penguin kids factsheet

Transcription

E
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KI DS FA CT SH EE T
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Level 3
Suitable for:
Type of English:
Headwords:
Key words:
Key grammar:
Summary of the story
One very cold morning, the farmer decides he
needs more firewood. There isn’t any wood in the
box so he has to go and find some. He takes a saw
and gets into his old blue lorry with Bitzer, his dog,
to go and look for a good tree to cut down.
As soon as the farmer leaves the farm, Shaun
and the other sheep run to the big tree in the
garden that they love. They have great fun playing,
dancing, swinging, climbing and making music.
Meanwhile, the farmer and his dog cannot find the
right tree to cut down and they decide to drive
home. Shaun sees them arriving and lets the other
sheep know. They quickly go back to eating grass.
The farmer goes to the big tree in the garden and
decides it would be good for firewood. He takes his
saw to cut it down, but the sheep try to stop him.
So Bitzer puts three of them in their pen.
As the farmer is about to cut down the tree, Shaun
and the other two big sheep jump down from the
tree onto him. Bitzer puts the sheep in the pen and
suddenly the farmer sees a happy face carved into
the trunk of the tree. He remembers carving it as
a small boy, and all his happy memories playing in
the tree as a child come back. Instead of cutting it
down, he hugs the tree. The sheep are very happy
that the big tree is saved.
1
M01_SHAU_TRF_L03GLB_1348_U01.indd 1
young learners who have
completed up to 150 hours
of study in English
British
600
15 (see pages 2 and 6 of
this Factsheet)
present simple, past simple
(regular forms, was), have
to for obligation, adverbs
(+ ly), a lot, because, when,
comparatives (+ er),
possessive forms
Background information
This story is based on an episode of the first
Shaun the Sheep TV series, which was produced
by Aardman Studios in 2007. Aardman Studios
specialises in producing animated films using clay
models. They first became famous for producing
Wallace and Gromit, and are now the most famous
model animation studios in the world. They have
been nominated for ten academy awards, four of
which they have won. As well as the Wallace and
Gromit films, they have made Chicken Run, The
Curse of the Were-Rabbit and Flushed Away.
Richard ‘Golly’ Goleszowski is the creator of Shaun
the Sheep. As a fan of the silent and slapstick films
of the past, he was inspired by them when creating
the TV series. When there are humans around, the
sheep act dull and simply eat grass all the time,
but once the humans are out of sight, the sheep
show great humour, ingenuity and intelligence and
it is the human characters who often appear dull.
Did you know … ?
The character of Shaun the sheep originally
appeared in another Aardman film,
Wallace and Gromit’s A Close Shave. Shaun
only appeared in the film for about six
minutes, but he was so popular that they
made a TV series about him.
SHAUN THE SHEEP – SAVE THE TREE LEVEL 3
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EE T
PE NG UI N KI DS FA CT SH
The characters
Key words
Shaun the sheep is an enterprising and intelligent
young sheep.
The farmer is often quite grumpy and negative
about life.
Bitzer is the farmer’s dog and helper, but he isn’t
always very clever.
The other sheep, like Shaun, come to life when
the humans are away, and they join him in having
fun and outwitting the farmer.
(see page 6 of this Factsheet for the Key words in
context)
ago (a)
box (n)
carve (v)
cut (v)
fire (n)
firewood / wood (n)
grass (n)
hug (v)
lorry (n)
other (adj) / (pron)
pen (animal enclosure) (n)
save (v)
saw (n) / (v)
sheep (n)
swing (n) / (v)
Topics and themes
Animals and animal behaviour Ask the students
which animals they like. Ask them to describe
them. What are their characteristics (what do they
look like; how do they sound or move)? Ask the
students to name the animals that appear in this
story. What kinds of things do they do? Is this the
way animals normally behave? (See also Activity 2
on page 3 of this Factsheet.)
Energy In the story, the farmer needs to find
some firewood. Ask the students why they think
he needs it. What else can we use to keep warm?
What do the students have in their homes to keep
warm? How else do we use energy?
Trees The sheep love the big tree in the middle
of the garden. At the end of the story, the farmer
realises how important the tree is to him too.
Discuss with the students why trees are important
to us. How do they help us? How does the farmer
feel about the big tree at first, and then later in the
story? How do the sheep feel about the big tree?
