Oxford Reading Circle
Book 1
Teacher’s Guide
Sue Gilbert
Great Clarendon Street, Oxford
OX2
6DP
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ISBN-13: 978-0-19-547487-9
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INTRODUCTION
This new Teacher’s Guide has been written to help teachers to exploit fully
all the learning opportunities presented in the Oxford Reading Circle series
of reading books.
It provides, on a chapter-by-chapter basis, suggestions for how the various
points of reading covered can be taught. It also contains suggestions on how
the illustrations and texts can be used to develop language by relating the
content to the students’ own wider experiences and by encouraging them to
predict outcomes in the light of what they can see or what they have already
read. There are also some supplementary activities and games to reinforce
the teaching in a less formal way.
The Guide supplies answers for the Exercises sections of the student book
where appropriate, recognising that there are not always ‘right’ or ‘wrong’
answers and any valid contribution from a student must be welcomed, and
a variety of responses should be encouraged. There are also a number of
photocopiable worksheets (answers supplied) that can be used to assess
student’s learning and identify areas of weakness where further teacher
input may be required, either for individuals or for the whole class.
Each class is different and only the teacher will know which activities will
work with his/her students. For this reason, although the Guide can be used
as a step-by-step lesson plan, it is in no way prescriptive, and not all teaching
steps have to be followed, but I hope that every teacher will find something
that can be used to promote their students’ learning of English and in some
way help with their lesson preparation.
Contents
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Tom’s Parrot: ee, rr, ai (rain _________________________________________ 1
Funny Polly: g (soft), nn, ll, ss _______________________________________ 2
Two Little Dicky Birds: icky, o (other), ck______________________________ 3
Doctor Dan: ill, ay (day), ou (loud), ch ________________________________ 4
Thin Tim: th (the), th (thin), f (of) ___________________________________ 5
Toot the Engine: oo (good), oo (cool), rry, g____________________________ 6
White Sheep: wh (when, who), ow (cow, blaw), st________________________ 8
Jen’s Shop: s plurals (books, pens) ___________________________________ 8
Pete’s Bees: ee, magic ‘e’, u (put, but)__________________________________ 9
Little Dog: ou (out, could, soup), zz, s (rose), ear (fear) __________________ 10
Happy the Hippo: ppy, nny, squ, alk _________________________________ 11
Sheila’s Shoes: sh ________________________________________________ 12
Haymaking: s (busy, easy), s (yes), ss, or (for), or (orange) ________________ 13
The Dog and the Bone: ea (meat, ear, bear, head _______________________ 13
Roy’s Toys: y (boy, lay, any, why), a (car), dr ___________________________ 14
Oh! Look at the Moon: s (close, choose) ow/oa, ere/eir, air, ow ____________ 15
Happy is not Happy: wa (warm), wa (wash, wo (work)___________________ 16
Happy Learns a Lesson: ew (new, sew) ph, gh _________________________ 17
Our Mother: st, sp, sl, sm, sc, sk, sn, squ ______________________________ 17
The Fox and the Crow: ou (sound), c (cake, city), ea (head), ought, aught ____ 19
The Wild Boar and the Fox: oar, oor, or (fork, doctor, worry, sorry, word) ____ 19
Simple Simon: ough (ought, though, cough) ple, ble, dle, cle, tle ___________ 20
A watering Rhyme: fl, fr, gl, gr, bl, br ________________________________ 21
The Lion and the Mouse: ou (mouse, sour, four, tour), kn (knot) __________ 21
Mrs Crab’s Lesson: cr, pr, aight, ate, eight, ait, x (extra, exam) ____________ 22
If : tw, w (silent) _________________________________________________ 23
My Little Dog: k (silent), final, –ed __________________________________ 23
The Princess and the Pea __________________________________________ 24
Worksheets __________________________________________________ 26-35
Notes __________________________________________________________ 36
* The staff of the educational institution has the right to photocopy the worksheets in
this book provided that the number of copies does not exceed the number reasonably
required by the institution to satisfy its teaching purposes.
Oxford Reading Circle Book 1
Teacher’s Guide
Spelling: At any time, words already taught can be selected from the word lists to be learned as homework
tasks.
