong sense of ownership of the story.

Set up a class library of graded English readers and give students the opportunity to choose their own stories from time to time. This will encourage them to be more involved in their own reading.

Group or pair reading Students take turns in reading a sentence, paragraph or page of the story to each other in small groups or pairs. Encourage them to help each other with pronunciation of new words. This can be a useful reinforcement task once students are already familiar with the story.

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Play students a short section of the film, showing an event that they are going to read about or a character that they are going to meet. For example, play the scene when the friends first see the dinosaurs and meet Buck (DVD scene 8). Ask What animals live in this valley? The small animal is Buck. What does he look like? Is he frightened of the dinosaurs? Is he going to help everyone?

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Popcorn ELT Readers Teacher’s Notes

After reading a section of the story you could:

● Ask students to make a poster about one of the characters in the story. They draw a picture and write some information, e.g. what the character looks like, where he/she lives, what he/she likes and dislikes, what he/she does in the story.

● Point to a character in a picture and ask questions, e.g. Who is this? Is he nice or horrible? What does he do? ● Give students one of the chapter quizzes on pages 7 and 8 of these notes.

● Ask students to write captions for the pictures in the story.

● Ask students to write quiz questions about the story. Give them some examples, e.g. He puts some eggs in a cave. Who is he? (Sid) Buck, Crash and Eddie find Sid. Where is he? (In a volcano) They ask and answer their questions in groups or as a whole class.

● Ask students to write a short review of the reader. Write on the board: I thought the story of Ice Age 3: Dawn of the Dinosaurs was … I liked / didn’t like reading about … My favourite character was … because …

● Predict what is going to happen next. ●

Ask students how they might complete these sentences and write their ideas on the board. They use this as a framework for writing their review. They could also give the story a score out of ten, depending on how much they enjoyed it. You might want students to have a readers folder where they keep reviews for all the readers they have read.

Play the film extract that corresponds with the section of the story they have just read. For example, play the scene when Sid looks after the baby dinosaurs (DVD scene 4). After watching, ask students to remember what Sid and the dinosaurs did. Make a list on the board of the things they say. Show the extract again to see how much they remembered.

Using film extracts in class

After finishing the story you could:

● Use short extracts (two to three minutes maximum). ● Give students something to do or think about as they watch. ● Ask them questions about the extract they have just seen. ● Allow them time to talk about what they have just seen.

● Do the activities at the back of the reader. ● Ask students to make a list of words from a particular category used in the story, e.g. action verbs or things in nature (e.g. cave, nest, valley). ●

Give students a section of the story with some key words blanked out. They write the missing words as they listen to the story on CD. Alternatively, give students the story with some incorrect words. Students listen and correct the mistakes.

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Popcorn ELT Readers Teacher’s Notes

Chapter Quizzes

(Answer key, page 11)

Chapter 1 Circle the words. 1 Ellie is going to have a new home / baby . 2 Diego is / isn’t good with babies. 3 Sid finds three eggs / baby sloths. 4 Sid takes / doesn’t take the eggs back. 5 Sid falls into a cave / volcano.

Chapter 2 Put the sentences in the correct order. a A big dinosaur walked into the valley. 1

b Sid saw some baby dinosaurs. c Manny, Ellie, Crash and Eddie went into a cave. d Diego went to help Sid. e The dinosaur took Sid.

Chapter 3 Who says this? 1 ‘What are you doing here?’

Manny ………………………………………

2 ‘They want to eat us!’

………………………………………

3 ‘Buck is here!’

………………………………………

4 ‘This is exciting!’

………………………………………

5 ‘Wait for me!’

………………………………………

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Popcorn ELT Readers Teacher’s Notes

Chapter Quizzes

(Answer key, page 11)

Chapter 4 Correct the names in these sentences. Sid 1 Diego runs away from a big, hungry dinosaur. 2 Eddie is having a baby. 3 Manny and Buck fight the small dinosaurs. 4 Buck, Crash and Eddie look for Diego. 5 Manny is in a volcano. 6 The new baby’s name is Buck.

Chapter 5 Match. 1 Rudy

a wants to go home.

2 Sid

b wants to stay in the valley.

3 The mother dinosaur

c is the biggest dinosaur in the valley.

4 Buck

d is very hungry.

5 Diego

e shouts for help.

6 Rudy

f

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runs at Rudy.

Popcorn ELT Readers Teacher’s Notes

Real World

The Real World page provides students with cross-curricular or cross-cultural information linked to the content of the reader.

This page is recorded on the CD.

1 With books closed, ask What animal is Rudy? (A dinosaur) How big was the biggest dinosaur? In L1, students guess the height and length, relative to the size of the classroom. Ask How do we know about dinosaurs? Elicit some ideas in L1.

