Workbook answer key

Transcription

Workbook answer key

Contents
I
II
III
Introduction
2
Stories
5
The kidnappers
Guided questions
Workbook answer key
Further activities
5
5
7
8
The flying carpet
Guided questions
Workbook answer key
Further activities
9
9
11
12
Green Island
Guided questions
Workbook answer key
Further activities
13
13
15
16
Storm Castle
Guided questions
Workbook answer key
Further activities
17
17
19
20
Superdog
Guided questions
Workbook answer key
Further activities
21
21
23
24
The Litter Queen
Guided questions
Workbook answer key
Further activities
25
25
27
28
Photocopiable sheets
30
I
Introduction
Welcome to the Oxford
Story Tree
The Oxford Story Tree series has been
especially designed for young learners of
English as a second or foreign language. The
series is aimed at the general reading
comprehension levels usually found amongst
young learners of English in kindergartens
and primary schools. It is an adaptation of the
original Oxford Reading Tree series which
has been adopted by schools throughout
Britain.
The Oxford Story Tree series provides an
extensive selection of interesting reading
materials which feature colourful and
humorous real-life situations as well as
exciting and imaginative adventures. The
materials have been created to develop
students’ reading skills and to arouse their
interest in reading for enjoyment.
The approach
The series addresses the reading needs of the
learners by using the idea that, while young
learners of English may initially have
difficulty in recognizing separate words on a
page or learning words out of context, they
can learn new words and phrases through a
simple story.
2
The components
The main component of the Oxford Story
Tree series is the Storybooks. In addition to
the Storybooks, this series also provides
support materials essential for a reading
series designed for learners of English as a
second or foreign language. Provided in the
support materials are the accompanying
Workbooks for each of the Storybooks, the
monolingual Cassettes and Compact Discs
and the easy-to-use Story Guides.
The Storybooks
The series contains 46 colourfully-illustrated
Storybooks which are divided into seven
different levels. The different levels are
graded by colour, the first level being the Red
Books progressing slowly to the highest level,
the Brown Books. Each level contains either
six or eight Storybooks. Each Storybook
within a level is numbered to indicate the
order in which it should be read. For
example, the first Storybook in the series is
Red Book 1. Here is a key to facilitate use of
the series.
Red Books
(Level 1)
Blue Books
(Level 2)
Green Books
(Level 3)
Orange Books
(Level 4)
Pink Books
(Level 5)
The language
Purple Books
(Level 6)
The language of the stories has been carefully
selected and graded using vocabulary and
grammar structures which are recycled
throughout individual stories and throughout
the series. The introduction of new or difficult
words is restricted to manageable limits.
These new and difficult words are usually
only introduced if they appear in the detailed
illustrations on the corresponding pages.
Through the illustrations, the young learners
can come to understand the story.
Brown Books
(Level 7)
Each Storybook in the series tells a complete
story. The Storybooks in the first five levels
are linked by the central characters who
appear throughout these first five levels. The
Storybooks follow a progression through the
lives of the main characters, three children —
Biff, Chip and Kipper. This enables the
readers to build a closeness between
themselves and the characters. The
Storybooks in the first five levels are all
written by the same original author and
illustrated by the same illustrator.
The Storybooks in the last two levels of
Oxford Story Tree are written and
illustrated by a variety of authors and
illustrators to provide children at higher
levels with a range of different writing styles
and vocabulary, a variety of narrative forms
and interesting new characters in both
familiar and unusual settings.
The Workbooks
Each Storybook in the series is accompanied
by an eight-page Workbook which provides a
wide variety of activities allowing the
learners to deepen their understanding of the
stories.
The earlier levels include activities, such as,
• matching words to pictures
• recognizing new words
• identifying new words
• practising content words and structure
words
• cloze exercises
• sequencing
• rhyme awareness
In addition to the activities listed above, the
later levels of Workbooks progress to focus on
skills, such as,
• comprehension
• characterization
• sentence building
• creative writing
The activities in the Workbooks have been
carefully divided into three types:
• those based on individual parts of the
Storybook,
• integrated activities based on two parts
and/or the whole of the Storybook, and
• extended activities
Some of the first type of activities, those
based on individual parts of the Storybook,
can be completed after reading only a few
pages of the Storybook. The theory behind
this being that young learners of English as a
second or foreign language are unlikely to be
able to complete the reading of a whole story
in one sitting. The fact that the readers are
able to read a few pages of the Storybook and
then proceed to the relevant activities in the
Workbook gives the learner a sense of
achievement even after reading only a small
part of a book.
The second and third types of activities, the
integrated activities and the more creative
extended activities, can be done once the
learner has read the whole Storybook. The
format of the Workbooks, therefore, is
arranged in such a way that the learners are
able to follow the steady progression of these
three types of activities. This format provides
the teacher with the ideal support for
teaching reading to learners for whom
English is a second or foreign language.
Each Workbook contains a contents table
explaining to the reader, the teacher and the
parent which pages of the Storybook to read
before doing each activity in the Workbook.
The Cassettes/Compact Discs
Each set of Cassettes and Compact Discs
includes stories within the same level. All 46
stories are recorded using native speakers of
English. They provide the readers with an
authentic model of pronunciation, stress and
intonation. The speed of speaking is carefully
controlled to better suit the needs of learners
who are learning English as a second or
foreign language. To help the readers follow
the story more easily, an audio signal has been
included on the recording to indicate to the
readers when to turn the page of the
Storybook. In addition, the sound effects on
the Cassettes and Compact Discs further
enhance the readers’ interest in the stories.
After the recording of each Storybook, there
is a ‘Listen and Repeat’ section in which
native speakers model some of the more
difficult words which appear in the Storybook.
3
There is a pause after each word to allow
learners to practise and improve their
pronunciation.
The Story Guides
The Oxford Story Tree series provides one
Story Guide for each level containing a
variety of support materials for both the
teacher and the parent. All the Story Guides
contain guided questions for use with the
Storybooks, further activities plus relevant
photocopiable sheets and an answer key for
all the Workbooks in the level. The Story
Guides for lower level books include extended
stories and sequencing cards. Suggestions on
how to use these materials are given below.
Extended stories
Providing support to the Red, Blue and
Green Books are the extended stories, a
longer version of the story than that given by
the simple sentences on the pages of the
Storybooks. Reading the page-by-page
description of each story to the readers
enables them to have a richer and fuller
experience of the story. These extended
stories are written in simple English,
incorporating the text from the Storybooks. It
is intended that they are read to the learner
before he/she reads the Storybook. Thus while
listening to the extended story, the learners
will learn to ‘read’ the illustrations and
develop more vocabulary. If, however, the
teacher/parent feels the language in the
extended story is too difficult for the learner,
vocabulary building can be achieved by using
some of the single words or phrases expressed
in the extended story whilst pointing to the
illustrations in the Storybook. Teachers/Parents
may also choose to use the reader’s mothertongue while refering to the extended story if
they feel that this will increase the learner’s
interest in the story.
Guided questions
Two to four guided questions are provided as
support for all the Storybooks in all the levels.
4
These questions are intended to help the
learners to understand the stories better and
to provoke thinking. They are not meant
merely for testing comprehension. They focus
on the content of the story, the language used
and/or the illustrations. Sometimes there is
not necessarily one correct answer to the
guided questions and the learners should be
encouraged to talk freely.
Most of the questions are simple and are,
therefore, designed to be asked of young
learners of English as a second and foreign
language. Sometimes, however, slightly more
difficult questions are provided to provoke
the learner’s thinking and more in-depth
discussion. The teacher/parent may feel that
some of these questions are too difficult for
their learners. In this case, perhaps the
teacher/parent could resort to the mothertongue. Otherwise this type of questions could
be omitted.
Workbook answer key
A comprehensive answer key for each
Workbook is provided to make checking
easier and faster for teachers/parents.
Further activities
Two further activities for each Storybook are
provided in this section. These further
activities are in addition to the ones provided
in the Workbooks. They are more crosscurricular and provide the learners with an
even more creative environment to enjoy
learning English. They are designed to offer a
variety of learning experiences to reinforce
the vocabulary and concepts covered in each
Storybook.