Chapter 1
Tom’s Parrot ee, rr, ai (rain)
Note: For all new words, either use flashcards, or the board to present the words and to test them in random
order. The amount of testing and reinforcement and explanation of meanings required will depend on the
students’ abilities.
(Page 1)
1.
Write on the board the words tree and see; ask students to read the words and identify the sound made by
ee. Write the word green and ask students to use the same sound to read this word.
2.
Write the word parrot. Explain that rr makes the same sound as r. Ask the students to read the word and
show them the picture of the parrot in the picture on page 1.
3.
Teach calls, takes, pecks, and find as sight words.
4.
Teach the sight word Polly and explain that it is a common name for parrots in England.
5.
Write up the words do and go and ask students to read them; establish that the o stands for a different
sound in the two words. Add es to each word and teach the words, explaining that the o retains its different
sounds and these two words do not rhyme.
6.
Teach mango, showing students how the word can be divided into two smaller words, man and go. (This can be
done by using two separate flashcards, showing them separately, and then combining them to make one word.)
7.
Write again on the board (or show as a flashcard) using a different colour for the ai diphthong. Explain
that the two letters ai are often found together in words making a new sound.
8.
Teach the word too; explain that this is different from two or to and means as well or very. Give examples
of these uses e.g. ‘it’s too hot’, ‘it’s too cold’/ ‘I want to come too’.
9.
Point to or show the students the words in random order to check that they can read all the new words.
Ask students to put the words into sentences if possible.
10. Ask students to look at the picture on page 1 and ask if they can find the boy’s name. If necessary, remind
them that they are looking for a word that begins with a capital letter.
11. Ask the students to talk about what Tom is doing. (He is calling his parrot/trying to get the parrot to come
down from the tree.)
12. Read the text. Ask the students why there are exclamation marks (!) on lines 7, 10 and 11. (shouting)
13. Ask the students if they think the parrot is going to come to Tom. If they say no, ask them what they think
Tom could do to make the parrot come to him.
(Pages 2—3)
1.
Look at the picture and ask the children where Tom is, who he is talking to and what they can see in the
pictures, in as much detail as they can. Talk about the different colours as well.
1
2.
Read the text on page 2. Ask why line 3 is in capital letters. (shouting very loudly)
3.
Ask what Tom has asked for and ask students to explain what he is going to do with the mango.
4.
Look at the picture on page 3 and ask what has happened and why. (Polly has come to Tom because she
wants some of the mango.)
5.
Read the text. Ask if Tom shouted loudly this time. (no) Ask if Tom is happy and why; and if Polly is
happy, and why.
6.
Read through the whole story again, either as a class, in pairs or individually, as appropriate. Ask the
students if they think Tom is clever and/or if they think Polly is clever.
7.
Ask the students to tell the story in their own words, using the questions in B on page 4 as prompts.
(Page 4)
1.
Ex A. Look at the words in lines 1—2 and establish the common sound (ee). Ask students to read the
words. Repeat for lines 3— 4, explaining that there is no change in sound between ‘l’ and ‘ll’. Repeat for
line 5 —again, there is no change in sound between ‘r’ and ‘rr’. Revise the sound made by ai and read the
words on line 6. If students are having difficulties with any of these words, set them as a learning task for
homework, to be supervised by a parent.
2.
Revise rhyming words; teacher says a word, e.g. hat, tree, day, and asks students to supply words that
rhyme with it. This can be done as a team activity with one member of each team in turn supplying a word
and scoring points.
3.
Ex C. Read the words and explain that the students must find words in the story that rhyme with these 6
words. Write the words on the board in this order: carrot, me, falls, hot. Read page 1 of the story aloud and
ask the students to put up their hands when they hear the rhyming word (parrot, tree, calls, not). Check
orally that the correct word has been identified.
4.
Read page 3 and ask students to listen for the rhymes for necks (pecks) and nappy (happy). If you suspect
that a student is raising his/her hand without true understanding, ask if they can give you another word
that fits the rhyme. It doesn’t matter if it is a nonsense word (e.g. lappy, becks), as long as it rhymes.
5.
