Table Of ContentFREE
Penguin Young Readers
Teacher’s Guide
to Using Topics
Nicole Taylor
Penguin
Young
Readers
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www.penguinreaders.com
Contents
Introduction 2
Why Use Topics in the Young Learner Classroom? 2
Integrating Penguin Young Readers into Topic Work 2
How Penguin Young Readers relate to topics 2
Using the topic links in the factsheets 3
Using the topic grids 3
Choosing topics 3
Suggestions for Planning Units of Work 4
Using Penguin Young Readers as a starting point for topic work 4
Using Penguin Young Readers as a resource for topic work 5
Combining plans 6
Activities Based on Penguin Young Readers 6
Selecting activities 6
Using video and audio recordings 7
Organizing the Classroom for Topic Work 7
Classroom management 7
Evaluation of Topic Work 8
A More Detailed Look at Three Topics 9
Topic 1:FOOD (5–7 years) 9
Topic 2:THE COUNTRY (7–9 years) 12
Topic 3:MAGIC (9–11 years) 14
Topic Grids 16
5–7 years 16
7–9 years 18
9–11 years 20
Photocopiable Templates 22
1 An outline mind map for planning 22
2 An outline table for planning 23
3 Pupil topic evaluation sheet 25
4 Games for practising classroom instructions 26
5 Making a topic train or a topic tower 27
6 A cover for a picture dictionary 28
7 Dominoes game 29
8 Class survey 30
9 Class survey results 31
10 Invent your own board game 32
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II
Introduction
Introduction ◆ Children learn best when they are
interested and challenged.
One of the most common and effective ways
◆ Children are motivated by variety.
of teaching English to children is through the
use of topics and themes.Topics provide a ◆ Individuals learn in different ways and
context within which to work on language. develop at different rates.
The Penguin Young Readers Teacher’s Guide to Integrating Penguin Young
Using Topics provides realistic and practical Readers into Topic Work
ideas for using topics as a way of organizing
◆
How Penguin Young Readers
English language work.It is a useful resource
relate to topics
for teachers of English working with children
The topics for the Penguin Young Readers
aged between 5 and 11.
were chosen after analysis of current course
The main body of the book provides
books for young learners.The most common
guidance on the selection of topics and the
topics were identified for the age ranges and
organization of units of work.This includes
these are the ones listed in the grids on
suggestions for using Penguin Young Readers
pages 16–21.The books can thus be used as
as a basis and resource for topic work.There
part of topic based work in the classroom.
are tips on planning,selecting tasks,exploiting
materials,and evaluating pupils’ progress. ◆ Each book can be used with a number of
There are also teachers’ notes for three different topics.
popular topic areas. ◆ There are books aimed at different ages
for each topic area.
The end section of the book is made up of
◆ There are several books at each level for
ten photocopiable templates.These include
each topic area.
worksheets and templates for games and
craftwork which can be used across a
This framework is intended to give you
number of topics.There are also several
maximum flexibility of choice,allowing you to
useful templates intended to help with
teach the same topic with different age-
planning,selecting and evaluating activities,
groups and to cater for a disparity of levels
and assessing pupils’ progress.
and interests within those age-groups.
Why Use Topics in the Young Many topics are recycled and enriched from
Learner Classroom? one level to the next,reappearing in new
contexts.The topic of Homes appears in
Organizing work around topics helps us take
one or more stories at each level for 5–7
into account some basic principles of how
year-olds,for example Goldilocks,Sleeping
children learn languages effectively.
Beauty and Peter Pan.For 7–9 year-olds the
◆ Children acquire language more effectively Level 1 title My Home is dedicated to this
when it is introduced in meaningful topic and there are further references to the
contexts and used for a purpose. theme in other original and classic stories
◆ Children learn best when new ideas are such as Hansel and Gretel,Snow White and The
related to their own experience. Seven Dwarves and The Best Christmas.
2
Integrating Penguin Young Readers into Topic Work
◆
A number of Penguin Young Readers books Using the topic grids
are themselves topic based.The Story Shops
On pages 16–21 you will find topic grids for
are very much like magazines with a
the Readers in the Penguin Young Readers
collection of stories,fascinating facts,quizzes
series.These grids are designed to help you
and games,loosely based on a central topic.
to integrate the Readers into topic work.
For example,the central theme of Story Shop:
Each grid relates to the books in one of the
The Present is Nature;the main topics in
three age bands.A tick indicates that it is
Story Shop:Winners and Losers are Sport and
possible to make a link between the Reader
Health;and the topic area in Story Shop:
and a particular topic.If the ticked box is
Grounded is Space.There are also several
also shaded,this means that suggestions for
non-fiction titles in the series such as Colors,
topic work in this area are included in the
Families,Seasons,Shapes,Ghosts,Famous Sports,
factsheet which accompanies the Reader.
