truyện dân gian tiếng anh

Instructions: Play Track 23 again and have students follow the story in their books.. Play Track 35 and have students listen and follow the story in their Student’s Books.. Instructions:

Fran c is c o Lo y da

1

Tales

F r rr a n c i s c o L LL o y da

Cricket Goes to School

Mrs Thrift and the Crows

What is Good Food?

A Family is People and Pets

The Seesaw

Chester and Buster

Topsy-Turvy Doctor Shirley

How the Night Sky was Made

3 three

Reading stories is a fundamental part of children’s lives Through

literature, children are able to explore and understand the world

around them Not only does reading help them acquire phonemic

awareness, but it also expands their vocabulary and enhances their

knowledge of how language works

Exposing children to stories is one of the best ways to stimulate their

imagination, memory, language and cognitive skills, and helps to

prepare them to understand the written word Reading to a child

also creates a bond between the listener and the reader, giving both

of them a chance to discuss the story and topics related to that

story Furthermore, early reading helps preschoolers develop logical

thinking, as they have to judge characters and situations, recognize

cause and effect and identify the sequence of events in a story

The Reading Cycle

The reading cycle comprises three stages: pre-reading, while reading

and post-reading.

Pre-reading activities prepare children for reading by activating

their prior knowledge about the topic featured in the story They also

establish a reason to read the story and help review or teach new

vocabulary Through these activities, teachers help students activate

their background knowledge and provide the necessary information

to make the story clear and appealing

While reading activities help check children’s comprehension as

they read, by making them identify the characters and the main or

specifi c ideas or events in the story They provide children with the

opportunity to ask questions, revise predictions and create mental

images of the characters and events

Post-reading is the stage that gives children the chance to build up

on their knowledge of the world, as they add new concepts to the

existing ones through reading Besides this, it also provides them with

the opportunity to relate the text to their own experiences, the world

and other texts that they may have read

Involving students in activities that allow them to complete the

reading cycle serves two purposes: on the one hand, it will help their

understanding and enjoyment of the story On the other, it will help

them become familiar with the reading strategies that they will use in

the following school years

I n tro

d u cti o n

Cricket Tales is a series of three books with fun reading activities

related to each of the stories from Crickets, Richmond’s preschool

series The activities have been carefully designed to foster children’s reading comprehension skills and to help them link the characters and events to their own experiences

There are two illustrated activities per story aimed at developing

pre-reading and post-pre-reading strategies The teacher will fi nd the detailed

instructions for those activities in the Instructions pages A while

reading activity per story is also included so that the reading cycle is

complete While reading activities appear below the instructions for the pre-reading activities

Students can use the pre-reading and post-reading activity

handouts in class or take them home to start working with the

story and round up their response to it The while reading activities,

designed to have students actively involved in the reading of the story, can be used in class to clarify or consolidate information to make reading an enjoyable and satisfying experience that is shared between the teacher and the class

The Teacher’s Resource CD includes extra pre-reading, while reading and post-reading activities that you can use depending on the

needs of your students or the amount of class time available

Ask them Where is Cricket going? Show the corresponding Story

Card and point to the picture of the school to help students answer

Next, point to each picture on page 5, name it and have them repeat Then have students circle the picture of the people or things they think Cricket fi nds at school in the story Finally, invite students to check their answers as they listen to the rest of the story (Track 11)

Keep students’ work in their portfolios

While Reading

Materials: Story Cards Unit 1, Class CD Preparation: Display the Story Cards on the board.

Instructions:

Play Track 11 again and have different students go to the board

Ask them to point to the characters in the Story Cards as they speak

For example, ask a student to listen to the events in Scene 1 and have him or her point to Cricket when they hear him talk Follow the same procedure with other students and other characters in the following scenes

Have students draw themselves on their fi rst day of school, showing

how they felt (happy or sad) Encourage them to share their

drawings with the rest of the group and say how they feel now Keep students’ work in their portfolios

See more pre-reading, while reading and post-reading activities on the Teacher’s Resource CD Use them depending on the needs of your class

Show Story Card Scene 1 and point to the characters and the setting

to introduce them Say She is Mrs Thrift Mrs Thrift lives on a farm Look,

these are crows Ask students to point to the setting and characters

on page 9 and have them name them Then draw students’

attention to Story Card Scene 1 again Point to the crows and ask

students what the crows are doing Say What do the crows do?