Return to pages 2—3 and talk about the colours. Encourage students to give you sentences following the
structure ‘The mango is yellow’, NOT ‘The mango is yellow COLOUR.’
6.
Ex D. Ask about the colours of the objects; write these words on the board: tree, mango, parrot, sky, fox,
and carrot. Read the words and discuss the colours. Point to one of the words and ask the children to
hold up a coloured pencil of the corresponding colour. If they do not have colours, they can whisper the
colour.
7.
Activity: The students can act out the story in groups of 3 (Tom, Mum and Polly) using their own words.
Chapter 2
Funny Polly g (soft), nn, ll, ss (Page 5 )
1.
Using flashcards, or the board, pre-teach the new words and test in random order, noting the following:
cage – explain the sound made by ge; the same sound is used in page.
room – revise other words with oo. Ask students to tell you some of the rooms in a house.
cross – explain that ss sounds like s and here the word means angry.
cupboards – the p is not pronounced; if they try to pronounce it they will see that it is much easier to say
without sounding the p and this is why it is not sounded.
2
shed – explain that sh together make a new sound. Ask for words beginning with sh. e.g. shoe, shop,
shelf.
bush – ask the students to read it, using the same sh sound.
moves and gives – check that v is sounded correctly, not as w.
2.
Look at the picture and ask who is there and what he is doing. Is he happy? Note that the cage door is open
– what does this mean? Ask students what they think Tom will do (look for Polly).
3.
Read page 5. Ask students where Tom might look for Polly.
(Pages 6—7)
1.
Read pages 6—7. Explain that beds are where the flowers and vegetables grow. Ask where Tom looks for
Polly. Ask why Tom cannot see in the shed. Ask what happens in the shed. Why is CRASH written in
capitals? (loud noise) Ask why on page 7, line 2, looks is repeated 3 times (to emphasize how hard he
looks). Why can’t Tom see Polly in the bush? (She is the same colour as the leaves.) Is Tom cross with
Polly? (No, he gives her a kiss.)
(Page 8)
1. Ex A. Read words as for page 4 and if necessary, set them as learning tasks for homework. Explain that
bunny is another word for a rabbit, used mostly by small children.
2.
Discuss the questions in Ex B.
3.
Activity: Ask students to read to themselves the words on page 4 Ex A and page 8 Ex A. After 5—10 minutes,
divide the class into teams, give one of the words and ask the students in turn, to give you a rhyming word;
the teacher can repeat the key word, but no points are given if a student repeats a word already used; this
means they have to listen carefully to the other students’ answers. (Key words should be age, see, funny,
fall, rain, miss, grass, mess.)
4.
Ex C. Ask students to look through the text and write down all the different words they can find which
contain double letters. Words that appear more than once should only be written on the list once. (sunny,
looking, Polly, room, sitting, parrot, cross, looks, pulls, cannot, see, falls, trees, grass, green, funny, kiss)
Students can check words in pairs and/or as a class.
Chapter 3
Two Little Dicky Birds – icky, o (other), ck (Page 9)
1.
Write up ck and ask students to say the sound it represents. Add ba to the front of the two letters and ask
students to read the new word.
2.
Teach and test the new words noting the following:
upon – show how it is made up of two words, up and on.
little – explain that tt is pronounced same as t; also many English words end in e that is not pronounced.
Dicky — y gives ee sound here.
two – used for the number; compare with ‘to’ and ‘too’ and revise when these are used.
3.
Teach the names Peter and Paul; revise use of capital letters to begin names.
4.
Say the rhyme to the students, using the following actions: put a small piece of coloured sticky tape on the
nail of your index finger of each hand to represent the two birds. Keep hands closed as you say lines 1–2.
As you say line 3, put up the index finger of the right hand so students can see the tape (back of hand facing
class). Do the same with the left hand for The other named Paul. As you say Fly away Peter, push out your
3
arm and as you return it, put up the middle finger and fold down the index finger with the tape; children
will not notice the change and think the ‘bird’ has flown. Repeat with left hand for Fly away Paul. Reverse
the process for Come back Peter, and Come back Paul so that the index finger is again showing and the
birds have returned.
5.
Students read the text.
6.
