Bộ giáo trình tiếng anh cho học sinh của trường Cambridge. Tài liệu trình bày phương pháp dạy và truyền đạt tiếng Anh cho học sinh từ tiểu học tới đại học. Các bạn có thể thấy phương pháp dạy của cambridge rất chú trọng vào các đối tượng học, phát huy tính sáng tạo của người học một cách tích cực nhất.
Postcards Before class understanding different weather features and landscapes Photocopy worksheet 5.2, one per pupil Option Take some postcards showing different places to class drawing and writing a In class postcard Finding out Ask pupils where they have been on holiday Ask if it was hot, rainy or windy and record answers on the board using a Venn diagram Write the names of the places the describing pictures pupils visited in the correct circle The three circles represent the weather conditions The writing information to a friend overlaps represent two conditions (hot and rainy / hot and windy / rainy and windy) Point to the centre of the diagram Tell pupils that in rainforests it can be rainy, hot and windy Postcards start Dear/Hi Postcards end From Postcards use short sentences and contracted forms Give out worksheet 5.2 to each pupil Tell them to look at the first postcard Ask Where is it? (the beach), What's the weather like? (sunny), Do you like going to the beach? (hot, sunny) Who is it from? (Peta), Who is it for? Tell the class to read the postcard and draw a circle around the weather words Then ask questions to check their understanding e.g cloudy, cold, dry, hot, rainy, snowy, sunny, windy (Sam) Tell pupils to look at the second postcard and fill in the gaps with the words in the box When they finish, ask two or three pupils to read their sentences aloud It's cold It's dry It's hot Key I'm in the mountains It's cold and snowy It's fun Tell pupils to look at the third postcard and draw a picture of a place they know Next, tell them to use the words in the box to help write a message to a friend When they finish, put It's hot and rainy It's hot and windy It's snowy It's sunny pupils in pairs and tell them to read their partner's postcard Optional activity Write I'm and I am or It's and It is on the board Ask What's the difference? (I'm and It's are shorter) Explain that we use short forms on postcards It's windy and rainy Follow up Copy another Venn diagram onto the board and write new weather categories dry or snowy, sunny, cold conditions, including places which have two or three of the conditions, e.g and cold in the mountains sunny, windy, Ask pupils to think of a place for each of the different weather It's snowy, sunny Postcards ~w _ I )m cd the bea.ch I.t)s hot Gtnd su.my I.t)s fu.n Read and complete the postcard fun ~I H-i PefGt, I.lm in the I.t's Gtnd _ _ I.tls _ Draw a place you know Write a postcard to a friend Use the weather words in the box A day out Before class CONTENT FOCUS learning about buildings and landscape features deciding where to locate buildings 5.3, one per pair of pupils, and bring a sheet of plain A4 Word box onto the board and draw a scene with a tree, river, Photocopy worksheet paper for each pair Copy the pond, hill, road and a bridge In class drawing map features COMMUNICAilllOiM Finding out Elicit or teach the names of features of a landscape by pointing to them in the What's this? (a tree), What's this? (a hi/~, Whot's this? (a river), What's this? (a bridge) etc Elicit or teach city and country by asking Where can we see lots of houses, supermarkets and roads? (in the city), Where can we see lots of trees and hills? (in the country) picture on the board Ask describing pictures suggesting COGNITION identifying evaluating creative thinking Put pupils into pairs Give out worksheet 5.3, one per pair Ask questions to encourage lower order thinking skills e.g What is the name of the place? (Nortown), Are the farm animals horses or cows? (cows), How many ducks are on the pond? (three), Where is the bus? (near the bridge) Tell pupils to imagine they are on the bus Ask What can you see? (houses, a school, a pond, a farm, a river, a road, a bridge, trees, bus stops) LEVEL AGE RANGE 6-8 Tell pupils to read the words and draw lines matching them with the objects and places in the picture TIME 45 minutes looks out of the window? Ask