My Home and The Amazing Universe.
◆
Choosing topics
Using these titles with pupils can be an ideal
way of introducing a new topic.They are also To ensure that a topic is going to motivate
extremely useful as reference books for topic pupils,their age and experience of the world
work. must be taken into account.Some topics
such as Space,The Future,Time,
All fiction titles in the Penguin Young Readers
Film/Media and TV may be beyond the
series have clear links with topics too.
world experience of the youngest learners
◆ Using the topic links in the and more suitable for work with older age-
factsheets groups.However,most topics are,in
themselves,relevant to all ages:It is the
The factsheets which accompany the Penguin
Young Readers include suggestions for links materials and activities chosen that makes
to topics,together with practical hints of them appeal to a particular group.
how to use the Reader as a springboard to
The topics covered in the English classroom
topic work and cross-curricular projects.For
are often determined by a school syllabus or
example,the factsheet for The Elves and the
course book.The topic grids on pages 16–21
Shoemaker suggests topic links and ideas in
and Factsheet links will help you to choose
the areas of Clothes,Jobs,Magic,and The
Readers to develop these topics.Simply look
Body.Within the topic area of Jobs there
up the topic on the list and select books
are several suggestions for language and
which relate to it.
project work,including a history project on
jobs that are no longer done or that are now If you are not working with a course book
done in factories.Factsheets can be or a predetermined plan,The Penguin Young
downloaded free from Readers series provides you with a useful
www.penguinreaders.com framework and set of materials around which
you can build up your own topic-based
syllabus.The topic grids can help you to
decide which topics may be most interesting
to your pupils.Look at the grid for the age
3
Suggestions for Planning Units of Work
group you are teaching,find out which topics Weather and The Country,and links with
come up most frequently at the appropriate other curriculum areas such as Geography
level and begin with these. and Natural Science.
There are also many fiction titles in the
Suggestions for Planning
Penguin Young Readers series that have
Units of Work
obvious topic links.A fairy tale or an
Thorough planning is essential to topic work.
imaginative story can be a motivating way to
It is important to have a clear idea of the stimulate topic work.For example,Jack and
aims and objectives against which to measure the Beanstalk can be used as a springboard to
pupils’ progress.A coherent outline of a unit the topic of Food.In the story,Jack has to
of work may also be required by the school take the milking cow to sell her in the
or the pupils’ parents.However,there should market,the beanstalk grows from the beans
be a degree of flexibility within a plan to that Jack’s mother throws from the window,
accommodate the pupils’ own reactions, and Jack discovers that the giant has a
preferences and input. chicken that lays golden eggs.All of these
events can be highlighted to encourage pupils
There are two main approaches to planning
to think about where food comes from and
topic work and integrating Readers:
could lead on to activities which explore this
1.Starting from the Reader subject.
Choosing one Reader which has strong topic
Procedure
links and using it as a springboard to work
Step 1 Select a book at the level you
on one or a number of topic areas.
consider to be appropriate for the group you
2.Starting from the topic
are teaching.
Choosing a topic and using a number of Step 2 If the book is new to you,read it for
Readers as a resource for exploring it. your own pleasure and to see whether you
think you will enjoy working with it.Your
◆
1.Using Penguin Young Readers
reactions to a book are important as they
as a starting point for topic work
will be passed on to your pupils.
The Story Shops and non-fiction titles in the Step 3 Read the first page of the Factsheet
Penguin Young Readers series are ideal for to find out more about the book.Look at
this purpose.They provide a colourful and the ‘Topics and Themes’ section to get some
engaging introduction to several key topics. ideas of the topics that link with the book.
For example,Seasons takes us through Step 4 Read the book through again and
Winter,Spring,Summer and Autumn through make a note of any other topic references.
the eyes of a friendly bear called Julio.Julio Step 5 Select one or two of the topics you
also takes us to countries where the have identified and begin to make a written
sequence and number of seasons is different. plan of which topic/s you are going to cover.
This Reader can be used with younger age A mind map may be a useful way of noting
groups to explore the concept of Time down ideas while planning.See Photocopiable
(seasons,months and years.) It also leads in Template 1,An outline mind map for planning,
to topics on the natural world,such as The on page 22.
4
Suggestions for Planning Units of Work
Step 6 Reread the book several times and Little Mermaid lives with her five sisters and
build up your plan.Your decisions will her father,Cinderella lives with her step
probably depend on your perception of the mother and two sisters and in Charlie and the
interests of the group you are teaching,their Chocolate Factory Charlie lives with his
previous knowledge,and what areas they need parents and grandparents.This might lead to
practice or new input in.You may find the work on family trees,class surveys and so on.
following headings useful in your planning: For the topic of Magic,pupils could be asked
Links with other areas of the curriculum to invent rhymes for performing the magic
New language & language to be recycled spells which appear in a range of traditional
Skills to practise (e.g.speaking,writing) fairy tales,for exampleAladdin and the Lamp,
Activity types (e.g.surveys,pairwork,drama) Snow White and Rose Red and Rumpelstiltskin.