Students copy the actions, either using tape or drawing on their nails with a washable coloured pen.
(Page 10)
1.
Ex A. Learn words as in previous chapters. Ask students why Nicky and Jack are written with capital letters
(names). This may be a good time to revise matching capital letters with lower case either as a team game
or individually. It is not necessary to use all the letters – concentrate on the ones that are different in the
two cases.
2.
Ex B. Read the questions in class and ask students to talk about the answers in pairs.
3.
Read the words in the two lists. Explain that sometimes, especially when talking to very young children, we
use different names for animals. Read the words in list B and explain that these are the names of 5 animals.
Ask the students to identify the animals from the pictures. Read the words in list A and explain that one of
these words can be added to one in list B to make the names used by young children. Take the first word
‘dicky’ and ask students which animal name it goes with. (bird) Repeat for the other words on the list.
(bunny rabbit, pussy cat, teddy bear, puppy dog)
4.
Ex D. Ask individual students to read the words out loud. Ask students to look for pairs and put up their
hands to volunteer answers.
As correct answers are given write the pairs on the board, one below the other so that students can identify
the matching letter patterns in the words.
sail
frog
duck
mill
shut
bull
pail
dog
luck
pill
luck
pull
Worksheet 1
Ask students to complete the worksheet by matching words with pictures.
Chapter 4
Doctor Dan - ill, ay (day), ou (loud), ch (Page 11)
1.
Ask the children to talk about their experiences of visiting the doctor, why people go to the doctor, what
the doctor does, etc.
2.
Ask the students to look at the words in the box and identify any that contain double letters (ill, keeps,
better). If necessary, explain what the words mean. Write the words on the board and ask for other words
with ee, ll and tt.
3.
Teach and test the new words. Explain that ch makes a new sound and see if students can supply other
words beginning with this sound. (chalk, chair, chips, chocolate, cherry, chin, etc.)
4.
Put flashcards or write all 12 words on the board and ask students to come and point to the words as you
say them. Concentrate particularly on students who may be having problems, but without embarrassing
them.
4
5.
Read page 11. Ask the students if Dan is a nice man. Ask them which word tells us that he is nice (kind).
Note that the doctor says Please and stress the importance of using this word when asking somebody to do
something.
(Page 12)
1.
Read the text. If necessary, explain that tap means to knock lightly.
2.
Ask comprehension questions from Ex B on page 14.
3.
Ask the children why Polly says that an apple a day keeps the doctor away. (Healthy food keeps our bodies
healthy.) Would Polly say that a bar of chocolate a day would keep the doctor away? Ask students to
suggest other foods that could ‘keep the doctor away’.
4.
Ask the students which parts of the body the doctor examines. (mouth, eyes, chest) You could play ‘Simon
Says,’ asking students to point to these and other parts of their bodies. Students only do the action if you
say ‘Simon says ....’ first e.g. ‘Simon says open your mouth’, students open mouth; ‘Close your mouth’, any
student who does this is out and must sit down.
(Page 14)
1.
Ex A. Teach new words as previously.
2.
Talk about different jobs that parents do. Look at the jobs listed in Ex C, and talk about what each of the
jobs involves. Play a mime game. One student chooses a job and mimes an action associated with that type
of work. The other students put up hands to guess what the job is. The teacher should demonstrate the first
time. Students can choose jobs not listed in the book.
3.
Ex D. Talk about hot things. Read the words in the list and ask students, individually to put a pencil tick by
those things that are hot. Discuss their answers; e.g. some may say that sand is hot when the sun has been
shining on it, or an oven is only hot when it is being used, etc.
4.
Students, in pairs, could act out going to the doctor following the story in the book.
5.
Students could check through the text for words containing double letters. (ill, will, see, look, pills, good,
soon, Polly, apple, keeps)
Chapter 5
Thin Tim. th (the), th (thin), f (of) (Page 15)
1.
Teach and test the new words. Ask students if they can recall other words ending in y (sunny, tricky).
Explain that th makes the th sound and check it is not pronounced like f’.
2.
Look at the picture on page 15 and ask them to talk about what they can see. Can they suggest why the girl
is crying?
3.