The activities have been devised for the
classroom setting with the teacher in mind
but could be adapted by parents to use at
home. Variations are provided for some of the
activities. These are suggested as strategies
for the teacher/parent to cope with the less
capable or more capable learner. Some of the
activities require the use of photocopiable
sheets found at the back of the Story Guide.
Sequencing cards
Sequencing cards are provided for all the Red
and Blue Book stories. These cards
summarize the story and should be used once
the whole book has been read and the readers
have gleaned an understanding of the content
of the story. There are four or six black and
white cards for each story. Each card contains
a scene from the Storybook and a speech
bubble or a sentence from the text.
These sequencing cards can be used in either
of two ways. Teachers/Parents may photocopy
the sequencing cards. The reader may then
make the two folds according to the
instructions on the page and he/she will have
a small, condensed version of each of the
Storybooks to help them retell the story.
II
Readers may also be encouraged to colour the
pictures.
Teachers/Parents may also want to use the
sequencing cards to ascertain the learner’s
grasp of the story sequence. By enlarging and
cutting up the cards, and jumbling them up,
the teachers/parents can then ask the learner
to arrange the cards in the correct order to
retell the story. If possible, the cards can be
placed on coloured card and laminated to
make them easy-to-use and durable.
These are fully-photocopiable sheets that are
for use in the further activities. They are
clearly marked to indicate to the
teacher/parent which further activities they
belong to.
Stories
The kidnappers
Guided questions
Cover
1 How many brown bears can you see?
2 What are the bears getting in to?
3 Do the bears look friendly?
Page 1
1 Why was Kipper sad?
2 Look at the picture. Where was the key?
3 What began to work when the key glowed?
Page 2
1 What happened to Kipper’s toys?
2 What did Kipper’s teddy do to Kipper?
3 Look at the picture. How did Kipper look?
Page 3
1 What did Kipper do when he sat up?
2 What did he look at?
3 Who spoke to Kipper?
Page 4
1 Where did the toys run to?
2 What did Kipper feel?
3 Where did the magic pull him?
Page 5
1 What did the magic do to Kipper and his
toys?
2 What did Kipper shout?
3 Look at the picture. Name two things that
spun round and round with Kipper.
Pages 6 and 7
1 Where did the magic take them?
2 How did the toy cat feel?
3 Look at the picture. Did Kipper look the
same? Why not?
5
4 What did Kipper and his toys want to
catch?
Page 15
5 Where did the bears want to go?
2 Why was Kipper excited?
6 Why did the bears want to go to
Switzerland?
3 Look at the picture. What did the famous
bear do?
Page 8
Page 16
1 What did the toy rabbit say?
1 Who came onto the stage next?
2 What did Kipper ask?
2 What did he do?
3 Look at the picture. What was outside the
building?
3 What did everyone do?
Page 9
1 What did Kipper and his friends go on?
2 What did they fly over?
3 What was it a beautiful place for?
Pages 10 and 11
1 What did everyone do when the plane
landed?
2 What were there a lot of?
3 Where did the bears come from?
1 What did the famous bear say?
4 Look at the picture. Did the bears under
the stage look friendly?
Page 17
1 Who came onto the stage next?
2 What did the famous pop group do?
3 Did everyone like the picnic?
Page 18
1 What kind of book did Kipper have?
2 What did Kipper want the famous bears
to do?
3 Who did Kipper want to show the book to?
4 What was at the airport?
5 What did the toy cat say about the bus?
Page 19
6 What did the toy cat want to do?
1 Who did Kipper and his toys go to find?
2 Who pushed the famous bears into a car?
Page 12
1 Did Kipper like Switzerland?
2 Where did Kipper and his toys sit?
3 What did the bears do?
Page 13
Page 20
1 What did the car do?
2 What did the toy cat see?
1 Where was the bus?
3 Who could Kipper and his toys follow in
this van?
Page 21
3 Were a lot of bears there?
1 Who drove the van?
Page 14
2 Did the car go faster or slower than the van?
1 What did Kipper and his friends find?
6
3 What were the bad bears?
3 What did the teddy shout?
2 What did everyone suddenly do?
Page 22
3 Who came onto the stage?
1 Where did the car stop?
4 Look at the picture. What did the bears
under the stage eat?
2 What did the bad bears do?
3 Who had a plan?
Page 23
1 Where did Kipper and the toy cat go?
2 What did Kipper do?
4 What did the famous bears want to go
back to?
5 When the magic key began to glow, what
was it time for?
6 What did Kipper want to tell Biff and Chip?
Page 24
1 What did the bad bears want to eat?
2 Did the bad bears see Kipper’s teddy and
the toy rabbit?
3 What did the teddy do?
Page 32
1 When did Kipper tell Biff and Chip about
his magic adventure?
2 Did Biff and Chip believe Kipper?
3 What did Chip say?
Page 25
1 Where did the toy rabbit go?
Workbook answer key
2 Who did he see?
3 What did one of the famous bears shout?
Page 1
1 fell, shook
2 rubbed, felt
Page 26
3 spun
4 took
1 What did the toy rabbit do?
5 flew
6 landed
2 What did they all do?
3 What did the teddy say?
Page 2
Page 27
1 A famous bear began to tell jokes and sing
funny songs.
1 What did the famous bears creep into?
2 Everyone liked the picnic.
2 Did the bad bears see them? Why not?
3 Some bad bears pushed the famous bears
into a car.
4 The car drove up a mountain road.
Pages 28 and 29
1 When one of the bad bears looked up, what
did he see?
Page 3
1 To an airport.
2 What did he shout?
2 To Switzerland.
3 What did the toy cat do?
3 The Teddy Bears’ Picnic.
4 Could the bad bears move? Why not?
4 He waved at the crowd.
5 An autograph book.
6 Look at the picture. Did the bad bears look
angry?
6 Sign their names.
Pages 30 and 31
1 in front of, inside
1 How did the famous bears feel?
2 to, out
2 Who did they thank?
3 through, inside
3 Look at the picture. Who took the bad
bears away?
4 out of, into
Page 4
5 onto, after
7
Page 5
1 c
2 a
3 f
4 b
5 d
6 e
Page 6
K
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P
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B
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G
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K
B
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Y
Page 7
1 greedy
2 funny
3 beautiful
4 dangerous
5 exciting
6 different
Page 8
1 I went (to a beach/on a picnic).
2 I saw (the sea/trees and a stream).
3 I (played on the sand/went for a walk).
4 (Students draw a picture of their exciting
day.)
bears? (Kipper and his toys) Tell the
students that the bears want to thank
Kipper and his toys. They have written
Kipper a thank you letter but the
sentences in the letter are in the wrong
order. Tell the students that they have to
put the sentences in the correct order.
2 Divide the class into groups of three or
four students. Distribute an envelope
containing the sentences to each group.
Tell students that they are going to put
together the thank you letter in their
groups. Tell students to open their
envelopes, take out the sentences and
arrange them in the correct order.
3 When the students have finished arranging
the sentences, check that they are in the
correct order by asking a group to read out
their thank you letter. Ask other groups if
they agree with the order in the first
group’s letter. If a group’s letter is in a
different order, ask them to read it out.
The teacher then tells the class the correct
order of sentences.
Activity 2
Writing an invitation
Type
Further activities
Activity 1
A thank you letter
Type
A group activity
Preparation
1 Make enough copies of Photocopiable
Sheet 1 for each group, then cut along the
dotted lines to separate the sentences. Put
each set of sentences into an envelope.
2 Provide a sheet of A4 paper, some scissors
and glue for each group.
Procedure
1 Remind students of the content of the
Storybook. Ask: Who helped the famous
8
An individual activity
Preparation
1 Ask students to bring a soft toy to class.
The teacher should bring some soft toys,
too in case some students do not have one
or forget to bring theirs.
2 The teacher should make a copy of
Photocopiable Sheet 2 for each student
and enlarge a copy for him/herself to do
the demonstration.