Why do they want to save it? (See also Activities 1
and 3 on pages 3 and 4 of this Factsheet.)
students think the sheep are bothered by the cold
weather? Why not? What kind of weather do the
students like best? Why?
Reality v fantasy Elicit from the students which
elements of the story could be real and which are
fantasy? Do they like imaginary stories?
Humour Ask the students if they think this is a
funny story? Why? / Why not? What makes it
funny? Which characters are funny? Do they have
a favourite character? Can they think of other
funny stories? What makes them laugh?
Farming Discuss with the students about what life
is like on a farm. Ask them to think about things
that farmers do and how a farmer’s life might
be similar or different to theirs. Do they think a
farmer’s job is hard? Why? Have they been to
a farm? Do they know anyone who is a farmer?
What kinds of things do the farmer and Bitzer
have to do in the story? (See also Activity 4 on
page 4 of this Factsheet.)
Playing Ask the students what kinds of things
they do to have fun. What do they know about
how animals have fun? How do the sheep in the
story play? Do the students like doing these things
too?
Weather What is the weather like in the story?
How do you need to dress in this weather? Do the
2
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Class Activities (After Reading)
Here are some activities to do with your class
after reading Shaun the Sheep – Save the Tree.
1. Make a Save the tree poster
students that they are going to make sheep
masks.
• Draw the template of the sheep mask on the
board, as shown in the diagram on page 5 of
this Factsheet. Then hand out the materials.
Materials: sheets of white paper or card;
coloured pens / pencils / paints
• First, the students draw the mask shape on a
piece of card, as per the template on the board.
• Discuss the beautiful big tree in the middle of
the garden with the students. Why do the sheep
love it? Does the farmer like the tree? Why does
he want to cut it down? Why does he change
his mind? Explain to the students that they are
going to make a poster to protest against the
farmer cutting down the tree.
• They cut out the mask shape and the eye
holes. Next, they colour their mask and stick
the cotton wool onto the head and ears of the
sheep.
• Go round the class and help out where
necessary.
• Hand out the materials and ask the students
to design their posters. They should draw and
colour a picture of the tree, add the title Save
the tree and write down their three reasons
against cutting down the tree. Allow them time
to plan their designs and to create their posters.
• To make the mask ready to wear, the students
hold up their mask and look through the eyes.
Help the students make pencil marks on the
sides of their mask where the holes for the
string will go. Then they can make small holes
where the pencil marks are by pushing a pencil
through or using scissors, and then threading
the string or elastic through the holes, tying
knots near the holes so that the string or elastic
stays securely in place.
• Go round the class and monitor the students’
work, helping out where necessary.
• The students are now ready to wear their
masks.
• When they have finished, invite students to
present their posters to the class and discuss
their reasons against cutting down the tree.
• Display the posters around the classroom.
• Divide the class into groups of five or six to act
out scenes from the story. Choose one child to
be Bitzer, one to be the farmer, and the others
can be the sheep, including Shaun. Select a
suitable passage from the story and read it out,
allowing the students to do the actions. Select
more passages and have the students acting out
more scenes. Give all the students the chance to
play the role of the sheep.
2. Make a sheep mask
• Ask for volunteers to perform their dialogue for
the rest of the class wearing their masks.
• Encourage them to think of three reasons not to
cut down the tree, e.g. it’s beautiful, the sheep
like playing in it.
• If preferred, you could stage a protest march
and have the students carrying their posters
around the classroom chanting Save the tree,
Save the tree.
Materials: white card; pencils; black pens /
markers / paints; white cotton wool; safety
scissors; glue; string or elastic
• If possible before the session, make the mask
following the instructions to show the students.
• Talk about the sheep in the story and tell the
3
3. A wood and paper survey
Materials: paper; pencils; pictures of trees
(optional)
• Brainstorm different ways in which trees help us
in our daily lives, e.g. give us energy,
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clean the air, help control the climate, give
shelter, give homes to animals, give us wood and
paper.
• Point out how important trees are to us, and
that sometimes they need to be cut down for
wood and paper. Ask the students to think
about what things are made from the wood and
paper we get from trees. Write these on the
board, e.g. chairs, tables, books.
• Tell the students that they are going to do a
survey of things made of wood and paper.
