Popcorn ELT Readers Teacher’s Notes
Popcorn ELT ReadersTeacher’s Notes Peanuts Worldwide LLC Twentieth Century Fox Film Corporation. All rights reserved.Welcome to the Popcorn ELT Readers series, a graded readers series forlow-level learners of English. These free teacher’s notes will help you andyour classes get the most from your Peanuts Popcorn ELT Reader.Level 1Popcorn ELT Readers level 1 is for students who are beginning to read in English,based on a 200 headword list. There are no past tenses at this level.Snoopy and Charlie Brown: The Peanuts Movie has a total story wordcount of 556 words.Snoopy and Charlie Brown: The PeanutsMovie – synopsisHow to Train YourDragon – the filmThings don’t always go well for Charlie Brown. But Charlie Brownnever gives up.Released: 2015When the red-haired girl starts at Charlie Brown’s school, CharlieBrown falls in love. But will the red-haired girl look at Charlie Brown?Snoopy suggests that Charlie Brown take her some flowers, butCharlie Brown is too shy to talk to her.Suitable for: all childrenWhen Charlie Brown hears that she wants to be in the schooltalent show, he practises his magic tricks and prepares to performtoo. But at the show he helps his sister, Sally, who wants to be acowgirl. Everyone laughs at Charlie Brown when he plays the cow.When Charlie Brown hears the red-haired girl is good at dancing, hepractises his dance steps ready for the school dance. But at the danceCharlie Brown kicks the fire sprinkler and the dance is called off.Finally Charlie Brown has some good news. Charlie Brown got 100%in the school test and he is everyone’s hero but only until hediscovers that he wrote his name on the wrong test paper.But the red-haired girl has been watching Charlie Brown. She isimpressed by his kindness and his determination and she asks if theycan be friends. Being Charlie Brown is OK after all!For ideas on watching extracts from the DVD in class,see pages 3, 6 and 11 of these notes. Scholastic LtdGenre: animated comedyOther Peanuts films: This isthe first Peanuts movie. Peanutswas a daily comic strip writtenby American cartoonist CharlesM. Schulz from 1950 to 2000.There were also a number oftelevision specials.Why not try the otherPeanuts Popcorn ELTReaders?Peanuts: Snoopy andFriends (level 2) Peanuts: The Ice-SkatingCompetition (level 3)
Popcorn ELT ReadersTeacher’s NotesPopcorn ELT ReadersTeacher’s NotesContentsJust choose the pages that you need and print!Meet everyone from The Peanuts Movie (T)page3New Words (T)page4Using the story with your class (T)pages 5–6Chapter Quizzes (S)pages 7Real World (T)page8Real World Project: My home! (S)page9Answer Key (T)page10Imagine / Chant (T)page11New Words Flashcardspages 12–17(T) Teacher’s notes(S) Student activities (photocopiable) Scholastic Ltd
Popcorn ELT ReadersTeacher’s NotesMeet everyone fromThe Peanuts MovieThe ‘Meet ’page introducesstudents to themain charactersin the story.This page is recorded on the CD.Meet .everyone fromThis is Charlie Brown’s kite.Charlie BrownThis is Charlie Brown.This is his dog, Snoopy.Peppermint PattyLucySnoopyLinusSallySally is CharlieBrown’s sister.These areCharlie Brown’s friends.At Charlie Brown’s school this year there isAnd there is a new girl Before you read The littlered-haired girland a school dance.a talent show21 Before looking at the book, ask students Doyou know Snoopy and / or Charlie Brown? Ifanyone knows the characters, they explainbriefly in L1 what they know about them.33 Look at the ‘Meet ’ page with your classand ask students to point to the clothes ofthe characters in the pictures. Say Point tosomething green/red/blue/yellow/pink/black/white.2 Look together at the front cover of the book.Ask students to point at the pictures to answeryour questions: Who is Charlie Brown? Who isSnoopy? Who is a dog? Who is a boy? Whatcolour is Snoopy? What colour is CharlieBrown’s t-shirt?4 Ask students to look at the pictures of thetalent show and the school dance. In L1,students tell you what these events are.5ORT1Read the page out loud to the class orplay the CD.6 Students close their books. Play a game ofWho Am I? For example, say I am CharlieBrown’s friend and I have a red t-shirt. Studentssay You’re Linus. Continue with informationabout the other characters. With strongerclasses, ask students to take over your role.In L1, tell students they’re going to seepart of a film about a boy called CharlieBrown. Tell them to think about the answersto these questions as they watch: Is it summeror winter? What colour is Charlie Brown’s kite?Show the scene at the start of the film, whenwe see Charlie Brown going outside with hiskite and the children ice skating. Afterwards,discuss the answers to your questions. Scholastic LtdWhat do you think?Does Charlie Brown likethe little red-haired girl?7 Read the ‘Before you read’ question with yourclass. Ask any students who haven’t seen thefilm to predict the answer. Don’t give theanswer at this stage as students will read thestory to find out.3