Procedure
Storybook. Ask: Where did Kipper and his
toys go? (Switzerland) What did they go to
in Switzerland? (a Teddy Bears’ Picnic)
Talk about how there were a lot of bears at
the Teddy Bears’ Picnic and how there was
a picnic every year. Then ask the students:
How do you think the bears knew when
the Teddy Bears’ Picnic was? Also ask:
How do you think the bears knew where
the Teddy Bears’ Picnic was? Try and get
students to talk about invitations. Tell
students we normally send invitations if
we want to invite someone to our party. By
looking at the invitation, the person we
invite can see what kind of party it is,
what day it is on, what time it starts and
where the party is.
2 Show the students a soft toy and tell them
the name of the soft toy. Explain that you
are going to have a party and you want to
invite your soft toy. Tell the students that
you will write an invitation to invite your
soft toy to your party. Discuss with the
students what kinds of parties there are.
Ask: What kinds of parties can we have?
Write the students’ answers on the board,
e.g., Teddy Bears’ Picnic, birthday party,
Christmas party, BBQ party, beach party,
etc. Take the enlarged copy of
Photocopiable Sheet 2 with the invitation
on and stick it on the board. Demonstrate
to the students how to fill in the invitation.
For example,
Dear Toto,
Please come to my birthday party
on 8 October 1998
The flying carpet
Guided questions
Cover
1 Who can you see?
2 What else can you see?
3 How do you think Biff and Kipper feel?
Page 1
1 What was wrong with Biff’s carpet?
2 Who did Biff show the hole to?
3 What did Dad say to Biff?
Page 2
1 What did Biff and Chip do with Dad?
2 What did Dad want to buy for Kipper’s
room?
3 Where did they see a bookcase?
Page 3
1 What did Biff find at the back of the shop?
2 Look at the picture. What did Dad give the
man in the shop?
3 Have you ever bought something from a
second-hand shop?
Page 4
1 Look at Dad’s face. Did Dad like the carpet?
2 Did Biff like the carpet?
3 What did Biff ask?
at 2 o’clock in the afternoon
at 7 Sunshine Road, Rainbow Bay
From Kitty
3 Distribute a copy of Photocopiable Sheet 2
to each student and ask them to write their
own invitations for their soft toys. Then the
students can colour the invitations and
decorate them with drawings. The teacher
can display the invitations in the classroom.
Page 5
1 Where did they take the carpet?
2 What did Biff do to the carpet?
3 Why did she beat the carpet?
Page 6
1 What did Biff and Mum do together?
2 Look at the picture. What did Biff have in
her hand?
Variation
3 Did the carpet look better?
For the more capable students or those who
finish early, the teacher could ask them to
write a reply to the invitation from their toy.
Page 7
1 How did the carpet look?
9
2 What did Kipper say about the carpet?
2 What did the boy promise to be?
3 What did Dad say about the carpet?
3 Who wanted to be king?
Page 8
Page 17
1 Where did Biff put the carpet?
1 Who came to the palace?
2 What did they do?
3 What did Kipper want to do?
3 Why was the boy’s mother lucky?
Page 9
Page 18
1 What did the magic key suddenly do?
1 What did the boy say about his uncle?
2 What did Biff say about the adventure?
2 What did he make the people do?
3 What were Biff and Chip on?
3 Were the people happy?
Pages 10 and 11
Page 19
1 What did the carpet do?
1 What did the people want the boy’s mother
to do?
2 Was Kipper afraid?
3 What did the carpet fly over?
4 What did Biff and Kipper do?
3 Look at the picture. Do you think the boy’s
mother was happy?
Page 12
Pages 20 and 21
1 Did the carpet land in the city?
1 What did Biff and Kipper want to do?
2 What did the carpet do?
2 What did Biff and Kipper help the boy to do?
3 Look at the picture. Do the four men look
friendly?
3 What did they all sit on?
Page 13
5 What did Biff tell them to do?
6 Have you ever made a wish? What was it?
2 What did Biff and Kipper see?
Page 22
3 What did Biff say?
1 Where did the carpet fly to?
Page 14
3 Why did Kipper not want to fall?
2 What did the boy do when he saw them?
Page 23
1 Did the carpet land safely?
Page 15
1 Who was the boy?
2 How did the boy’s mother feel when she
saw the boy?
2 Who locked him in the tower?
3 What did she say?
3 What did the boy tell Biff and Kipper?
Pages 24 and 25
Page 16
1 Who did the boy’s mother speak to?
1 How did the people in the country feel
when the boy was king?
2 Where did the boy’s mother want to go?
5 Where were Biff and Kipper?
10
2 Why did the boy’s mother not come to fight
the uncle?
3 Were the soldiers happy?
4 Where did they march to?
Workbook answer key
5 How did they fight?
Page 1
6 Where did Biff, Kipper and the boy watch
from?
1 carpet
2 bookcase, room
3 dirt
4 cleaned, carpet
Page 26
5 bedroom, sat
6 deserts, mountains
1 Who won the fight?
Page 2
2 Why was everyone happy?
1 a) into the tower
3 What did the boy want to do to his uncle?
2 a) to the palace
b) in surprise
b) in prison
3 a) to the mountains
Page 27
1 Who saw someone running away?
2 Look at the picture. What was the wicked
uncle on?
3 Who had an idea?
4 a) out of the window
b) with her soldiers
b) on the carpet
Page 3
1 found
2 took
3 cleaned
4 began
5 flew
6 stopped
7 saw
8 told
9 helped
Page 28
10 thought
1 What did Biff do?
Page 4
2 What did the wicked uncle do?
3 What did Biff shout?
1 The soldiers came down from the
mountains and marched to the city.
Page 29
2 Everyone was happy because the boy was
king again.
1 What pulled the wicked uncle from his
horse?
3 The wicked uncle rode as fast as he could
but the carpet was faster.
2 How did the carpet get the uncle back to
the city?
4 The carpet wrapped itself around the
wicked uncle.
3 What did the wicked uncle shout?
5 The boy gave Biff and Kipper a present.
Pages 30 and 31
1 Where did Biff and Kipper take the uncle?
2 What did the boy want to do to his uncle?
3 What did the boy give Biff and Kipper?
4 What was the present?
5 What did the key begin to do?
Page 5
1 dirty, dusty, old
2 cruel, greedy, wicked
3 brave, happy
4 sad, unhappy
Page 6
1
9
P RE
HO R S E
C I T Y
SO L
T O WE
UNC L
C AME L
CA R P E
S E N T
2
3
6 What did Biff and Kipper need?
4
Page 32
1 Where did the magic key take Biff and
Kipper?
2 Where did Kipper want the carpet to take
him every day?
3 Where do you want the carpet to take you?
5
6
D I ER S
R
E
7
8
T
9 prisoner
11
Page 7
1 carpet
2 king
3 people
4 soldiers
5 tower
6 mountains
7 happy
8 fought
9 horse
What can I see?
4 If a student thinks he/she knows the
answer, he/she must put up his/her hand
and say: Is it a/an ___? If he/she guesses
the word correctly, the teacher can write
the word on the board and then the
student can sit or stand on the flying
carpet and think of something that he/she
can see in the classroom. He/She tells the
other students the first letter of the word
by saying: I’m on the flying carpet. I can
see something beginning with the letter
___/sound___. The other students must
guess the correct word. The activity
continues in this way.
Type
Variation 1
A class/group activity
The teacher could have more control of the
activity by providing pieces of paper with the
words to be used on them. The student on the
flying carpet selects a piece of paper with a
word on it.
Page 8
1 – 5 (My best friend) was with me on the
flying carpet. We flew over (a town and
a river). The carpet landed (on a hill).
We saw (trees and flowers) and we (had
a picnic). We talked to (some children).
6 (Students draw a picture of a place.)
Further activities
Activity 1
Preparation
Bring a small rug or a bathroom mat to class.