pupils to tell their partner three places the bus driver sees, in the order of the route LEARN ABOUT S LITlERACY labels symbols Ask questions to encourage higher order thinking skills e.g picnic?, Why? bus stop, cafe, cows, farm, flowers, hospital, house, pond, river, shops, street, supermarket, tree SENTENCE BOX let's put the bus stop here The bridge is good There are two rivers There is a hospital We like the trees pupils to tell their partners, then check a few answers with the whole class 0m Which one? Tell pupils to What can you see when you get off?, What can you hear? Ask Tell pupils to imagine that they want to stop at a bus stop Ask circle the bus stop Ask Some features of maps are: WORD BOX Tell pupils to imagine that the bus goes along the road What can the driver see when he Where is a good place for a Ask a few pupils to tell the whole class Put pupils into pairs Give each pair a sheet of blank paper Ask the picture? Is it the city or the country? What is in the next part of Tell pupils to decide which side of the picture they Where can we put a hospital / a cafe / a supermarket / cars / a park / flowers? Elicit possible locations from the class (next to a bus stop, near the farm etc) In pairs, ask pupils to draw and colour what they think is in are going to continue (the left side or the right side) Ask the next part of the picture The pictures on the worksheet can be cut out and displayed next to the pupils' pictures Round up Say Tellme somewhere you go when you have a day out Why you go there? Follow up Write There is and There are on the board Tell pupils (e.g There is a hospital, There are two roads) drawings Follow up Write these speech bubbles on the board: Ask the pairs to take turns to hold up their pictures Invite the rest of the class to tell them two things they like about them to make two sentences about their (D A day_o_u_t Match the words with the objects and places Draw lines Nortown pond jlower bridge bus stop farm Now draw the next part of the picture Reading poems CONTENT FOCUS recognising places in the environment reading and responding to a poem Before class Photocopy worksheet In class Finding out Tell pupils to imagine they are in a car going on holiday Ask What can you see? Elicit more words for places by asking Where are we now? (schoo~, Where can you play? (in parks), Where can we buy things? (in shops), Where can we see animals? (at a farm) Pre-teach additional language from the poem (traffic lights, fields and hills) by drawing them on the board Ask pupils What kind of animals you see on a farm? (sheep, horses, goats) Tell pupils to imagine that this is a holiday to visit someone in their family and ask Who you think it is? Accept a variety of answers until the pupils suggest grandmother or grandma Explain that this is sometimes shortened to gran COMMUNICATMON role playing characters in a poem (OGINlITmON predicting identifying UVIEL 5.4, one per pupil Tell pupils they are going to listen to a poem Read the poem slowly to the pupils, pausing to AGE RANGE mime actions as though travelling in a car (look left and right, stop for the traffic lights, fall 6-8 asleep, open eyes, shout TIME 30 minutes way - holiday Ask pupils to stand up and imagine they are in a car Read the poem again and tell pupils to mime actions with you Read the poem a third time and stop before saying the second of the rhyming words at the end of the lines LEARN ABOUT LITERACY Many poems include words that rhyme e.g sheep - asleep town - brown Hooray!) (holiday, stop, brown, asleep, hooray, holiday) Can pupils remember the words? Pause, then say them S Give out worksheet 5.4 to each pupil Tell pupils to look at the poem and circle the correct pictures Key la 20 3b 40 5b 6b 7b 80 Round up Draw a time line on the board and mark it with the small lines: WORD BOX farm, fields, goat, gran, hills, hooray, horse, park, school, sheep, shop, town, traffic lights Ask pupils to tell you the events in the poem and add them to the time line Key we're off leave the town pass a farm pass school pass park fall asleep pass shop stop at traffic lights 10 see Gran Mum calls Follow up Ask pupils to role playa dialogue between the members of the family in the poem Put pupils into pairs