Popcorn ELT ReadersTeacher’s NotesNew WordsThis page is recorded on the CD.The words on this page are available asflashcards, see pages 12–17 of these notes.New WordsWhat do these newwords mean? Askyour teacheror use yourdictionary.baseballThe ‘New Words’ page presents up toten new words that are included in thestory, but are not on the headword list.There is usually a piece of conversationallanguage at the end.cow / cowgirlkicktalent showThe cowgirl has a lotof cows.She is kicking the ball.It is a talent show.fire sprinklermagic tricktestWow!It’s a magictrick.He loves baseball.This is a fire sprinkler.cheerhelpThey are doing a test atschool today.pretty‘Never give up!’Never give up!The boys and girls arecheering.4He is helping his mum.She is pretty.1 Look at the ‘New Words’ page with your class.Say All these words are in the story. Whichwords do you know? They should remembertalent show from the ‘Meet ’ page.Vocabulary Activities Put the class into two teams. Twostudents, one from each team, stand infront of you. Hold up a picture flashcard.The first student to say the word wins apoint for their team. Continue with otherstudents and other flashcards.TPlay the recording of the words and22sentences on the CD. Elicit the meaningof each word in L1 or translate for the class.You could point out that kick / kɪk / and(magic) trick / trɪk / rhyme, but that cow / kaʊ /and (talent) show /ʃəʊ / do not. Place the flashcards face down on thetable. Mix them up. Ask a student to writeone of the new words on a piece of paper.Now ask another student to come andturn over one of the flashcards. If theflashcard matches the word, the studentkeeps the flashcard. If the flashcarddoesn’t match, students take it in turns toturn over flashcards. Continue until youhave a match. Now play the game againwith the remaining flashcards.3 The conversational language on this page isNever give up! We use this when we want totell someone to keep trying. Say it several timesand ask students to repeat.4 Do some vocabulary activities to practise thenew words (see suggestions opposite). Scholastic Ltd54
Popcorn ELT ReadersTeacher’s NotesUsing the story with your classThe story is recorded on the CD.The story can be read in a number of ways,depending on the size of your class, the age andlanguage level of your students and the teachingtime available. The following are some suggestionsfor ways of reading the book. You may want tocombine several of these.Before reading a section of thestory you could:Teacher-led reading Show students a picture from the next part ofthe story and ask them to guess in L1 what ishappening. Warm up with a vocabulary activity (seepage 4). Discuss what has happened in the story so far.This can work well with younger students. Readthe story out loud to your class, or use the CD.If possible, allow your class to sit close togetheron a mat when you read the story to them.Remember to give the students plenty of timeto process what they are hearing. As you read,emphasise the words which carry most meaning,and pause at the end of each sentence. Copy several pictures from the next part of thestory. Give a set of the pictures to small groupsof students. They guess the order in which thepictures will appear.Set up a class library of gradedEnglish readers and give studentsthe opportunity to choose their ownstories from time to time. This willencourage them to be more involved intheir own reading.Children often like to hear the same stories againand again, and repetition supports languagelearning. Reading the same story several timescan be very useful.Autonomous readingIt is important that students learn to readautonomously. Decide on a period of time eachweek when students can practise silent readingin class – or perhaps ten minutes at the start orend of every lesson. This will encourage the habitof reading and will motivate students to continuereading in their own time. Younger studentscan take their readers home and read a page orchapter to their family. This will give them astrong sense of ownership of the story.Group or pair readingStudents take turns in reading a sentence,paragraph or page of the story to each other insmall groups or pairs. Encourage them to helpeach other with pronunciation of new words.This can be a useful reinforcement task oncestudents are familiar with the story. Scholastic Ltd5