Procedure
1 Revise the vocabulary of things in the
classroom with the students by pointing to
things and asking: What is it? (a desk, a
chair, a table, a pen, a floor, a ceiling, a
window, a door, a rubber, a ruler, etc.)
2 Put the rug/mat on the floor and tell the
class that it is a flying carpet like the one
in the Storybook. Tell students to look at
the picture on pages 10 and 11 in their
Storybooks. Tell them that Biff and Kipper
could see a lot of things from the flying
carpet. Explain to the students that they
are going to do an activity in which they
have to guess what the person on the flying
carpet can see.
3 Sit or stand on the rug/mat and say: I’m on
my flying carpet. I can see something
beginning with the letter d. Alternatively
the teacher could say the sound /d/. (The
sound of the letter.) The teacher should
write the two sentences on the board for
12
students to refer to. The students must
look around the classroom and try to guess
the thing which begins with the letter d.
(desk)
Variation 2
Divide the class into groups. The students in
each group must think of things that they can
see in the classroom and write the words
down. The teacher selects a student from one
of the groups to sit or stand on the flying
carpet. The student must use one of the words
from his/her group’s list. The other groups
must try and guess the answer. The group
which guesses the most correct answers is the
winner.
Activity 2
Writing poems
Type
A one-to-one activity
Preparation
Provide two sheets of paper, felt-tip pens
and/or colouring pencils for each pair of
students.
Procedure
Prince
Storybook. Ask students to think about
Biff and Kipper’s adventures and what
they saw. The students can look at the
pictures in their Storybooks to help them.
Ask the students to think of the places that
Biff and Kipper saw. They can call out
words, e.g., deserts, mountains, tower,
prison, city, palace, etc., and the teacher
can write them on the board. Next ask
students to think of people and animals in
the Storybook, e.g., Biff, Kipper, prince,
prince’s mother, wicked uncle, soldier,
camel, horse, etc. Then ask students to
describe some of the people from the
Storybook, e.g., happy, safe, brave, greedy,
wicked, cruel, unhappy, etc. Finally ask
students what verbs are in the story, e.g.,
marching, crying, jumping, fighting,
shouting, laughing, riding, running away,
etc. You might like to write the words in
groups on the board.
Real king
2 Tell students they are going to write a
poem from the selection of words on the
board. Explain to them that the poem will
look special when they write it out because
there is a pattern in the poem. Explain that
the poem has five lines. The first line has
one word, the second line has two words,
the third line has three words, the fourth
line has four words and the fifth line has
only one word. While explaining the
pattern of the poem, the teacher can draw
boxes on the board to indicate how many
words per line. Tell the students that their
poems must have the same pattern as this
poem.
3 Create a poem with the whole class. Select
a word from the board to be the topic.
Then create the rest of the poem using
words from the board and ideas from the
students. If the students cannot think of
any ideas, the teacher could use the
following example to help prompt the
students.
Very very sad
Crying in the tower
Prisoner
4 Divide the class into pairs and ask the
students to write their own poems.
Distribute a sheet of paper to each pair.
Tell students that they must start each new
line with a capital letter and that they do
not need full stops because it is a poem.
5 When the students have written their
poems and the teacher has checked them,
give each pair another sheet of paper to
write up the poem neatly. The teacher can
select a few pairs of students and ask them
to read out their poems. Then the students
can decorate their sheets of paper by
drawing things from the Storybook, e.g.,
flying carpet, mountains, palaces, etc.
When the poems are finished, the teacher
can display them in the classroom.
Green Island
Guided questions
Cover
1 How many people can you see?
2 What are they looking at?
3 What are the children holding?
Page 1
1 Who went on a school trip?
2 Where did they go?
3 How did the children feel? Why?
Page 2
1 Who unloaded the bus?
2 How long were Mr Johnson and his class at
Seabay House for?
3 Whose toothbrush did Mrs May find?
Page 3
1 What did Mr Johnson show the boys?
13
2 What did Chip and William both want?
3 What did Mr Johnson say when he tossed a
coin?
3 When Mrs Honey looked at Anna and
Chip, what did she tell them to do?
Pages 12 and 13
Pages 4 and 5
1 What did Mrs Honey say about oil?
1 What did Mr Johnson give the children?
2 Could Mrs May clean the oil off Chip and
Anna?
2 What did Mr Johnson do with the children?
3 Look at the picture. Which other teacher
went with them?
3 Who felt sorry for the seagull?
4 Why did they stop?
5 Where was the oil on the seagull?
5 What did Nick point to?
6 How long did Mrs Honey have to look after
the seagull?
6 What was the island called?
Page 6
1 How did everyone feel after the long walk?
2 What did the children do after they ate
their food?
3 Do you help to wash up at home?
Page 7
1 How did the children feel that night?
2 What did Chip do?
3 How did Mr Johnson feel about this?
Pages 8 and 9
1 Where did the children go the next day?
4 What did William ask?
Page 14
1 What other animal did Mrs Honey show
the children?
2 What did she give the sea-otter?
3 What hit the sea-otter?
Page 15
1 What island did the sea-otters live on?
2 Look at the picture. What did the children
get in?
3 What did Mrs Honey say?
Pages 16 and 17
1 How did the children go to Green Island?
2 What did they make on the beach?
2 Where did Mrs Honey stop the boat?
3 What did Biff find?
3 Who saw another sea-otter?
4 Some children worked with Mrs May.
What did they do?
4 Why were they lucky to see the sea-otters?
5 Who caught a large crab?
5 What did Mrs Honey do?
6 Who dived into the sea?
6 What did Mrs May say?
Page 10
1 What did Chip and Anna find?
2 Could the seagull fly? Why not?
3 Why did Mr Johnson tell everyone to be
careful?
Page 11
1 Who did Mr Johnson take the children to
see?
2 What did Mrs Honey need to do to the
seagull?
14
Page 18
1 Where did Mrs Honey take the boat?
2 What did Mrs Honey say?
3 What did the children do?
Page 19
1 What did William and Nick see?
2 What did William say? What did Nick say?
3 What did they find inside the cave?
Pages 20 and 21
1 Was Mrs Honey happy?
2 What was inside the drums?
6 What did Anna say about the sea-otter?
Pages 30 and 31
4 Why did the people put the drums inside
the cave?
5 Who did Mr Johnson want to tell about the
drums?
6 What did Mrs Honey say about the drums?
1 What did they have at the end of the
school trip?
2 What did Mrs Honey do at the party?
3 What did the school trip become?
4 Who came and took a photograph?
Page 22
5 What did William say?
1 What did Chip and William see?
2 How many people were in the boat?
3 What did Mrs Honey tell everyone to do?
Page 23
Page 32
1 Why were the children excited?
1 Where did the men stop their boat?
2 How many newspapers did Chip want to
buy? Who were they for?
2 What did they do?
3 What did Mrs Honey want the children to
do?
4 Do you want to be famous?
Pages 24 and 25
Workbook answer key
1 Did the children listen to Mrs Honey?
2 Who ran back to the boat with the children?
Page 1
3 Was Mrs May worried?
1 Mr Johnson
2 Mrs May
4 What did Chip and William do?
3 Chip and William
4 Mr Johnson
5 What did Mrs May do?
5 Nick
6 Chip
6 What did Nick ask?
7 Biff
8 Nick and William
Pages 26 and 27
1 Did Mrs Honey’s idea work?
2 What did Mrs Honey and Mr Johnson do?
3 Could the four men get off the island? Why
not?
4 What did the children shout?
5 What did the men shout?
6 What was Mrs Honey’s answer?
Pages 28 and 29
1 What did the police do?
2 What did Mr Johnson say to Mrs Honey?
3 Why did Mrs Honey thank everyone?
9 Chip and Anna
10 Mrs Honey
Page 2
1
7
H I
S
L
A
C L E A N
A R O U N D
2
3
4
T
T I C K S
I V E
F T E R
5
6
7 island
4 What did Mrs May say?
Page 3
5 What did William say about the drums of
toxic waste?
1 heavy
2 top
4 secret
5 dangerous
3 hungry
15
Page 4
1 Four people lifted some drums out of the
boat.
