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Teacher's Notes Rise of the Turtles

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Teacher's Notes Rise of the Turtles Popcorn ELT Readers Teacher’s Notes Rise of the turtles © 2014 Viacom Overseas Holdings C.V. All Rights Reserved. Based on characters created by Peter Laird and Kevin Eastman. 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 Teenage Mutant Ninja Turtles: Rise of the Turtles 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. Teenage Mutant Ninja Turtles: Rise of the Turtles has a total story wordcount of 501 words. Teenage Mutant Ninja Turtles: Rise of the Teenage Mutant Turtles – synopsis Ninja Turtles: Rise of The Teenage Mutant Ninja Turtles are finally old enough to go above the Turtles ground to see New York City. Their sensei (or teacher), Splinter, is Released: 2012 worried and tells them not to talk to the people. Up in the city, the Genre: animated comedy Turtles see a girl and her father being kidnapped by some strange Suitable for: children with men. The girl's name is April. parental guidance The Turtles ignore Splinter’s advice and go to help April and her TV series: The story is based on father. The men and the Turtles start to fight. The Turtles are good part one of Rise of the Turtles fighters, but there is one problem: they do not fight as a team. – the first episode of the CGI- The men take April and her father away in a van. animated TV series, produced The Turtles run after the van, leaving Mikey and one of the men by Nickelodeon in 2012. behind. Mikey hits the man and he falls. Mikey is shocked to see that the man is actually a robot and there is a strange pink creature in its chest. Why not try the other Back underground, Splinter tells his students to work better as a Teenage Mutant Ninja team and chooses Leo to be the leader. The Turtles are now ready Turtles Popcorn ELT to go back up to the city to rescue April. Readers? ● Meet the Turtles! (Starter level) ● Kraang Attack! (level 2) For ideas on watching extracts from the DVD in class, ● Donnie’s Robot (level 3) see pages 3, 5, 6 and 11 of these notes. © Scholastic Ltd Popcorn ELT Readers Teacher’s Notes Popcorn ELT Readers Teacher’s Notes Contents Just choose the pages that you need and print! Meet … everyone from Teenage Mutant Ninja Turtles (T) page 3 New Words (T) page 4 Using the story with your class (T) pages 5–6 Chapter Quizzes (S) pages 7–8 Real World (T) page 9 Real World Project: Under my road (S) page 10 Answer Key (T) page 11 Imagine … / Chant (T) page 12 New Words Flashcards pages 13–18 (T) Teacher’s notes (S) Student activities (photocopiable) © Scholastic Ltd Popcorn ELT Readers Teacher’s Notes Meet … everyone from The ‘Meet …’ page introduces Teenage Mutant Ninja Turtles students to the main characters in the story. This page is recorded on the CD. Meet ... everyone from April April lives in New York with her dad. The Teenage Mutant Ninja Turtles live under New York City. The Kraang The Turtles want to go up to the city. They live with robot Splinter. Splinter is their Donatello sensei or teacher. This is Donnie. He likes computers. This is a Kraang. Splinter It lives in a robot. Raphael This is Raph. He is strong. Michelangelo Leonardo Before you read … Who is good and who This is Mikey. He is funny. This is Leo. He is bad in this story? wants to be the leader. 2 3 1 Before looking at the book, ask students Do 3 Look at the ‘Meet …’ page with your class and you know the Teenage Mutant Ninja Turtles? ask some questions about the characters, e.g. If anyone knows and likes the characters, talk How many Turtles are there? Point to a robot. briefly in L1 about what they know about them. 4 Pre-teach city, leader and strong. (These words 2 Look together at the front cover of the book. also appear on the ‘New Words’ page.) Ask Who are they? (The Turtles.) What colour 5 T Read the page out loud to the class or are they? (Green.) Point to the picture and say 1 play the CD. The Turtles are in New York City. 6 Play a game of Who Am I? For example, say OR I am a teacher. Students say You’re Splinter. If In L1, tell students they’re going to students find the names difficult to pronounce, watch and listen to the Turtles’ theme they can point to the picture instead and you song. Play the song from the start of the say the name. Continue with information about episode right through and ask students the other characters. With stronger classes, ask if they can spot all the characters from the students to take over your role. 'Meet …' page. Play the song again and this 7 Read the ‘Before you read’ question with your time ask students to put their hands up when class. Ask any students who are not familiar they see one of the characters. Pause the DVD with the Turtles to predict the answers. Say each time they see a character and ask them each character’s name and students call out to point to the character on the 'Meet …' good or bad. Don’t confirm the answers as the page. Say the name of the character as they students have to read to find out. point to the pictures. 3 © Scholastic Ltd Popcorn ELT Readers Teacher’s Notes New Words The ‘New Words’ page presents up to ten new words that are included in the This page is recorded on the CD. story, but are not on the headword list. There is usually a piece of conversational The words on this page are available as language at the end. flashcards, see pages 13–18 of these notes. New Words fight people team What do these new words mean? Ask your teacher This team can run fast. or use your dictionary. The boys are fighting. There are four people. van city hit save Hit it! It’s an old van. Please ‘We’re the good guys!’ save me! We’re the good guys! It’s a big city. fall leader strong She’s the leader! What does the title Rise of the Turtles mean? Ask your teacher. The cat is falling. The man is strong! 4 5 1 Look at the page with your class. Say All these 5 Do some vocabulary activities to practise the words are in the story. Which words do you new words (see suggestions below). know? They should remember city, leader and strong from the ‘Meet …’ page. 2 T Play the recording of the words and Vocabulary Activities 2 sentences on the CD. Elicit the meaning ● Play bingo. Students write down five of of each word in L1 or translate for the class. the new words on a piece of paper. 3 The conversational language on this page is You then show the picture flashcards in We’re the good guys! The good guys are the random order and say the words. When heroes in a story or film. Say the phrase several students hear or see a word that they times and ask students to repeat. have written down, they cross it out. The first student to cross out all his/her words 4 Ask students to look at the title of the reader: and shout Bingo! is the winner. Rise of the Turtles. In L1, explain to your ● Stick the flashcards around the classroom. students that we use rise to talk about Say a word and students point to the someone, in this case the Turtles, becoming correct flashcard. Alternatively, for a more successful or powerful. It also refers to the fact energetic version of the activity, they that the Turtles have lived underground – under could run to the flashcard. New York City – all their lives, and this is the first time they come up and discover the city. 4 © Scholastic Ltd Popcorn ELT Readers Teacher’s Notes Using the story with your class The story is recorded on the CD. The story can be read in a number of ways, Before reading a section of the depending on the size, age and language level story you could: of your students and the teaching time available. ● Warm up with a vocabulary activity (see The following are some suggestions for ways page 4). of reading the story. You may want to combine several of these. ● Discuss what has happened in the story so far. ● Teacher-led reading Show students a picture from the next part of the story and ask them to guess in L1 what is This can work well with younger students. Read happening. the story out loud to your class, or use the CD. If ● Copy several pictures from the next part of the possible, allow your class to sit close together on a story. Give a set of the pictures to small groups mat when you read the story to them. Remember of students. They guess the order in which the to give the students plenty of time to process pictures will appear. what they are hearing. As you read, emphasise the words which carry most meaning, and pause at ● Play students a short section of the film, the end of each sentence.
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