• Divide the class into groups of three to four
students. The groups are going to circulate the
classroom making a note of all the things they
can find made of wood of paper. They should
make a note of these.
• Extend the survey beyond the classroom, if
appropriate, e.g. corridor, playground, gym.
• Talk about the different kinds of animals we can
find on a farm. Ask: Are farms only for animals?
What else can we find on a farm? What kinds of
food / produce is grown on a farm?
• Tell the students that they are going to make
a farm collage. Think about the farm before
making the collage. Ask the students what they
would like on the farm and write these ideas on
the board. Then draw a sketch of the farm on the
board to include the farmhouse, barns, animal
pens, fields for grazing, fields for crops, etc.
• Lay out the large sheet of paper or card on
the floor or over some desks. Explain to the
students that they each will have a role in
recreating the farm design that is on the board.
• Allocate some students to draw and paint the
farm background. This includes the sky, grass
and fields.
• When they have finished, the students should
gather the information they have collected
to present to the class. Write the following
language on the board: (The fence) in (the
playground) is made of (wood). The (magazines)
on the (bookshelf) are made of (paper), etc.
• Hand out the materials to groups of students,
and allocate some to make the farm buildings,
and some to make the animals. The farm
buildings can be made from the boxes and
painted appropriately. The animals can be made
using the materials available, e.g. sheep can be
made with cotton wool and black pipe cleaners
for legs, other animals can be made using
plasticine.
• Invite groups to give their feedback and
compare the different things that they have
found. What is the most popular item? Who has
found the most unusual item?
• Encourage the students to be as creative as
possible with their designs, e.g. using yellow
pieces of wool for straw to put in a barn, shiny
aluminium paper for a duck pond.
4. Make a farm collage
• Allocate some other students to add detail to
the farm background once it has been painted.
This can include painting in the detail, sticking
different materials onto the fields to give the
effect of crops growing, etc.
• Go round the class and monitor the students’
work.
Materials: a large sheet of paper or card;
coloured pens / markers / paints; different coloured
wool, material and tissue paper; plasticine; black
pipe cleaners; cotton wool; empty cardboard
boxes; sticky tape or glue; safety scissors; model /
toy animals (optional)
• This is a whole class activity. Before the session,
ask the students to bring bits and pieces from
home that could be used for the farm collage,
e.g. cotton wool, shiny material, cardboard
boxes, string.
4
• Bring all the elements of the farm together when
ready. Discuss with the students the different
aspects of the farm, e.g. what happens in the
barn / stable, what is growing in a particular
field, what a particular animal eats.
• Display the model of the farm in the classroom.
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5
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Key words
ago�� The farmer is surprised because he remembers that happy face from a long
time ago … (p. 18)
box�� He opens the box but there is no wood in it. (p. 4)
carve�� The farmer carved the happy face into the tree because he loved the big tree.
(p. 20)
cut�� They have to go and cut down a tree. (p. 5)
fire�� Brrrrrr! He is cold and he wants a big fire. (p. 3)
firewood�� The farmer and Bitzer look and look but they cannot find a good tree for
firewood. (p. 8)
grass�� The farmer and Bitzer arrive and the sheep are quietly eating grass. (p. 10)
hug�� He forgets about the saw and he hugs the tree. (p. 21)
lorry�� They get into the old blue lorry and drive down the road. (p. 5)
other�� Up in the tree, Shaun looks at the other two sheep and they look at him.
(p. 15)
pen�� The dog puts three of the sheep in the pen and closes the door after them.
(p. 13)
save�� He and the other sheep have to save their favourite tree. (p. 11)
saw�� Shaun sees the saw. (p. 11)
sheep�� The farmer is away. Now the sheep can play. Hooray! (p. 6)
swing�� Other sheep play on the swings. (p. 7)
PHOTOCOPIABLE
6
Text copyright © Pearson Education
Aardman material © and TM Aardman / W&G Ltd.
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While-Reading activities
Activity 1 (pages 3–5)
Write T (True) or F (False).
1The farmer is in his house.
2 The house is hot. 3 The farmer needs wood for the fire. 4 There is a lot of wood in the box. 5 The farmer needs to cut down a tree.
6 Bitzer and the farmer get into the new blue lorry. Activity 2 (pages 6–10)
Tick
4
the correct answer.