2 Chip and William pushed the boat out with
the oars.
3 The four men could not get off the island
without their boat.
4 The police took the four men off the island.
5 The next day the story of Green Island was
in the newspaper.
Page 5
1 birds
2 children
3 seagull
4 feathers
5 sea-otter
6 boat
7 cave
8 drums
9 men
10 island
Page 6
1 island
3 seagull
7 shell
8 newspaper
11 sea
6 sand
10 sea-otter
12 fish
Page 7
1 seagull
3 crab
b
2 sea-otter
a
5 hermit crab
4 fish
e
c
d
Page 8
1 (Students draw a picture of their last
school trip.)
2–6 I went on my last school trip (last week).
I went (to a zoo). I went with (my class).
I/We got there (by bus). I/We (looked at
the animals).
Further activities
Activity 1
Packing a bag
Type
Preparation
1 Bring a small bag to class. Pack the bag
with things that people usually take with
16
them when going on a short trip, e.g.,
toothbrush, toothpaste, hairbrush/comb,
towel, a few items of clothing, book, etc.
Also add something a little unusual, e.g.,
a favourite teddy bear, a photo of your
family, etc.
2 Provide two sheets of paper, felt-tip pens
and/or colouring pencils, scissors and glue
for each student.
Procedure
Storybook. Tell the students to look at the
picture on page 2 of their Storybooks. Ask:
What did Mr Johnson do when the bus
stopped? (He unloaded the bus.) What was
in Mrs May’s hand? (a toothbrush)
2 Tell students that you are going on a school
trip to Seabay House for a week like the
children in the Storybook did. Tell the
students you have packed your bag to go
on the school trip. Show them the bag and
say: This is my bag. What’s inside? Take
out the things as they are guessed
correctly. Then take out the rest of the
things and tell students what they are.
3 Tell students that they are going on the
school trip, too and they must pack a bag.
Tell students to look at the different types
of bags and suitcases on pages 2, 3 and 4 of
the Storybook. Ask: What kind of bag will
you take on the school trip? (a rucksack/
a suitcase/a travel bag/a sports bag, etc.)
Explain to the students that they are going
to choose a type of bag, think of the things
that they are going to bring, and draw and
write about them.
4 Give each student two sheets of paper. Ask
students to draw their bag on one sheet of
paper, colour it in, then cut it out. Tell
them to put this cut-out of the bag on top
of the second sheet of paper and draw
round it so they have an outline of the bag.
Students must then think of what they will
take on the school trip and draw the things
inside the outline of the bag. Then they
must place the cut-out of the bag on top of
the drawing and glue the handle of the bag
only so that the cut-out can be lifted up to
show what is inside the bag.
5 The students can then write some
sentences at the bottom of the sheet of
paper, e.g., I will take (a list of things) on
the school trip to Seabay House.
Encourage the students to use dictionaries
to help them. When all the students have
finished writing, ask a few students to read
out their sentences. Then the teacher could
display the pictures in the classroom.
Activity 2
The Green Island board game
Type
A group/one-to-one activity
Preparation
1 Enlarge Photocopiable Sheet 3 — one for
each group. The Photocopiable Sheets
could be stuck onto cardboard to make
them more durable.
2 Provide a dice for each group. Also provide
enough counters (small coloured buttons,
coins, student’s erasers, etc.,) for each
student.
Procedure
Storybook. Ask: What island did the
children go to with Mrs Honey? (Green
Island) The teacher should talk about what
happened on Green Island, particularly the
following points:
The children went to Green Island in the
boat.
Fiona dived into the sea.
The children got out of the boat and went
to look around Green Island.
The police took the men off the island.
2 Tell the students that they will play a game
in which they will go to Green Island.
Show them a copy of Photocopiable Sheet
3. Explain the rules of the game to the
students. Tell them that they must each
choose a counter and put it on the START
square. Each player then takes it in turn to
roll the dice. The player to roll the highest
number can start first. Each player moves
his/her counter according to the number
rolled on the dice. If a player lands on a
square with an instruction on it, he/she
must read it out loud and then follow the
instruction. There are three instructions
used in the game: Go to (number), Go back
to (number), Roll the dice again. The
teacher needs to make sure the students
are familiar with these instructions before
they start. Then explain that the first
student to reach FINISH is the winner.
3 Divide the students into groups of six and
distribute the enlarged copy of
Photocopiable Sheet 3, a dice and counters
to each group. The teacher could go round
the class as the students are playing the
game to help and encourage the students.
The teacher should also encourage the
students to try and speak English when
playing the game, particularly when
counting.
Variation
The teacher could photocopy enough sheets
for students to play the game in pairs.
Storm Castle
Guided questions
William and Nick found some drums in the
cave.
Cover
A boat came to the island.
1 How many children can you see?
Mrs Honey and Mr Johnson took the men’s
boat.
2 Who are they?
3 What are they looking at?
17
Page 1
1 Why did Nick come to stay at Biff and
Chip’s house?
Page 10
2 What did Nick have?
3 Look at the picture. What did Nick’s dad
give Mum?
1 Where did the magic take them?
2 Where was Storm Castle?
3 Was Nick with them?
Page 2
Page 11
1 Where did the children go?
1 Why did William tell everyone to run?
2 What did Nick take out of the big box?
2 Were the robots fast?
3 What did Nick want to play with first?
3 Where did the children have to run to?
Page 3
Pages 12 and 13
1 What did Nick have in his bag?
1 What did the children see?
2 Did Kipper like the robots?
2 Was this the way to the castle?
3 What did Biff and Chip go and get?
3 Could the robots cross this bridge?
Page 4
1 Who came to play?
4 What did Chip ask?
5 What did the bridge suddenly do?
6 What did the children have to do?
2 What did Kipper want to be when he
grew up?
Page 14
3 What do you want to be when you grow up?
1 Who was still on the other side?
Page 5
1 Who played on the computer?
2 What was the name of the computer game?
3 Was it an easy game?
Pages 6 and 7
1 Who did everyone watch?
2 What was in every room?
2 What did he do?
3 Look at the picture. Did William need any
help?
Page 15
1 What did the gate of the castle do?
2 How did Chip get inside?
3 What did Chip shout to the others?
3 What happened in the first room?
Pages 16 and 17
4 Was Nick good on the computer?
1 What noise did the gate make when it
closed?
5 Who could play next?
2 Did Biff like this adventure?
3 Was it fair? Why not?
Page 8
1 What did the magic key begin to do?
2 Did Biff want a magic adventure?
5 William wanted to go through a door. What
did the door look like?
3 What did she want to do?
6 What did William do?
Page 9
Pages 18 and 19
1 What did the children see when they went
through the door?
2 What was Storm Castle full of?
18
4 How many doors did the children come to?
2 How did the children look in each mirror?
5 What did the squares add up to?
3 Why did they all laugh?
6 Did Chip understand?
5 Did Chip want to look funny?
6 Do you think they look funny?
Page 20
1 What happened when Kipper looked in
one mirror?
2 Was it really a mirror?
3 What was it?
Page 21
1 What was in the doorway?
2 Who was frightened by the monster?
3 What did Kipper want?
Page 28
1 Was Biff right?
2 What happened when they stepped on the
right square?
Page 29
1 What did the children come to?
2 What came up to them?
3 Was Kipper afraid?
Page 30
1 Who began to laugh?
2 What did Chip do?
Page 22
1 What did the monster try to do?
4 Do you know who is inside?
2 What did the monster ask?
3 What was Kipper’s answer?
Page 23
Page 31
1 Who was inside the robot?
1 Was the monster friendly?
2 How did Chip know Nick was inside the
robot?
2 What did he tell the children about?
3 What did everyone say?
3 What did he show the children?
Page 24
1 Where did the children go?
2 What did they come to?
Page 32
1 Did Nick like the adventure?
2 Do you think Biff liked the adventure?
3 What did Biff want to play next?
3 How did William know the way?
Page 25
1 What did the children come to?
Workbook answer key
2 What did some of the squares have on them?
Page 1
3 Where was the doorway?
1 bag
2 robots
4 Castle
5 desert
Pages 26 and 27
1 What did the children have to do to get to
the doorway?