How does Mrs Thrift feel? Encourage them to answer They eat the corn and She’s sad, respectively Then ask students what they think

happens to the crows at the end of the story Have students choose

a picture on page 9 that shows their idea and ask them to color

the frame Introduce the word scarecrow by pointing to the picture

in the Story Cards and having students repeat Finally, invite students

to check their answers as they listen to the rest of the story (Track 23)

Keep students’ work in their portfolios

While Reading

Materials: Class CD Preparation: Divide the class into teams of fi ve students Assign each

student a character from the story (Mrs Thrift, the three crows and the scarecrow)

Instructions:

Play Track 23 again and have students follow the story in their books

Play it once more and ask the different teams to act out their roles

as they listen to the story For example, ask the students playing Mrs Thrift to shake their arms or pretend they are sad when the narrator describes those scenes Have students playing the role of the crows to pretend they are eating corn, etc Encourage all the members of the team to help each other play their parts

Unit 2

n

11 eleven

them to describe their scarecrow saying He’s happy, He’s sad or He’s

angry Keep students’ work in their portfolios.

See more pre-reading, while reading and post-reading activities on the Teacher’s Resource CD Use them depending on the needs of your class

Show page 13 and point to each picture as you name and describe

it, for example, These are apples Have students repeat and point to the corresponding picture Now continue saying Apples are round

Draw a circle in the air and have students do the same Ask them

to trace the apples Next, say Apples are red Apples are green, too,

and ask students to color the apples green or red Finally, have them identify the other fruits in the picture and have them trace them Do the same with the candies Then encourage students to say which food is good for them and which is not Finally, invite students to check if their answers are similar to what the boy and the girl say in the story Play Track 35 and have students listen and follow the story in their Student’s Books Keep students’ work in their portfolios

While Reading

Materials: Class CD, Story Cards Unit 3, crayons Preparation: Display the Story Cards on the board.

Instructions:

Play Track 35 again and have students follow the story in their books

Play it once more and have students raise their hands with a green

crayon when they hear the word green Point to the fruit in the fruit bowl and say What color is the apple? What color are the peas?

Help them answer The apple is green, peas are green, as they point

to the objects Ask about the candy Ask What color is the candy? Is

candy good food? Help them answer.

Wh at is G o od Fo od ?

Have students draw their faces and hair to complete the picture

of the child Then ask them to cut out the food Encourage them

to identify the food that is good for them and paste it on the plate

Finally, have them color the picture Encourage them to say Natural

food is good for me Keep students’ work in their portfolios.

See more pre-reading, while reading and post-reading activities on the Teacher’s Resource CD Use them depending on the needs of your class

members to their pets, according to the objects and food they have

Finally, play Track 50 and have students listen and follow the story in their Student’s Books to check their answers Keep students’ work in their portfolios

word animals Point to the pets on the Story Cards and ask students

What animals are these? Are these pets part of the family? Help

them answer

Unit 4

n

19 nineteen

Color and cut Play

Finally, ask students to work in pairs and play memory game with their sets of cards Tell them that they have to fi nd two cards, one with the family member and another one with his or her pet, according to the story Keep students’ work in their portfolios.

See more pre-reading, while reading and post-reading activities on the Teacher’s Resource CD Use them depending on the needs of your class

I n st r u cti ons

The Seesaw Pre-reading

Materials: crayons, Class CD, Story Cards Unit 5 Instructions:

Point to the pictures in the Story Cards and introduce the characters

Say This is Ali She’s a girl This is her friend, Trixie She’s a dinosaur Do

the same with Ronnie and Kim Then tell students that the characters want to play in the playground Ask them to identify the objects on page 21 that they fi nd in a playground and have them color them

Next, encourage students to name the objects they have colored;

for example, ask a student to point to the slide and say slide Finally,

play Track 62 and have students listen and follow the story in their Student’s Books to check which objects are mentioned Keep students’ work in their portfolios

While Reading

Materials: Class CD, Story Cards Unit 5 Preparation: Display the Story Cards on the board.