Demonstrate with two pupils; one is Mum, the other is the child Elicit sentences they can say e.g., Mum: We're here! You've slept all day! Child: There's Gran! Hooray! Pupils can repeat the same dialogue or add other family members Going to Gran's The car is packed, we're on our way We're off to Gran's on holiday We pass my school, the park, the shop At traffic lights we have to stop We travel on We leave the town Now fields are green and hills are brown We pass a farm I see some sheep, a horse, a goat I fall asleep 'We're here!' Mum calls 'You've slept all day!' I open eyes There's Gran! Hooray! Away from town we've come to stay at myoid Gran's on holiday Wes Magee < Reading -'_o_em_s b b~ [~~~ -¥ 1O'd e::::;;, =::=;, == b EEJEEEBEE b ~ - ,/ ~ a~ ,, ,?~ Going to Gran's The car LS pacRed, we're on our wa~ We're off to Gran's on holLda~ a We pass m~ school, the parR, the shop At trafflc lLghts we have to stop b We travel on We leave the town Now flelds are green and hUls are brown We pass a farm I see some sheep, a horse, a goat a~ I fall asleep 'We're here!' Mum calls 'You've slept all da~!' b I open e~es ~ There's Gran! Hoora~! Awa~ from town ~ we've come to sta~ at m~ old Gran's a on holLda~ Wes Magee ~ JMMJw~L b \ , -0, , , b ~o ", / ~ ~~ @ t:::::::::: ~ Visit the sports centre CONTENT FOCUS Before class recognising features of a poster Photocopy worksheet paper for posters, one sheet per pupil reading a list of sports facilities and equipment In class designing a poster Finding out Mime a sport and ask pupils to guess what it is Ask pupils to come to the 5.5, one per pupil Copy the Word box onto the board Bring plain front and mime another sport for the rest of the class COMMUNiCAl'iUiIOI"ii persuading pupils to visit a school sports centre COGHIT ON reasoning What can you see? (a poster) Ask more questions e.g Which activity you like best?, Which one is high?, Which activities need special shoes?, Which can you on your own? Give out worksheet 5.5 to each pupil Tell pupils to look at the worksheet and ask Ask the pupils to think about what is important when they make a poster Say There are big pictures on this poster What else is on the poster? evaluating work of others Ask them to find examples of the following: LEVEL a list (the list of activities) AGE RANGE 8-10 a heading (new / high / exciting / the bes~ (Visit Play Away!) Are these sentences true or false? Tell pupils to wave one hand if it is true and to wave both hands if it is false TIME 45 Ask adjectives The sports centre is called Play Away (True) There is only one swing in the sports centre (False) The slide is smaller than the climbing wall (True) The gym is the best in town (True) There are more children in the gym than on the climbing wall (True) You should drop your rubbish in the pool (False) It is closed on Sunday (False) minutes lEARN ABOUT LITERACY Poster features: use a heading use lists use short sentences use language to persuade include adjectives include pictures Put pupils into pairs Ask them to tell their partner the first activity they would do, the second, the third and the last Tell pupils they are going to design a poster for a new school sports centre They should think about the heading, the activities available at the sports centre, the times when the centre is open and adjectives to describe the centre Give pupils time to plan their poster in pairs Tell them to look at the list in the box and make notes Tell pupils to write sentences and draw their posters Round up In pairs, pupils take turns to recid out the information on their posters How persuasive they sound? Ask the rest of the class to give them a score out of five Follow up Create a wall display of the pupils' posters WORDBOX 0D basketball, climbing wall, gym, rubbish bin, slide, sports centre, swimming pool, swings best, exciting, high, new first, second, third, fourth, fifth, last SENTENCE BOX Climb on the high climbing wall Have fun! Play basketball Open every day Remember! Putyour rubbish in the bins Swim in the big pool The best gym in town Try the new swings and slides Visit the exciting skateboard park Visit the sports centre Look at the poster Climb on the high climbing wall The best gym in town Have fun! Play basl