Ideas for specific activities These could be made into a class spell book.
Supplementary materials available This could lead on to preparing,explaining
Other resources available and performing magic tricks and so on.
Links with other stories / books / topics.
Procedure
Warning! Be careful not to over-use a Step 1 Choose your topic.This may already
particular book or story as pupils may get be determined by your course book or
bored with it.Use it as a starting point for syllabus or you may want to use the topic
other activities.Don’t forget the importance grid to help you.
of reading books for pleasure. Step 2 Use the appropriate topic grid on
pages 16–21 to find out which Readers have
◆
2.Using Penguin Young Readers
links with this particular topic.
as a resource for topic work
Step 3 Read the first page of the Factsheet
There are many topics which are common to
for each Reader.Make a note of any
a number of books in the Penguin Young
suggested links and activities in this topic
Readers series.These books can be a useful
area.
resource for exploring these topics or
Step 4 Look through all the Readers which
supplementing a course book.Stories and
relate to the topic you are dealing with.Read
magazine-type books can help to capture the
any that you are not familiar with and,if you
imagination and make the topic accessible to
have time,reread others.Make a note of any
young learners.By making use of Readers,we
further activities that spring to mind.You may
can help to extend topics beyond the pupils’
wish to look at one or two Readers at a
own personal situation,relating them to
higher or lower level:Even if the text is too
other people and characters whose lives may
advanced or easy for the pupils,it is possible
be very different.
that there is useful information in the
For the topic of Families,pupils can be illustrations.
asked to read or reread some of the fiction Step 5 Make written notes about which
titles in The Penguin Young Readers series concepts you aim to explore through English,
and find out who the main characters live the language you want to introduce,the
with and help them to see that not all language you need to recycle,and the
families are like their own.For example,The language and learning skills you want to
5
Activities Based on Penguin Young Readers
develop.Select three or four activities to simply ask the group a series of questions in
address these aims.Make a note of any their mother tongue.With higher levels,you
books that will be a useful resource for the could try quizzes,questionnaires,or pair
activity.See Photocopiable Template 2,An interviews about the topic.See
outline table for planning,on page 23. Photocopiable Template 3,Pupil topic
evaluation sheet,on page 25.
◆
Combining plans
If you plan a unit of work according to the Activities Based on Penguin
Young Readers
guidelines in Template 1 on page 22,based on
topics that come out of a particular Reader,
The Penguin Young Readers series can be
you may want to go on to explore that topic
used as the basis for a wide variety of topic
more broadly through the use of other
based activities linking to other areas of the
Readers.In this case,you can use a
curriculum:
combination of these suggestions for
◆ project work leading to the production of
planning:1.Starting from the Reader,and 2.
books,reports,video or audio recordings,
Starting from the topic.
posters,maps, games,quizzes,songs and
◆ Pacing the plan so on
Once you have a clear plan for a unit of topic ◆ dramatization,role-play and presentations
work,the next stage is to fit this to the time (The Penguin Young Readers Teacher’s Guide
you have.The number of lessons you plan to to Dramatizing Stories has tips and ideas on
spend on a topic will probably depend on drama work.)
many factors beyond your control – the ◆ art and craft work
length of the school term,the number of hours ◆ creative or factual written work
allocated to English,the school’s assessment
◆ discussions and debates
programme and so on.Within these
◆ investigations and surveys
restrictions,it is important to consider the
◆ Internet projects
particular group you are working with.It is
perhaps best to plan for five or six lessons ◆ Selecting activities
on one topic and then extend it according to
You will probably have ideas for several
the pupils’ levels of interest and involvement.
activities noted in your initial plan.The next
It is a good idea to dedicate part of the first step is to make a selection of activities to
lesson to finding out how much the pupils start with,based on the following
already know about the topic and what they considerations:
would like to know.You can use this ◆ the pupils’ level of English
information to adjust your own topic plan.In
◆ the linguistic aims of a unit of work
this way you avoid the risk of boredom and
◆ the cognitive and developmental stage(s)
tailor work more closely to a specific group.
of the pupils
There are a number of ways of doing this:
◆ the pupils’ current interests and what they
With younger children or pupils at a very
study in other areas of the curriculum
early stage of learning English,you may
◆ the pupils’ level of speaking and writing
6
Organizing the classroom for Topic Work
and their stage of emotional and social expose pupils to other voices and help their
development. listening comprehension.They are also very
It is also important to take into account the practical where there are limited copies of
range of learning styles within a group.For the Reader available:one group can watch
example,some pupils may learn better the video recording while another group
through physical activity and others through listens to the recording and looks at the
more analytical,problem solving tasks.A illustrations in a single copy of the Reader.
