truyện dân gian tiếng anh

L oy o c s i c Fran Prelims CrTL1.indd da s e l a T 8/27/14 11:49 AM Prelims CrTL1.indd Cricket Goes to School Mrs Thrift and the Crows What is Good Food? 13 A Family is People and Pets 17 The Seesaw 21 Chester and Buster 25 Topsy-Turvy Doctor Shirley 29 How the Night Sky was Made 33 8/27/14 11:49 AM ro t In n o i t c du 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 specific 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 three CR1TL_final.indd 3 8/27/14 11:46 AM o n i t c u d o Intr Cricket Tales 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 prereading and post-reading strategies The teacher will find 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 four CR1TL_final.indd Unit 8/27/14 11:46 AM it Un Cricrekaeditn Goes to P re - g ol Circle Sc ho five CR1TL_final.indd 5 8/27/14 11:46 AM tions c u r t Ins Cricket Goes to School Pre-reading Materials: crayons, Class CD, Story Cards Unit Instructions: Ask students to identify Cricket and have them color him Then draw their attention to the first scene of the story in their Student’s Books 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 finds 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 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 six CR1TL_final.indd Unit 8/27/14 11:46 AM it Un Post ng Sc ho ol Draw Cric-kreeadti Goes to seven CR1TL_final.indd 7 8/27/14 11:46 AM tions c u r t Ins Cricket Goes to School Post-reading Materials: crayons Instructions: Have students draw themselves on their first 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 eight CR1TL_final.indd Unit 8/27/14 11:46 AM it Un Mrsre.aTdihn rift and P re - the Cr ow Point and say Color g s nine CR1TL_final.indd 9 8/27/14 11:46 AM tions c u r t Ins Mrs Thrift and the Crows Pre-reading Materials: crayons, Class CD, Story Cards Unit Instructions: Show Story Card Scene 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 and have them name them Then draw students’ attention to Story Card Scene again Point to the crows and ask students what the crows are doing Say What 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 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 five 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 10 ten CR1TL_final.indd 10 Unit 8/27/14 11:46 AM tions c u r t Ins The Seesaw Pre-reading Materials: crayons, Class CD, Story Cards Unit 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 find 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 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 22 twenty-two CR1TL_final.indd 22 Unit 8/27/14 11:46 AM it Un Thet-rSeaediesaw Pos ng Connect and say Color 5 twenty-three 23 CR1TL_final.indd 23 8/27/14 11:46 AM tions c u r t Ins 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 24 twenty-four CR1TL_final.indd 24 Unit 8/27/14 11:46 AM it Un Cut and color Cheresatdeinr and Bu g P re s te r twenty-five 25 CR1TL_final.indd 25 8/27/14 11:46 AM tions c u r t Ins 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 While Reading Materials: Class CD, Story Cards Unit Preparation: Display the Story Cards on the board Instructions: Play Track 75 again and have students follow the story in their books Play Track 75 once more and ask different students to go to the board and point to the pets as they hear their names Then encourage the rest of the group to mime the actions as they hear them: sit, roll, nod, spin, etc Finally, point to the dog on the Story Cards and ask What does the dog do? Help students say It sits It rolls It nods, etc Do the same with the image of the spider 26 twenty-six CR1TL_final.indd 26 Unit 8/27/14 11:46 AM it Un Che-rsetaedir and Bu ng Post s te r Color and cut Say twenty-seven 27 CR1TL_final.indd 27 8/27/14 11:46 AM tions c u r t Ins Chester and Buster Post-reading Materials: crayons, glue, scissors, Class CD, Story Cards Unit Preparation: Display the Story Cards on the board Instructions: Have students color and cut out the pictures Help them cut out the inner circles Tell them how to put their fingers through the holes, as if 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 28 twenty-eight CR1TL_final.indd 28 Unit 8/27/14 11:46 AM it Un y-Turvy D Tosp o readin P re - cto r S rle hi Say and cut Paste g y twenty-nine 29 CR1TL_final.indd 29 8/27/14 11:46 AM tions c u r t Ins Topsy-Turvy Doctor Shirley Pre-reading Materials: crayons, scissors, glue, Class CD Instructions: 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 firefighter 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 firefighter? 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 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 firefighter uses a hose Do the same with the remaining Story Cards 30 thirty CR1TL_final.indd 30 Unit 8/27/14 11:46 AM it Un Tostp-reya-dTi urvy Do Pos cto r S rle hi Color and cut Say ng y thirty-one 31 CR1TL_final.indd 31 8/27/14 11:46 AM tions c u r t Ins Topsy-Turvy Doctor Shirley Post-reading Materials: crayons, glue, scissors, popsicle sticks, Class CD, Story Cards Unit 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 Then 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 32 thirty-two CR1TL_final.indd 32 Unit 8/27/14 11:46 AM it Un the Nigh How t readin P re - Sk yw as Color and say Draw g Ma de thirty-three 33 CR1TL_final.indd 33 8/27/14 11:46 AM tions c u r t Ins How the Night Sky was Made Pre-reading Materials: crayons, glitter, glue, Class CD, Story Cards Unit Instructions: Hold up the Story Card for Scene Point to the character, her beads and comb, and say This is a story about an old woman, her beads and her comb Point to the pictures of the tools and the sack of rice and say: What does she use? Have them repeat as you point to the objects and mention them: A mortar, a pestle, and rice Then point to the sky in the scene and say Look at the sky Is it day or night? Help them answer Night Next, point to the moon and ask What is it? Encourage them to answer Then elicit ideas from students as to what they can see in the sky at night, for example, stars and clouds Have them draw the objects they mentioned Encourage them to paste some glitter on the stars Next, play Track 93 and have students listen and follow the story in their Student’s Books Tell them to compare what they draw with the night sky in the story Finally, ask students to color the rest of the scene Keep students’ work in their portfolios While Reading Materials: Class CD, Story Cards Unit Preparation: Display the Story Cards on the board Instructions: Play Track 93 again and have students follow the story in their books Play Track 93 once more and have students point to the mortar, the pestle and the rice as the narrator mentions them Encourage them to mime the woman’s movements when working with the pestle and the mortar Play the track again and now have students point to the comb on the Story Cards and touch their hair Then ask them to point to the beads on the Story Cards and touch their necks as they hear the words Next, encourage them to say what they think the stars are or where they come from 34 thirty-four CR1TL_final.indd 34 Unit 8/27/14 11:46 AM it Un the Nigh How t -readi Post Sk y w as Cut and paste Say ng Ma de thirty-five 35 CR1TL_final.indd 35 8/27/14 11:46 AM tions c u r t Ins How the Night Sky was Made Post-reading Materials: glue, scissors, sheets of colored paper, Class CD, Story Cards Unit Preparation: Display the Story Cards on the board Instructions: Name different elements or actions from the story, for example, old woman, pestle, beads, work, etc., and have students point to the corresponding pictures Then ask students to cut out the pictures and put them in the correct order, according to the sequence of the story If the order is correct, tell them to paste the pictures on a colored sheet of paper Then play Track 93 and point to the corresponding Story Card Encourage students to check their work 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 36 thirty-six CR1TL_final.indd 36 Unit 8/27/14 11:46 AM