2 What did William say about the wrong
square?
3 Who knew what to do?
4 What did Biff do?
3 toys
Page 2
1 The bridge was the only way to the castle.
Suddenly the bridge began to open in the
middle.
2 Chip rolled under the gate.
Biff did not like the adventure very much.
19
3 The children were in a room full of mirrors.
Further activities
The children looked funny in the mirrors.
Activity 1
Page 3
Crossing the squares
1 a computer d
2 a spacecraft c
Type
3 giant robots e
4 the gate f
A one-to-one activity
5 a keyhole b
6 a monster a
Preparation
Make copies of Photocopiable Sheet 4 — one
per pair of students.
Page 4
1 the monster
2 William
3 Kipper
4 Biff
5 Chip
6 Nick
Page 5
1 castle
2 ran
3 bridge
4 rolled
5 gate
6 mirrors
7 laughed
8 jumped
9 maze
10 robot
Page 6
1 out
2 through
3 under
4 in
5 into
6 inside
Page 7
6
S
7
P
A
5
A
D
F
C
V
R
1
8
F R I G H T E N E D
M
C
E
N
I
2
R
F U N N Y
T
R
A
D
U
R
3
F
L
R O B O T
4
T
E
S T O R Y
R
Page 8
1–5
20
My monster is (big/small). It has
(four arms/three legs). It has big
(ears/teeth). It is (green / orange /
purple). It is (friendly / frightening).
Procedure
Storybook. Tell them to look at pages 26
and 27 of the Storybook. Ask: What did the
children have to do to get to the door? (The
children had to cross the numbers and
stand on an empty square. The right one
took them up to the door.)
to the students and explain that they have
to try and help the children in the top lefthand corner get to the door in the bottom
right-hand corner. Explain to students that
there are words instead of numbers on the
squares this time. Tell the students that
they must get across the squares from the
top left-hand square (run) to the bottom
right-hand square (door) by finding seven
pairs of rhyming words and colouring
them in.
3 Explain to the students that they can find
a rhyming pair by looking across or down
from the square they are on. They do not
need to look diagonally. For example, from
run, they will see fun across from it and fat
down from it. Fat does not rhyme with run
but fun does so this is the rhyming pair.
The student must colour these two squares
and continue in the same way looking for
the next rhyming pair.
4 Students must look for the rhyming pairs
until they reach the square with the word
door. They can colour all the rhyming
pairs using a different colour for each pair.
The seven rhyming pairs are: run–fun,
hall–wall, glow–grow, can–ran, look–took,
stay–play and floor–door.
5 When the whole class has finished, the
teacher could check the students’ answers
by asking different pairs of students to
read out the pairs of rhyming words.
Alternatively the teacher could draw the
grid with the words in the squares on the
board. He/She could ask different students
to come to the front and shade in the
squares with the pairs of rhyming words.
Activity 2
Making robots
robot, ask students to think of some
sentences to describe their robot. They can
practise saying the sentences in their
group. Then the teacher can ask each
group in turn to stand up and talk about
their robot. Each student in the group can
say one sentence, e.g., This robot is a
giant/small robot. This robot is
silver/gold/red/and blue. This robot has a
computer inside it. This robot can run very
fast., etc.
4 The teacher can display the robots in class.
He/She might like to make a background
of Storm Castle for the display.
Type
A group activity
Preparation
1 Ask students in advance to bring in empty
boxes, plastic bottles, empty toilet rolls,
used wrapping paper or silver foil, pieces
of card, buttons, or anything else to make a
robot with.
2 Collect things to make robots with in case
there is not enough material for every
group.
Procedure
Superdog
Guided questions
Cover
1 What animal is walking in front of the cars?
2 Who is it?
3 What does Floppy have around his neck?
Page 1
Storybook. Tell them to look at the
pictures of the different types of robots:
the toy robots (page 3), the giant robots
(pages 11 and 12), and the robot Nick was
inside (pages 29–31).
1 What was on television?
2 Divide the class into groups of four to five
students. Tell students that they are going
to design and make their own robots in
groups. They can use the pictures in the
Storybook to help them. Explain that the
robots could be like Nick’s robot. Say:
Nick’s robot looks like a person. It has
arms and legs. Or the robots could be like
the giant robots. Say: They look like
animals/aeroplanes. Encourage the
students to be as creative as possible.
2 Who liked Raffles?
3 When the group has finished making their
3 Did Wendy like the ‘Dog of the Year Show’?
2 What was the name of the dog on television?
3 Who wanted Pepper to win?
Pages 2 and 3
1 What was the next dog called?
3 Did Raffles win? Who won?
4 Who was asleep on the floor?
5 What did Biff do to wake Floppy?
6 What did Floppy do?
Page 4
1 Who came to play with Biff, Chip and
Kipper?
2 Where was Floppy?
21
Page 5
2 Did the pram reach the main road?
1 What did Biff find?
3 What did the mother say?
2 What did she tell Floppy to do?
3 What did Floppy think?
Page 15
1 Who did everyone talk about?
Pages 6 and 7
2 What kind of dog did someone call Floppy?
1 What did the children make for Floppy?
3 Do you think the people liked Floppy?
2 What did they want Floppy do?
3 Look at the picture. What sort of things
did the children use to make the course?
5 What did Floppy not like?
6 What did Floppy want to do?
Page 16
1 Where was the old lady’s handbag?
2 Who grabbed her handbag and ran away
with it?
3 What did the old lady shout?
Page 8
Page 17
1 What did Wendy’s mum want to do?
1 Who ran after the thief?
2 Did Kipper like swimming?
2 What did Floppy grab?
3 Was Floppy happy?
3 What did the thief drop?
Page 9
Page 18
1 Where did Floppy go?
1 What did the people do?
2 What made him open one eye?
2 Was the old lady happy? Why?
Pages 10 and 11
4 What did a man call Floppy?
1 Where did the magic take Floppy?
Page 19
2 What was the city full of?
3 Was it quiet in the city?
4 What took people up and down the hill?
1 Where did Floppy go?
2 How did the people feel?
3 Who suddenly saw something?
5 Have you ever been on a tram before?
6 What did the dogs wear?
Pages 12 and 13
1 There was a pram outside a shop. What
was inside the pram?
22
Pages 20 and 21
1 What noise did the water make?
2 Who fell in the water?
3 Did anybody see him fall in?
2 What did the pram suddenly begin to do?
3 Did anybody see the pram move at first?
5 How did Floppy save the boy?
4 Where did the pram roll?
6 What did the man say?
5 What did the mother shout?
Page 22
1 Who was the story in the newspaper about?
Page 14
2 What did the newspapers call Floppy?
3 Did Floppy like this name?
Page 23
1 What did the people in the city say when
they saw Floppy?
2 What happened when Floppy crossed the
road?
Page 31
1 Where did the children take Floppy?
3 Look at the picture. Do you think the
people liked Floppy?
2 What was it time to do?
Page 24
Page 32
1 What were the three bad dogs in the city
called?
1 Where did Floppy hide?
2 Did the bad dogs like the lost dog? Why not?
2 Did Floppy want to be the Dog of the Year
or Superdog?
3 Look at the picture. How do you think the
lost dog felt?
3 Who did Floppy say he was?
Page 25
Workbook answer key
1 Who saw the bad dogs?
Page 1
2 What did Floppy say to the bad dogs?
1 The ‘Dog of the Year Show’ was on
television.
3 Do you think the bad dogs were frightened
of Floppy?
Pages 26 and 27
1 Where were some men?
2 Was it dangerous working so high up?
3 What happened to one of the men?
2 Floppy was asleep on the floor.
3 Biff pushed Floppy with her foot.
4 The children made a course for Floppy.
5 Floppy was almost asleep when something
made him open one eye.
4 Were the firemen able to help the man?
Page 2
5 What did the firemen need to take to the
man?