1When the farmer is away, the sheep …
a eat grass.
bsleep.
cplay.
2 There are sheep in the …
a blue lorry.
b big tree.
c wood box.
3 The farmer and Bitzer can’t find good trees. They are too …
a small and hard.
b small and thin.
c big and thin.
PHOTOCOPIABLE
7
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4 The farmer and Bitzer go back to the …
ahouse.
bpark. cshop.
5 When Shaun hears the lorry, he tells the …
adog.
bfarmer.
csheep.
Order the sentences.
a
b
c
d
e
The sheep stand in front of the farmer. Shaun and the other two sheep jump down from the tree. Bitzer puts some sheep in a pen. Shaun sees the farmer with the saw. The farmer sees the big tree. Activity 4 (pages 16–18)
Circle the correct words
1Shaun and the two sheep jump on Bitzer / the tree / the farmer.
2 The farmer is on the tree / grass / lorry.
3 The farmer can’t move because the sheep are heavy / small / old.
4 Bitzer puts the sheep in the wood box / pen / house.
5The sheep are happy / angry / afraid because they cannot save
the tree.
6The farmer carved the happy face in the tree this morning / when
he was a boy / yesterday.
PHOTOCOPIABLE
8
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Write the sentences under the correct pictures.
a
b
c
d
The farmer played on the swing when he was a boy.
The farmer carved the happy face into the tree.
The farmer hugs the tree because he loves it.
Bitzer plays music with the saw and the sheep listen happily.
1
2
3
4
PHOTOCOPIABLE
9
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After-Reading activities
Activity 1
Complete the crossword.
1
2
3
4
5
6
7
8
➙
1 The farmer played on this when he was a boy.
2➙You can burn this to make a fire.
3➙Bitzer puts the sheep in this.
4 Someone who lives and works on a farm is called a
5➙Sheep like eating this.
6 The farmer uses this to cut trees.
7 The farmer keeps the firewood in this.
8➙The farmer travels in this.
➙
.
➙ ➙
PHOTOCOPIABLE
10
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Activity 2
Match. Draw lines.
1
2
3
4
5
He wears glasses and a hat.
It is brown and green.
He is small, white and black.
He is brown and has got long ears.
They are big, white and black.
a the other sheep
b the farmer
cBitzer
d the big tree
e Shaun the sheep
Activity 3
Where do these things happen? Write.
tree house garden road pen
1The farmer wakes up and he is cold.
2 The sheep eat the grass here.
3 Bitzer puts the sheep in it. 4The farmer and Bitzer drive back to the farm
along it.
5 The sheep swing on it.
Activity 4
Circle when it happened.
1 The farmer wakes up.
2 The sheep dance and sing around the tree. 3 The farmer was a little boy. 4 The dog makes music with the saw. 5The farmer carved the happy face in the tree.
now / a long time ago
PHOTOCOPIABLE
11
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Activity 5
Draw a tree with places for the sheep to play.
PHOTOCOPIABLE
12
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Answer Key
After-Reading activities
In the back of the Reader
Activity 1
1
Before You Read
s
2
w
i
e n
5
g
1 It’s a funny story. (Discuss as a class.)
2eat, run, sleep, jump
After You Read
1a the farmer
b the farmer
c Shaun the Sheep
dBitzer
e the farmer
f the farmer
2a There is no wood.
b The trees are not good for firewood.
c The farmer sees the happy face.
d The farmer and Bitzer try to cut the tree.
3 Students’ own answers.
In this Factsheet
3
p
7
8
l
b
o
x
o
o
4
r
r
f
a
r
m
e
r
d
s
6
s
a
w
y
Activity 2
1b 2d 3e 4c 5a
While-Reading activities
Activity 3
Activity 1
1 house 2 garden 3 pen 4 road 5 tree
1T 2F 3T 4F 5T 6F
Activity 4
Activity 2
1 now 2 now 3 a long time ago 4 now
5 a long time ago
1c 2b 3b 4a 5c
Activity 3
The correct order is: e, d, a, c, b
Activity 4
1 the farmer 2 grass 3 heavy 4 pen 5 afraid
6 when he was a boy
Activity 5
1c 2a 3d 4b
13
13/08/2014 15:59

penguin kids factsheet

Transcription

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