5 Ask students the question in the red circle. Discuss as a class. Write students’ ideas on the board, giving help with the English words for the reptiles where necessary. 6 Give each student a copy of the ‘Project’ worksheet (see page 10 of these notes). Encourage them to research information about a species of dinosaur, either at home or in the school library, using books or the Internet. They complete the text about their chosen dinosaur and draw or stick a picture of it in the space provided.

2 Tell students to open their books at page 26 and look at the pictures. Compare students’ answers to your questions with the information in the book. Teach rock, skeleton and footprint by looking at the pictures. 3

T 8

Students read each section, or read and listen to the CD.

7 Display the projects around the classroom for other students to read. After this, you could tell students to keep their completed project worksheets in a ‘Real World’ section of their readers folder.

4 Look at the word box. Ask students if they know what these words mean in their language. You might like students to use a dictionary to check meaning.

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Popcorn ELT Readers Teacher’s Notes

Real World: Project

Cross-curricular content area: Science

My Dinosaur

This is a ……………………………… . It lived in ……………………………… . It was ……………………………… metres tall and ……………………………… metres long. It had ……………………………… . It liked eating ……………………………… . The last ……………………………… lived about ……………………………… years ago. © Scholastic Ltd

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Popcorn ELT Readers Teacher’s Notes

Answer Key After you read (page 28) 1 a iii 2 1 2 3 4

b v

c i

d iv

e ii 5 6 7 8

dinosaur Manny, Ellie, Crash, Eddie valley dinosaurs

Buck volcano Rudy baby

Where’s the popcorn? Tell your class that the popcorn logo is hidden in the reader. Can they find it? (Answer: page 32)

Multiple intelligence activities (pages 29–32) Chapter Quiz Answer Key

The activities on pages 29–32 are designed to cater for students’ multiple intelligences and learning styles.

Puzzle time!

(Teacher's notes, pages 7 and 8) Chapter 1 1 baby 2 isn’t 3 eggs

(pages 29–30)

1

Linguistic intelligence a cold, v b frightened, iv c strong, i

Chapter 2 a 2 b 1 c 5



d angry, ii e hungry, iii

Inter-personal intelligence Students’ own answers.

Naturalistic intelligence a b c d

fly eggs lived many years ago animals

a

Chapter 5 1 c 2 e 3 f

Spatial intelligence

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4 Diego 5 Sid

Chapter 4 1 Diego Sid 2 Eddie Ellie 3 Buck Diego

4

a mammoth b sloth c tiger

d 4 e 3

Chapter 3 1 Manny 2 Eddie 3 Buck

2

3

4 doesn’t take 5 cave

d dinosaur e possum

11

4 Diego Sid 5 Manny Sid 6 Buck Peaches 4 b 5 a 6 d

Popcorn ELT Readers Teacher’s Notes

Imagine …

Chant

Kinaesthetic intelligence

Musical intelligence

1

Tell students that they are going to act out some scenes from the story. If you have time, play the scene from the film when everyone meets baby Peaches for the first time (DVD scene 17). Tell students to notice the characters’ movements and voices so that they can act them out later

This page is recorded on the CD. 1

Say Open your books at page 32. Read the chant or play the CD. Ask students to read and listen carefully. T

9

2

Divide the class into two groups. Ask group 1 to say lines 1 and 2 of each verse, and group 2 to say lines 3 and 4. Play the CD or say the chant yourself. Students say it at the same time. Practise several times, then swap groups. T

10

2 Say Open your books at page 31. Students look at the pictures, find them in the story, and read those pages of the story again. 3 In pairs, they take turns to say a line from the story in the style of their character, e.g. a students says I want some adventures in Diego’s voice. Their partner guesses which picture the line corresponds to.

3 As a class, students invent some actions to go with the chant, e.g. gesturing long tusks for mammoth, a long skinny body or an eye patch for weasels. Students now do the actions as they say the chant.

4 Choose some students to perform their lines for the whole class.

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✁ Flashcards

adventure

I want to have an adventure.

cave

Look at this cave.

13

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Popcorn ELT Readers Teacher’s Notes

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✁ Flashcards

climb

She is climbing.

eggs

These are eggs.

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Popcorn ELT Readers Teacher’s Notes

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✁ Flashcards

escape

The man is escaping.

fight

The boys are fighting.

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Popcorn ELT Readers Teacher’s Notes

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✁ Flashcards

ice

The ice is very cold.

valley

The house is in a valley.

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Popcorn ELT Readers Teacher’s Notes

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volcano

The volcano is very hot.

'What's the matter?'

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✁ Flashcards

Popcorn ELT Readers Teacher’s Notes