1 Pepper
2 Raffles
4 Wendy’s mum
5 Floppy
Page 3
Pages 28 and 29
1 in a big city
2 a tram
1 How did Floppy take the rope to the man?
3 a pram
4 a thief
2 What did the man shout?
5 the harbour
6 a boy
3 Did Floppy like this adventure?
Page 4
4 What did the man grab from Floppy?
1 hero
2 coats
3 rope
4 way
5 bed
6 Year
6 Was Floppy happy when the key began to
glow?
Page 5
1 CITY
2 pram
3 teeth
Page 30
4 handbag
5 trousers
6 water
1 Why was Biff angry with Floppy?
7 girder
8 building
3 Biff
23
Page 6
2 Provide small sheets of paper, felt-tip pens
and/or colouring pencils for each group.
1
9
M I S
2
H A R B O U
3
P
4
M O N E
T A K E
R
I P E
Y
5
T R I C K S
L A D D E R S
Procedure
Storybook. Ask students: What brave
things did Floppy do in the story? Write
the answers on the board as the students
call them out.
He stopped a pram with his teeth.
6
7
H E R O
8
G I R D E R
9 SUPERDOG
Page 7
1 SUPERDOG STOPS PRAM, SAVES
BABY!
2 SUPERDOG STOPS THIEF!
3 SUPERDOG JUMPS IN WATER, SAVES
BOY!
4 SUPERDOG SAVES MAN ON GIRDER!
Page 8
1 (Students write the name of the dog.)
2 (Students draw a course for their dog.)
a) It must pick up the ball.
b) (It must jump through the hoop.)
c) (It must walk across the bridge.)
d) (It must climb up the steps.)
Further activities
Activity 1
Writing the news
Type
A group activity
Preparation
1 Enlarge a copy of Photocopiable Sheet 5 to
A3 size for each group.
24
He grabbed a thief by his trousers and the
thief dropped the handbag.
He saved a boy.
He helped a lost dog.
He took a rope to a man on a girder.
2 Divide the class into groups of five. Tell
them to look at the picture of the
newspaper with the headline Superdog is
in town! on page 22 of the Storybook. Tell
the students that they are going to write
the news for the front page of a newspaper
in groups. Each student in the group can
choose one of the things that Floppy did
and write three or four sentences about it.
Tell them to refer to the relevant pages in
the Storybook to help them when writing
their sentences. Explain to them that
newspapers are written in past tense so the
students should also write their piece of
news in past tense, too.
3 When the students have finished their
pieces of news, they can swap them in the
group so that other students can give their
ideas and comments. This way all the
students in the group are involved in all
the pieces of news.
to each group. Say: This is the front page of
the newspaper. Tell students to read the
headline on the newspaper. Explain that
they are going to re-write their pieces of
writing and arrange them on the front
page. They can also draw pictures if they
wish. Tell students to try and think of the
layout of the front page. Explain that often
news is written in columns rather than long
lines to make it easier for people to read.
5 When all the groups have finished their
front pages, the teacher could ask some
students from different groups to read out
their pieces of writing. Then the teacher
can display them in the classroom.
Activity 2
write some sentences about what they can
do in a speech bubble coming from their
superhero’s mouth.
4 When the students have finished their
pictures, ask a few students to stand up
and show the class their pictures. They can
talk about their superhero and their
superpowers. Then the teacher can display
all the pictures around the classroom.
Superheroes
Type
Preparation
1 Collect some pictures of superheroes, e.g.,
Superman, Supergirl, Batman, Japanese
Ultraman, etc.
The Litter Queen
Guided questions
Cover
1 Where are the people?
2 Does the park look clean?
2 Provide a sheet of paper, felt-tip pens
and/or colouring pencils for each student.
3 Does the boy look happy?
Procedure
Page 1
Storybook. Ask students: What brave
things did Floppy do in the story? (He
stopped a pram with his teeth./He grabbed
a thief by his trousers and the thief
dropped the handbag./He saved a boy./He
helped a lost dog./He took a rope to a man
on a girder.) Also ask: What did the people
in the Storybook call Floppy when he did
all these brave things? (Superdog)
1 Where did William and Wendy’s mum and
dad take the children?
2 Ask the students: Do you know of any
other superheroes? Write the students’
answers on the board. Stick the pictures of
the superheroes on the board. Point to the
pictures of the superheroes and talk about
their superpowers. Write about some of the
superpowers on the board, e.g., He/She can
fly. He/She can jump very high. He/She is
strong. He/She can see a long way away.
3 Ask students to imagine they are a
superhero. Ask: What superhero are you?
What superpowers do you have? Distribute
a sheet of paper to each student. Tell them
to draw themselves as a superhero, then
2 What season was it?
3 Have you ever been for a picnic in the
countryside?
Pages 2 and 3
1 What did Wendy’s mum have?
2 Where did they have their picnic?
3 What did everyone sit on?
4 Did Kipper like the picnic?
5 What did Wendy say?
6 What did Wendy’s dad say?
Page 4
1 Where did the children want to go after the
picnic?
2 What did Biff and William both want to do?
3 What did Wendy’s mum shout?
Page 5
1 What did Wendy’s mum make the children
do?
25
2 Where did they put the litter?
Page 14
3 Do you leave your litter behind after a
picnic?
1 How did the children feel after the picnic?
Pages 6 and 7
3 Did Chip want a magic adventure? Why not?
1 Where did they take the litter and the
picnic things?
Page 15
2 Where did they walk?
2 What did Chip feel himself doing?
3 How did the houses and cars look from the
top of the hill?
3 Did Chip want to go on the adventure alone?
4 What flew past?
Pages 16 and 17
5 What did the microlight look like?
1 Where did the magic take Chip?
6 Did Chip want to fly in one? Why not?
2 What kind of place was the Litter Queen’s
palace?
Page 8
3 Where was the Litter Queen?
1 What did Floppy run through?
4 What was by her side?
2 What happened to Floppy?
5 When did the Litter Queen want Chip to
start work?
3 What was there on Floppy’s paw?
Page 9
1 Where did the magic take Chip?
6 What was Chip’s job?
1 What did Wendy’s mum look at?
Pages 18 and 19
2 What did William find?
1 Where did the Litter Queen take Chip?
3 Why was Wendy’s mum angry?
2 What did Chip say about the Litter Centre?
Page 10
3 What did the Litter Queen give Chip to put
on?
1 What game did the children want to play?
4 What did the Litter Queen tell Chip to do?
2 Could Floppy play with the children? Why
not?
5 How did Chip feel?
3 What games do you like to play?
Page 11
6 Do you like the Litter Queen?
Pages 20 and 21
1 What was it time to do?
1 Where did the Litter Queen take Chip and
some boys?
2 What made Wendy’s dad hungry?
2 What did the Litter Queen tell them to do?
3 What did William’s dad want to do?
3 How did the park soon look?
Pages 12 and 13
4 Did Chip want to spoil the park?
1 What did everyone want to eat?
5 Where did Chip want to throw all his litter?
6 Who was Chip frightened of?
3 What did Wendy’s dad say?
Pages 22 and 23
4 What did Chip and William look for after
finishing their food?
1 Where did the Litter Queen take Chip next?
5 What did Chip do?
3 Did Chip want to spread litter all over the
countryside?
26
2 Who was happy to get into bed?
2 What did she use the microlights to do?
4 What did the Litter Queen shout?
2 What was Chip’s story about?
5 Was Chip frightened of the Litter Queen?
3 Who came to give out the prizes?
6 What did Chip do?
4 What did Chip say about his story?
Pages 24 and 25
1 What did the microlight fly over?
2 What six things could Chip see below him?
Workbook answer key
3 What did Chip think?
Page 1
4 Which hill did Chip see?
1 Wendy’s mum
2 Kipper
5 What did Chip have to do?
3 Wendy’s mum
4 Wendy
6 Did Chip want to drop the litter?
5 Wendy’s dad
6 Chip
7 William
8 Biff
Pages 26 and 27
1 What did Chip hate?
Pages 2 and 3
2 Did Chip like this adventure?
1 Everyone wanted chicken and chips.
3 What happened to Chip’s bag of litter?
The litter bin was full.