Ask students to read page 15 and find 3 names. (Tim, Beth, Thelma) Explain that Tim is a boy’s name and
the other two are girls’ names.
(Page 16)
1.
Read the text together and ask again why Beth is crying and who has the key.
(Page 17)
1.
Read the text and ask how the girls thank Tim. (by giving him tea)
5
2.
Read the story from the beginning and answer the questions in B on page 18. Point out that Tim is kind as
well as thin. (B.1)
3.
Students can read the story in threes or act it out in their own words.
(Page 18)
1.
Teach the words in Ex A. Explain that for the words in lines 1—2 th is pronounced by putting the tongue
forward between the teeth; for the words in lines 3—4 the tongue touches the roof of the mouth, behind the
top front teeth. Practise making the two different sounds; it may be possible to explain this better using
Urdu letters/words.
2.
Ex D. Read the words aloud first, to ensure that students are pronouncing them correctly. Ask students
to work in pairs, using a pencil to underline one set of words and circle the other set. (Thin words: think,
Thelma, path, bath, this, then, Beth; The words: than, brother, that, with, these) Alternatively, use a set of
flashcards, one for each of the 12 words in D. Write the words ‘thin’ and ‘the’ on the board as headings
and ask students to come to the board and put one of the words under the correct heading. This could be
done as a method of checking the pairs’ work in their books.
3.
Ex C. If possible, bring into the classroom actual items, or pictures of a key, knife, scissors, axe, hammer
and hook. Teach the words as you show and talk about what each item is used for. Explain that the k in
knife is silent. Ask students to identify which words have double letters. (hammer, hook, scissors)
4.
Game: with the students, decide on some words associated with the items in C, for example, for key, the
words could be door, box, car; for knife they could be bread, meat, dinner etc. Decide on an action for each
of the words in C. Teacher gives a word and the students mime the appropriate action. Any student who
makes the wrong action is asked to sit down until only one student remains. In order to reach this point
it may be necessary to call out the words in rapid succession.
5.
Song: Teach the children the song Tommy Thumb. Start with hands behind the back and say/sing. This
can be taught as a rhyme if you are unfamiliar with the tune.
Tommy Thumb, Tommy Thumb, where are you?
Here I am! (show right thumb), Here I am! (show left thumb)
How do you do? (thumbs ‘bow’ to each other.
Other verses are: Peter Pointer (index fingers), Middle Man, Ruby Ring and Baby Small.
Worksheet 2 for chapters 1—5
Ask students to complete worksheet 2 by underlining the correctly spelt word for each picture.
Answers: scissors, three, parrot, two, ball, shed, sitting, box, doctor, farmer, keys, bath, thumb, pills.
Chapter 6
Toot the Engine – oo (good), oo (cool), rry, g (Pages 19–20 )
1.
Talk about trains and ask who has travelled by train. Talk about stations and tickets, and how trains carry
goods as well as passengers. They may want to talk about the Thomas the Tank Engine series if they are
familiar with the books or cartoons. Ask the students what noises trains make – referring if necessary to
the wheels, the whistle and the engine.
2.
If possible, show students a picture (e.g. from a book) of an engine and train and explain that the story is
about an engine pulling a train on a journey. Show pictures of the following and write the words or put
flashcards under them: men, women, boys, girls, bag, sack, tin and box.
6
3.
Teach and test new words. You may want to note the following:
listen and whistle both contain silent t.
train – same sound as in rain.
carry – like sorry.
ticket and tracks – revise orally other ck words.
engine — revise other ge words from page 8.
o – point out that the ff sound is different from the f as in of which is more like a v.
wheels – revise other ee words from page 4
women – ensure correct pronunciation (wi-min).
4.
Read the text to the class. Ask who is speaking. (Toot the Engine)
5.
Read the text again and ask students to look for the sounds the train makes (puff, chug, tweet, whoosh,
tickety-tick, tickety-tack, etc.). Ask what each of the sounds is representing.
6.
Read the four lines from Tickety to click, very carefully, pointing out the differences in each line. Repeat
the lines with the students until they are being read/repeated correctly. Ask individual students to say the
lines. You could split the class in half; one half says the first part of the expression (tickety-tick) and the
other responds with the second part (tickety-tack) etc. Reverse roles.