Popcorn ELT ReadersTeacher’s NotesAfter reading a section of thestory you could:After finishing the story youcould: Point to a character in a picture and askquestions, e.g. Who is this? Is he good or bad?What does he do? Do the activities at the back of the reader. Ask students to write speech or thoughtbubbles for some of the pictures in the readers,e.g. the pictures of Charlie Brown finding outabout this test result on pages 20 and 21. Give students one of the chapter quizzes onpage 7 of these notes.Divide the class into groups and give each group the name of a characterfrom the story. You might want to create amime for each character. Play the CD or read asection of the story aloud. Each time studentshear their character’s name, they stand up andsit down again, or do the mime. Ask students to write quiz questions aboutthestory. Give them some examples, e.g. He’sblack and white. Who is he? (Snoopy.) Hedoesn’t like tests. Who is her? (Charlie Brown.)They ask and answer their questions in groupsor as a whole class. Predict what is going to happen next. Ask students to make a poster about one ofthe characters in the story. They draw a pictureand write some information, e.g. what thecharacter looks like, where he /she lives, whathe /she likes and dislikes, what he /she does inthe story. Display the posters in the classroom.Give students the section of the story with some key words blanked out.Students see if they can remember the words.They check their answers as they listen to thesame section of the story on the CD.Alternatively, give students the story with someincorrect words. Students listen and correct themistakes. Ask students to write a short review of thereader. Write on the board:I think the story of Snoopy and Charlie Brown:The Peanuts Movie is My favourite character is because Play the film extract that corresponds with the section of the story thatstudents have just read. For example, playthe scene in which Charlie Brown knocks onthe little red-haired girl’s door and then hides.After watching, ask students to tell you howmuch they remember. Make a list on the board,then show the extract again to see how wellthey did.Ask students how they might complete thesesentences and write their ideas on the board.They use this as a framework for writing theirreview. They could also give the story a scoreout of ten, depending on how much theyenjoyed it. You might want students to have areaders folder where they keep reviews for allthe readers they have read.Using film extracts inclassChoose a short section of the film for the students to watch. Put the students inpairs and give each pair a list of five or sixcolours. Children look for things or charactersof those colours as they watch. They write theword next to the colour on their list. Comparein pairs and as a class. How many differentthings have they found for each colour? Use short extracts (two to threeminutes maximum). Give students something to do orthink about as they watch. Ask them questions about the extractthey have just seen. Allow them time to talk about whatthey have just seen. Scholastic Ltd6
Popcorn ELT ReadersTeacher’s NotesChapter Quizzes(Answer key, page 11)Chapter 1Write or .1 Charlie Brown has a blue kite. 2 The little red-haired girl is an old friend.3 The little red-haired girl is pretty.4 Peppermint Patty likes writing.5 Charlie Brown likes tests.Chapter 2Put the sentences in the correct order.a Charlie Brown helps Sally.1b Charlie Brown goes to the little red-haired girl’s house.c Charlie Brown kicks the fire sprinkler.d Charlie Brown does magic tricks all day and all night.e Charlie Brown dances all day and all night.Chapter 3Write the correct words.dancefunnyhelpneverspeakswantspeaksThe little red-haired girl 1 to Charlie Brown. She says, ‘You can2 and you are 3 . You 4 yoursister. And you 5 give up! I 6 to be your friend!’ Scholastic Ltd7