4 What happened to Chip?
Chip threw his litter on the ground.
5 What litter did Chip fall with?
6 What flew out of Chip’s pocket?
Page 28
1 What did Chip shout?
2 Where was Chip?
3 Who came into Chip’s room?
2 The Litter Queen’s palace was a horrible
place.
There were two giant rats by the Litter
Queen’s side.
The Litter Queen wanted Chip to help her
spread litter everywhere.
3 Chip had a large bag. It was filled with litter.
Page 29
1 What did Mum say to Chip?
2 What did Dad say to Mum?
3 Have you ever had a bad dream?
Page 30
1 Who did Chip speak to the next day?
2 What did he tell Mr Johnson to look at?
3 What did Mr Johnson ask?
Chip did not want to spoil the park.
Chip wanted to throw all his litter in a
litter bin.
4 The Litter Queen used microlights to
spread litter.
The Litter Queen wanted Chip to fly in
the microlight.
Chip was very frightened of the Litter
Queen.
Page 31
Page 4
2 What did the children in Mr Johnson’s
class do?
1 At White Horse Hill. e
3 What competition did Mr Johnson put the
children’s work in?
3 Cans, bottles, bags and paper. a
Page 32
5 He was in bed. b
1 Who won a special prize?
6 They made posters. c
2 It broke. d
4 It flew out of Chip’s pocket. f
27
Procedure
Page 5
1
12
P I C N I C
2
B O T T L E
3
C L O U
4
S A N
5
T
6
M I C R
7
H U N G R Y
8
R A T S
9
L I
10
B L O O D
11
P R I Z E
12
D
D
H
O
S
W I C H E S
R O N E
L I G H T
T T E R
COUNTRYSIDE
Page 6
1 Litter Queen
2 throne
3 rats
4 litter
5 litter bin
6 fly
7 spin
8 broke
9 litter
Page 7
1 top
2 full
3 horrible
4 loudly
5 small
6 hungry
Page 8
(Students draw and colour a poster.)
1 (Don’t drop litter.)
2 (Put cans and bottles in the litter bin.)
3 (Pick up bags and paper.)
Further activities
Activity 1
28
story. Tell them they are going to do an
activity about the Litter Queen. Talk about
how the Litter Queen told Chip to do a lot
of things. Tell students you are going to see
if they can remember what the Litter
Queen said. Say that you are going to read
out some sentences. You will start each
sentence with: The Litter Queen said …
The students must listen and decide if the
Litter Queen said the sentence in the
Storybook or not.
2 Tell all of the students to stand up. They
must listen carefully to the sentences that
you will read out. If the sentence is true and
the Litter Queen did say such a thing, they
must put up their hands immediately. If the
sentence is false and the Litter Queen did
not say such a thing, they must not do
anything. The students who do not put up
their hands when the sentence is true must
sit down. They are out. The students who
put up their hands when the sentence is
false must also sit down. They are out, too.
(The Litter Queen said all of the sentences
except for sentences 3, 7 and 10.)
3 The student(s) who is/are still standing
when the teacher has finished reading all
of the questions is/are the winners.
Variation
The teacher could increase the students’
participation by asking those who are out to
come up to the front and read out some of the
sentences to the rest of the class.
Activity 2
The Litter Queen said …
Making new things from litter
Type
Type
A class activity
Preparation
Preparation
Make a copy of Photocopiable Sheet 6 and
cut along the dotted lines to separate the
sentences.
1 Ask students in advance to bring in
unwanted boxes, empty bottles/cans,
wrapping paper, paper bags, etc.
2 Put some of the things that the students
have brought in into a large rubbish bag.
3 Provide some glue/Sellotape, paint, felt-tip
pens and/or colouring pencils for each
student. The teacher should also provide
some stickers, dry pasta shapes, buttons,
etc., for students to decorate their objects
with.
to. I made a ____. I used ____ and ____.
When the students have finished making
their things, ask a few students to stand up
and tell the rest of the class what they
have made using the model sentence on the
board. Then the teacher can display the
things in the classroom.
Procedure
1 Hold up the rubbish bag full of empty
boxes, paper, etc. Remind students of the
content of the Storybook. Tell students to
look at page 4 of the Storybook. Ask: What
litter can you see? (plastic bottles/plastic
cups/paper, etc.) Ask students: What do the
children have to do with the litter? (Throw
it in a bin.) Explain to students that we
need to do this to keep a place clean and
tidy. Also mention that leaving litter
behind could hurt people or animals.
Remind them of what happened to Floppy.
(See pages 8 and 9.)
2 Open the rubbish bag and take out various
items of litter. Tell the students that litter
can sometimes be re-used and made into
something new. Hold up items of litter and
give examples: bottles can be made into
vases for flowers, boxes can be made into
pencil holders, jewellery boxes, folders,
etc. Plastic cups can be made into holders
or plant pots. Other items of litter can be
made into musical instruments with rice,
pasta or beans.
3 Tell students that they are going to make
something from the litter. Ask students to
choose an item of litter and decide what
they are going to make it into. Encourage
students to use their creativity to make the
litter into something new. Go round the
class as the students are making their
things and help students where necessary.
4 While the students are making their things
the teacher can write the following
sentence on the board for students to refer
29
III
Sheet 1 (The kidnappers Further Activity 1)
✄
Dear Kipper,
✄
How are you? Thank you for helping us at
the Teddy Bears’ Picnic last week.
✄
© Oxford University Press (China) Ltd. You may photocopy and enlarge this page for classroom use.
We were very afraid when the bad bears
pushed us into a car.
✄
The bad bears drove very fast but luckily you
followed us in the honey van.
✄
You were very clever to pour honey onto the ground.
✄
The bad bears were very angry when we drove away
in the honey van.
✄
We were very happy because we could go back
to the Teddy Bears’ Picnic.
✄
Thank you again! We hope to see you at
the Teddy Bears’ Picnic next year.
✄
From the famous bears
✄
30
✄
✄
(
)
yp
py
g
p g
y
Sheet 2 (The kidnappers Further Activity 2)
Dear ____________,
Please come to
on
(date)
at
(time)
at
(place)
From
31
32
The children got out
of the boat and went
to look around Green
Island. Go to 6 .
6
FINISH
7
William and Nick
found some drums
in the cave. Go
back to 4 .
8
9
The police took the
men off the island.
Go to FINISH.
15
5
4
Fiona dived into
the sea. Roll the
dice again.
3
2
The children went
to Green Island in
a boat. Go to 4 .
1
START
16
13
A boat came to
Green Island.
Go back to 2 .
10
11
Mrs Honey and
Mr Johnson
took the men’s
boat. Go to 14 .
12
14
Sheet 3 (Green Island Further Activity 2)
(
)
yp
py
g
p g
wall
glow
funny
grow
look
took
fat
can
ran
square
stay
jump
hall
fun
run
play
mirror
room
castle
how
floor
danger
toys
robot
maze
y
door
monster
gate
bridge
desert
Sheet 4 (Storm Castle Further Activity 1)
33
Sheet 5 (Superdog Further Activity 1)
The Daily News
SUPERDOG IS IN TOWN!
34
Sheet 6 (The Litter Queen Further Activity 1)
✄
1
Take a large bag and fill it with litter.
2
Spoil a few pretty parks and playgrounds.
3
I want you to clean up this room.
4
Welcome to my palace.
5
Your job is to help me spread litter everywhere.
6
If you don’t do a good job, I’ll get very angry!
7
Go and pick up all the litter in the park.
8
I want this park to look a big mess.
9
If you don’t do it, I will lock you up with my
giant rats.
✄
✄
✄
The Litter Centre looks horrible and it smells.
11
You will fly in this microlight.
✄
✄
✄
✄
g
py
✄
yp
✄
)
✄
(
✄
y
✄
p g
✄
10
35

Workbook answer key

Transcription

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