balanced variety of activities around a topic
Organizing the Classroom
can help language learning to play a role in
for Topic Work
the education of the whole child,catering for
individual learning preferences and When you are working on topics for the first
encouraging the development of new skills. time,you may feel that you need a clear
linear plan and that you want to keep tight
It can be useful to draw up a set of criteria
control over what the pupils are doing.
for choosing activities based on your aims
However,once you feel comfortable with
and objectives for a unit of work.It is not
topic work,there is no reason why pupils
necessary for each activity to fulfil all of your
should all be doing the same activity at the
criteria.You can put together a combination
same time.Provided that you feel confident
of activities that all together do address the
in terms of classroom management,you can
needs you have identified.
give pupils a choice of activities or set up
Criteria for selecting activities activity corners so that pupils move round
Activities should: the room and do a series of different tasks in
◆ encourage pupils to think one lesson.This encourages pupils to take
responsibility for their own learning and can
◆ present language in a meaningful context
help to accommodate pupils working at
◆ require pupils to use language for a
different levels and paces
purpose
◆ foster group and class co-operation ◆ Classroom management
◆ allow pupils to work at their own pace Remember to give clear instructions for all
◆ encourage pupils to work independently activities before the pupils begin.A ten-
◆ encourage investigation and enquiry minute explanation or demonstration of the
activities with the whole class at the
◆ actively involve the pupils
beginning will save you a lot of time in the
◆
Using video and audio
long run.If pupils are doing activities which
recordings
involve making things,a sheet for each group
The audio recordings which accompany all of with written and/or graphic instructions may
the books in the Penguin Young Readers be useful.It is a good idea to do some work
series and the video recordings which on the language of instructions from time to
accompany the Fairy Tales are very practical time.Five-minute games where pupils mime
and useful for project work.They provide instructions to the class or match instructions
variety of presentation style,which helps with symbols can help them to learn the
maintain a higher level of interest.They language they need.See Photocopiable
7
Evaluation of Topic Work
Template 4,Games for practising classroom Encourage those pupils who finish early to
instructions,on page 26 for some ideas for help with displaying work.Making an
this. attractive display of the work done on a
topic can be very motivating.It encourages
Working on topics involves pupils working in
pupils to take an interest in what other
groups or pairs.If pupils are not used to this
people are doing and take care with the
way of working,you will have to give time
presentation of their own work.If you have
and thought to how to introduce them to it.
plenty of wall space,you can reserve one
Clear instructions are extremely important.
section for a topic collage.Stick up some
One of the best ways to ensure that
backing paper and ask pupils to bring in
everyone knows what is expected of them is
photos,magazine cuttings,articles or objects
to choose a pair or group,explain the activity
to contribute to the collage.For example,if
to them in front of the rest of the class and
you are doing a project on Clothes,pupils
ask them to demonstrate.
can bring in cuttings from catalogues,samples
of materials,bags and labels from clothes
When pupils are working and reading
shops and designers,and so on.
individually,in groups or pairs,the role of the
teacher is mainly to monitor and support.
As you move from one topic to another it is
This is an ideal time for you to interact with
important to revise and recycle language.
the pupils in English.Again,it is a good idea
There are many ways for pupils to store
to think about what classroom language the vocabulary so that it can be revised and
pupils are going to need to be able to interact recycled.One idea is to make a Topic Train
as far as possible in English.Depending on or a Topic Tower from envelopes stuck
the activity they may need language to: onto the wall.New words related to each
topic can be written on small pieces of paper
◆ ask for help
and kept in the relevant envelope.See
◆ ask for materials
Photocopiable Template 5,Making a Topic Train
◆ ask for translation or definitions of words
or a Topic Tower,on page 27.Pupils can make
◆ ask what to do next their own topic-based picture dictionaries,
too.See Photocopiable Template 6, A cover
Before starting work on a topic,you may
for a picture dictionary,on page 28.This
want to teach or remind pupils how to do
template is the front cover of the dictionary.
these things in English.Pupils can make
Add a page for each topic and then pupils
classroom language posters to stick around
can draw and label pictures related to the
the room.For example:
topic they are working on.They can use the
Can I have What does illustrations from the Penguin Young Readers
some scissors, –––––––––– to help them.
please? mean?
Evaluation of Topic Work
It is useful to have some extra activities to
hand for those who finish activities quickly. It is essential to spend time evaluating topic
Why not bring in a selection of the Penguin work as it is the only way to direct future
Young Readers related to the topic for early choices and decisions.Aspects to consider
finishers? might be:
8