Popcorn ELT ReadersTeacher’s NotesReal WorldThe Real World page provides studentswith cross-curricular or cross-culturalinformation linked to the content ofthe reader.This page is recorded on the CD.Real WorldSummer in MinnesotaMinnesota –Charlie Brown’s home!Charlie Brown and his friends are from Minnesota.Come and see Charlie Brown’s home!Where isMinnesota?CANADAMinnesotaThis is the Target Field stadium. 39,000people can see a baseball game there.Minnesota is on theMississippi river in theUSA. The Mississippiis a very long river. Itstarts in Minnesota.Peppermint Patty loves baseball.Children in Minnesota love baseballtoo. In the summer you can playbaseball or you can see a game.USA What do youlike doing in thewinter or in thesummer? The Mississippi riverWinter in MinnesotaWinter in Minnesota is very cold.Sometimes it is -11 C. There area lot of lakes in Minnesota. In thewinter there is ice on the lakes.What do these wordsmean? Find out.winter lake icesummer peopleCharlie Brown loves his kite.Children in Minnesota love kites too.26271 With books closed, tell students in L1 that theSnoopy and Charlie Brown cartoons are set inthe state of Minnesota in the USA. Showstudents a map of the USA and point toMinnesota on it.4 Look at the word box. Ask students if theyknow what these words mean. You might likestudents to use a dictionary to check meaning.5 Give each student a copy of the ‘Project’worksheet (see page 9 of these notes).Encourage them to think of interestinginformation about the region they live in.They might like to research some furtherinformation, either at home or in the schoollibrary, using books or the Internet. They needto write about where their region is, what it islike in the winter and summer and what peopledo at those times of year. They then completethe text boxes and draw or stick in pictures inthe space provided. They complete theheadings with the name of their area.2 Write these four sentences on the board.The Mississippi is a river in the USA. Wintersin Minnesota are not very cold. Children inMinnesota love kites. Children in Minnesotadon’t play baseball. In pairs students predictwhich sentences are true and which are false.TTell students to open their books at page3626. Students read and listen to the CD,and see if their predictions were correct.AnswersTrue. The Mississippi is a river in the USA.False. Winters in Minnesota are very cold (-11 ).True. Children in Minnesota love kites. (CharlieBrown loves his kite too.)False. Children in Minnesota play baseball.(Peppermint Patty loves baseball.) Scholastic Ltd6 Display the projects around the classroom forother students to read. After this, you couldtell students to keep their completed projectworksheets in a ‘Real World’ section of theirreaders folder.8
Popcorn ELT ReadersTeacher’s NotesReal World: ProjectCross-curricularcontent area:GeographyMy homeWhere is ? . . .Winter in Winter is . .Children love . . Summer in Summer is . .Children love . . Scholastic Ltd9
Popcorn ELT ReadersTeacher’s NotesAnswer KeyAfter you read (page 28)1 a vb iiic vi2 a Yes, she is.d iie ivb No, she isn't.f ic Yes, she is.d No, she isn't.e Yes, she is.Where’s the popcorn?Tell your class that the popcorn logo is hidden in the reader.Can they find it? (Answer: page 31)Multiple intelligence activities (pages 29–32)Chapter Quiz Answer KeyThe activities on pages 29–32 are designedto cater for students’ multiple intelligencesand learning styles.Puzzle time!Chapter 11 (He has a yellow kite and a red kite.)2 (The little red-haired girl is new.)3 34 (The little red-haired girl likes writing.)5 (Charlie Brown doesn’t like tests.)(pages 29–30)1Linguistic intelligencea helpingb thinkingc standing(Teacher‘s notes, page 7) Chapter 2a 3b 1c 5d 2e 4d magic tricke dancingf test2Intrapersonal intelligenceChapter 31 speaks2 dance3 funny4 help5 never6 wantStudents’ own answers.3Logical intelligenceabcd3124i) o, o ii) u iii) e, e, i, a4Spatial intelligenceStudents’ own answers. Scholastic Ltd10
