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Pearson English Kids Readers Teacher’s Notes Pearson EnglishTeacher’s Kids Readers Notes Pearson English Kids Readers Level 3 Suitable for: young learners who have completed up to 150 hours of study in English Type of English: American Headwords: 600 Key words: 15 (see pages 2 and 5 of these Teacher’s Notes) Key grammar: past simple of regular verbs, possessive ’s, have to for obligation, Let’s …, two clauses joined by because The toys return home with Jessie, who is happy to join Woody as one of Andy’s toys. Summary of the story Background information Andy plays with his favorite toy, Woody the Toy Story 2 is a Disney-Pixar animated movie. cowboy doll, just before he goes to summer camp. It was released in 1999 and is the sequel to Andy rips Woody’s arm and he can’t take the toy Toy Story. It was Pixar’s third full-length movie with him to camp. production and was the first movie to be created, produced, and shown in cinemas digitally. While Andy is away, his mom has a yard sale and Woody accidentally ends up with the toys for sale. The movie replicates the world created in Toy Woody’s toy friends watch from Andy’s room as a Story, but adds new characters, such as Jessie man steals Woody from the yard sale. the cowgirl, and locations, such as Al’s toy store. Technological advances helped the filmmakers to The man takes Woody to his apartment, where bring even greater realism to the sequel. Woody meets two other dolls, cowgirl Jessie and Stinky Pete. He discovers that he was famous years The film was nominated for an Academy Award® ago and was in a TV show with Jessie and Stinky for Best Original Song (When She Loved Me). It won Pete. Jessie explains that the man, Al, wants to sell a Golden Globe for Best Film and two Grammy all of them to a toy museum in Japan for a lot of Awards for Best Song (When She Loved Me) and money. If not, they will stay in storage forever. Best Musical Album for Children. Meanwhile, Andy’s other toys discover that the Did you know … ? man is Al, of Al’s Toy Store, and they decide to rescue Woody. They follow Al into the apartment There are many inside jokes in the movie. and find Woody, but he does not want to go home For example, when Hamm flips through with them. Stinky Pete has persuaded him that TV channels, all the images are from Pixar Andy no longer cares about him. commercials and short films. When the others have left, Woody changes his The show Woody starred in, Woody’s mind, but it’s too late. Al returns to take Woody, Roundup, is based on popular children’s Jessie, and Stinky Pete to the airport. However, cowboy shows from the 1950s, such as Buzz and the other toys follow them. Buzz frees Howdy Doody and Hopalong Cassidy. Woody and Jessie from the case on the conveyor belt, leaving Stinky Pete behind. 1 www.pearsonenglishkidsreaders.com TOY STORY 2 LEVEL 3 Teacher’s Notes Pearson English Kids Readers The characters Key words Andy is a young boy. He has lots of interesting (see page 5 of these Teacher’s Notes for the Key toys. words in context) Woody is Andy’s favorite toy. air vent (n) museum (n) Buzz is a space toy. Woody is his best friend. box (n) show (n) Hamm is a piggy bank. He is one of Andy’s toys. camp (n) rip (v) Jessie is a cowgirl doll. She was in a TV show with case (n) sale (n) Woody. commercial (n) sell (v) Stinky Pete is an old man doll. He was also in the conveyor belt (n) wheel (n) TV show with Woody. elevator (n) storage (n) Bullseye is Woody’s horse from the TV show. explain (v) Al has a big toy store. He wants to sell Woody, Jessie, and Stinky Pete to make a lot of money. Topics and themes Museums Have the students ever been to a Toys Which toys in the story do the students like / museum? What kind of museum was it? What did not like? Why? What toys do the students have at they see there? Have the students ever been to a home? Which ones do they play with most? What toy museum? What were the toys like? What toys toys do they want to have? (See also Activities 1 would they put in a toy museum for children in the and 2 on page 3 of these Teacher’s Notes.) future? Friendship In the end, Woody realizes that his Yard sales / recycling In the story, Andy’s mom friendship with the other toys and his bond with sells some old toys in a yard sale. Ask the students Andy are the most important things in his life. This if they think yard sales are a good way of recycling could be the starting point for a class discussion things? Why? Have they ever sold or given away about the importance of friendship and the their old toys or clothes? qualities that make a good friend. Commercials Hamm recognizes Al from the Growing up and changing Woody is afraid that commercial for Al’s Toy Store. Do the students Andy is growing up and no longer wants him. Ask ever watch commercials on TV? Which ones do the students how much they have changed over they like / not like? Do they think commercials the last few years. Which toys do they no longer work (i.e. make you want to buy things)? (See also play with? Activity 5 on page 4 of these Teacher’s Notes.) Airports Have the students ever been to an TV shows in the past Woody was the star of an airport? What was it like? Were they flying old TV show, Woody’s Roundup. Have the students somewhere or meeting someone from a flight? ever seen a TV show or film in black and white? How did they feel in the airport? (See also Activity You could perhaps show the students some clips of 3 on page 3 of these Teacher’s Notes.) old children’s movies or shows. How were children’s shows different in the past? Japan Al wanted to sell Woody, Jessie, and Stinky Pete to a toy museum in Japan. Can any of the students point to Japan on a world map? What do the students know about Japan? 2 www.pearsonenglishkidsreaders.com TOY STORY 2 LEVEL 3 Teacher’s Notes Pearson English Kids Readers Class Activities (After Reading) • Tell the students to draw a picture of their ideal new toy. Tell them to think about the special Here are some activities to do with your class features of this toy. after reading Toy Story 2. • Students design their toy. They then color their designs and write labels and / or a short text 1. My favorite toy poster describing their toy and its features. Materials: sheets of construction paper; blank paper; pencils; colored markers / pens / paints; 3. Airport dialogue safety scissors; glue Materials: Talk with the students about the • Explain that they are each going to make a airport scene in the story. Ask them if they can poster about their favorite toy. remember what happened in this part of the story. • Go around the class and ask each student what • Ask the students if any of them have checked his / her favorite toy is and to tell you a little into an airport before. Can they tell you the about the toy. Write any useful vocabulary on procedure for checking in? the board as you do so. • Brainstorm the language needed for checking • Give out the materials to the students. in, e.g. Good morning / afternoon / evening, sir / madam. Where are you flying to? Can I have your • The students draw / color / paint a picture / tickets and passport, please? How many bags do pictures of their favorite toy on the blank paper. you have? Can you put them on the conveyor belt? • They cut out their pictures and stick them to a • Write a sample dialogue on the board for the sheet of construction paper. students to use as a model. • The students then write a brief text and some • The students practice their role-plays in pairs: labels for their poster, with information about one is the check-in assistant, the other is the their toy. passenger. • They give their poster a heading, e.g. My favorite • Go around the class monitoring the students toy. and give help where necessary. • When the students have completed their • The students swap roles. posters, they could present them to the rest of the class. • Ask for volunteers to perform their role-plays for the rest of the class. 2. Design a toy 4. Character descriptions Materials: large sheets of blank paper; pencils; colored markers / pens • Divide the students into groups of 6–8 students. • Ask the students to imagine a new toy that they • Give each student the name of a character from would really like to have. What toy would it be? the story (Woody, Buzz, Hamm, Andy, Andy’s What features would the toy have? mom, Al, Jessie, Stinky Pete, Bullseye). • In pairs or small groups, the students talk about • Secretly, the students write a sentence or two their ideal toy. Monitor the pairs / groups and describing their character. help with vocabulary if required. • The students read out their descriptions for the • Give each student a large sheet of blank paper rest of their group to guess the character.
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