Instructions:

Play Track 62 again and have students follow the story in their books

Ask them to point to the characters as they are mentioned Point

to the pictures on the Story Cards, too Then play the track again

and ask students to mime the actions (climbing up, sliding down) and feelings (sad, scared, happy) when they are mentioned in

the recording

n

23 twenty-three

56

6

5

I n st r u cti ons

The Seesaw Post-reading

Materials: crayons Instructions:

Encourage students to connect the numbers, following the correct sequence Then ask them to name the character that is in the

picture (Kim) Have students color Kim Ask students how she feels (happy) Finally, have them say the names of the rest of the

characters Keep students’ work in their portfolios

See more pre-reading, while reading and post-reading activities on the Teacher’s Resource CD Use them depending on the needs of your class

I n st r u cti ons

Unit 6 twenty-six

Chester and Buster Pre-reading

Materials: crayons, scissors, glue, Class CD Instructions:

Ask students Do you have a pet? Is it a dog? Is it a cat? Encourage them to answer Point to each animal and ask What animal is this?

Help them answer It’s a dog It’s a cat It’s a rabbit It’s a spider

Introduce the boy from the story: This boy has two pets Have

students choose and color two animals they think are his pets and paste them on each side of the boy Tell them to paste one inside the box Invite some students to share their work with the group

Next, invite them to check if the animals they chose are the ones that appear in the story Play Track 75 and have students listen and follow the story in their Student’s Books Finally, ask them to color the rest of the scene Keep students’ work in their portfolios

they were the characters’ legs Then say Show me Chester and Show

me Buster and have students hold up the corresponding character

Finally, play Track 75 again and point to the corresponding Story Card Encourage students to retell the story using their puppets Keep students’ work in their portfolios

See more pre-reading, while reading and post-reading activities on the Teacher’s Resource CD Use them depending on the needs of your class

twenty-eight

7

Point to each character and have students identify them

Ask Who is he (she)? and help students answer: He’s a chef She’s

a teacher He’s a fi refi ghter She’s a doctor Now point to the objects,

one by one, and ask What’s this? Help them answer It’s a spoon,

it’s a stethoscope, etc Next, point to the characters and ask Who uses a spoon? The teacher? The fi refi ghter? The doctor? The chef?

Encourage them to answer Do the same with the marker, the hose and the stethoscope Have students color the characters, cut out the belongings and paste them on the corresponding character Then

point to the doctor and say She’s Doctor Shirley Where does she

work? Help students answer In a hospital Ask What does she use?

Let them answer Next, invite students to check which objects Doctor Shirley uses in the story Play Track 85 and have students listen and follow the story in their Student’s Books Finally, ask them to color the rest of the scene Keep students’ work in their portfolios

While Reading

Materials: Class CD, Story Cards Unit 7 Preparation: Display the Story Cards on the board.

Instructions:

Play Track 85 again and have students follow the story in their books

Play Track 85 once more and point to the hose on the corresponding

Story Card and say What is she using? Help the students say It’s a

hose Say Oh, no Doctor Shirley uses a hose, she is topsy-turvy!

Who uses a hose? Help them answer A fi refi ghter uses a hose

Do the same with the remaining Story Cards

thirty

7

Materials: crayons, glue, scissors, popsicle sticks, Class CD,

Story Cards Unit 7

Preparation: Display the Story Cards on the board.

Instructions:

Have students color and cut out the pictures Help them paste a popsicle stick onto the back of each circle T hen play Track 85 and point to the corresponding Story Card Encourage students to hold

up their pictures as they are mentioned in the story Then encourage students to work in teams and retell the sequence of the story using the pictures Keep students’ work in their portfolios

See more pre-reading, while reading and post-reading activities on the Teacher’s Resource CD Use them depending on the needs of your class

thirty-two