Popcorn ELT ReadersTeacher’s NotesImagine ChantKinaesthetic intelligenceMusical intelligence1 Say Open your books at page 31. Put studentsin groups of three. Students act out bothdialogues (A and B).This page is recorded on the CD.TSay Open your books at page 32. Read17 the chant or play the CD. Ask studentsto read and listen carefully.If you have time before doing this activity,2play the scenes from the film to showthe voices and movements of the differentcharacters.TPlay the CD or say the chant yourself.28 Students say it at the same time. Practiseseveral times.3 Ask students to practise their dialogues.3 As a class, students invent some actions to gowith the chant. Students now do the actionsas they say the chant.4 Now students imagine a new boy or girl is attheir school. They write a dialogue including apart for each of them. Then they practiseacting out their dialogues.4 Invite individual students to come to the frontof the class and see who can say the chantfastest. Remember the words and actions haveto be clear!5 When students have practised their dialogues,clear a space in front of the class and askgroups to act out their scenes in turn.6 The class votes for the pair who had thefunniest dialogue and the pair who had themost believable dialogue. Scholastic Ltd 11
Scholastic Ltd Scholastic Ltdfoldfold FlashcardsbaseballHe loves baseball.cheerThe boys and girlsare cheering.12 Scholastic LtdPopcorn ELT ReadersTeacher’s Notes
Scholastic Ltd Scholastic Ltdfoldfold Flashcardscow/ cowgirlThe cowgirl has alot of cows.fire sprinklerThis is a fire sprinkler.13 Scholastic LtdPopcorn ELT ReadersTeacher’s Notes
Scholastic Ltd Scholastic Ltdfoldfold FlashcardshelpHe is helping hismother.kickShe is kicking the ball.14 Scholastic LtdPopcorn ELT ReadersTeacher’s Notes
Scholastic Ltd Scholastic Ltdfoldfold Flashcardsmagic trick'Wow! It's a magictrick.'prettyShe is pretty.15 Scholastic LtdPopcorn ELT ReadersTeacher’s Notes
Scholastic Ltd Scholastic Ltdfoldfold Flashcardstalent showIt is a talent show.testThey are doing atest at school today.16 Scholastic LtdPopcorn ELT ReadersTeacher’s Notes
Popcorn ELT ReadersTeacher’s NotesFlashcards Scholastic Ltdfold'Never give up!' Scholastic Ltd17
Welcome to the Popcorn ELT Readers series, a graded readers series for low-level learners of English. These free teacher’s notes will help you and your classes get the most from your Peanuts Popcorn ELT Reader. Level 1 Popcorn ELT Readers level 1 is for students who are beginning to read in English, based on a 200 headword list. There are no past tenses at this level. Snoopy and Charlie .
Teacher’s Notes Welcome to the Popcorn ELT Readers series, a graded readers series for low-level learners of English. These free teacher’s notes will help you and your classes get the most from your Mr Bean Popcorn ELT Reader. Level 1 Popcorn ELT Readers level 1 is for students who are be
(3.55 L) popped popcorn NOTE: Premium popcorn has larger to popcorn. kernels, resulting in a higher yield of popped corn. If using premium popcorn, the yield may sometimes be greater than stated above. NOTE: DO NOT use more than 1 3 cup (75 ml) of unpopped kernels when using premium popcorn. The flavour possibilities for popcorn are endless.
Teacher’s Notes Welcome to the Popcorn ELT Readers series, a graded readers series for low-level learners of English. These free teacher’s notes will help you and your classes get the most from your The Smurfs: Gargamel's Magic Spell Popcorn ELT Reader. The S
The ME406 or ME406HM ELT described in this manual was designed, tested and certified as a complete system including the following components: ELT Transmitter w/ integral battery ELT Mounting Tray ELT Antenna ELT Remote Switch Only Artex approved system components may be used for a TSO approved system. Page 1 of 60
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Music at the Movies Provide popcorn for guests (or ask a local popcorn store to supply the popcorn) Have a door prize of popcorn bucket and popcorn Used digital keyboards for fun sounds Find a red carpet for the students to walk down! Make this an “Academy Awards” recital and find oscar like trophies to award Music Around the World Ask each student asked to present .
Introduction to Magnetic Fields 8.1 Introduction We have seen that a charged object produces an electric field E G at all points in space. In a similar manner, a bar magnet is a source of a magnetic field B G. This can be readily demonstrated by moving a compass near the magnet. The compass needle will line up