(Page 21)
1.
Ex B. Answer questions.
2.
Read the poem together using varying expression and pace. Begin slowly, speed up a little for the I carry
lines, slow again for the Puff up hill, then faster for the whoosh, and a steady rhythm for the clickety
passage.
3.
Ex A. Read words in lines 1—2; read words in line 3 and explain that the oo sound is different. Put up
flashcards of the 9 words, plus too, cool, and look. Write up heading words toot and good, and ask individual
students to arrange the words under the correct heading according to the sound of the oo. (toot – hoot,
moon, soon, room, roof, too, cool; good – cook, stood, look)
(Page 22)
1.
Ex C. Ask students to read through the poem again to identify the sound words (hoot, chug, tweet, whoosh),
the people, (men, women, girls, boys) and the containers. (sacks, boxes, bags, tins)
2.
Ex D. Read through the list of words and look at the picture on page 19, or another picture. Ask the
students to circle the 5 things from the list that are found on a train. (seat, door, window, whistle and
chimney) Students may also say fan, and potato which could be in a sack.
3.
Ex E. Read through the words in column A and match them to the pictures. Explain that the words end
in ‘s’ because it means more than one. Ask the students to suggest noises that each of the animals makes.
Read the words in B and match the sounds to the animals. (lions–roar; turkeys–gobble; monkeys–chatter;
hens–cluck; cows–moo; cats–meow; dogs–bark)
4.
Game: Teacher says the name of an animal and students make the appropriate sound, or, teacher makes
the sound and students say the animal; the two can be mixed in one activity.
5.
Ex F. Oral exercise. Ask students for adjectives and accept any that are appropriate.
At this point you could make classroom displays grouping words with common sounds. For example,
a large tree shape could have other ee words attached to it as leaves; a moon could have other oo words
written on it for one sound, other oo words could be in a cooking pot, a sack for ck word, etc.
7
Chapter 7
White Sheep – wh (when, who), ow (cow, blow), st (Page 23)
1.
Teach and test new words, noting white is like whistle, sheep is like tree and still is like ill.
2.
Explain that this is a poem and poems are usually shorter than stories.
3.
Ask the students to try to read the poem to themselves, helping where necessary.
4.
Ask what they notice about the poem–if necessary direct them to look at the start of each line (capital
letters) and the ends of the lines (rhyming words). Explain that poems often, but not always, have lines
that rhyme, sometimes consecutive lines, sometimes alternate, or other patterns.
(Page 24 )
1.
Ask if a hill can be blue. Explain that in poems, everyday things are sometimes described in unusual ways.
Here the white sheep are a way of describing something else that is white and moves with the wind.
2.
Ex B. Answer questions. See if students can guess that the sheep are clouds and therefore the blue hill is
the sky.
3.
Students can learn the poem for homework.
4.
Ex A. Read the words line by line, talking about the new sounds. Explain that ‘bow’ has two sounds it can
rhyme with crow or cow, and meaning is different. You could draw an arrow and a cow and ask students
to organise the words in lines 1—2 under the correct picture according to sound. (arrow: bow, blow, show,
low; cow: bow, now, how). Ask students to supply verbally other ‘st’ words. (stamp, stair, sting, stick; first,
last, best, etc.)
5.
Revise colours. Write the words on the board or use flashcards. Point to flashcards and ask individual
students to hold up a coloured crayon or object of that colour. Look at the objects in Ex C and talk about
what they are like and the colours. Remind students that the sky was compared with a blue hill. Ask if they
can think of similar comparisons for the other things on the list.
Chapter 8
Jen’s Shop–s plurals (books, pens) (Page 25)
1.
Teach and test the new words, pointing out
Shop and short–two new sh words
Thing and nothing–new th words
Checking and chases–new ch words
2.
Look at the picture on page 25 and talk about the shop; note that it is a small shop. Ask students what they
think it might sell.
(Page 26)
1.
Look at the picture and ask for more ideas of what the shop sells.
(Pages 25—27)
1.
8
Read the text. Explain that a nib is a part of an old-fashioned pen. Ask the students how Jen was feeling at
the end. Find two places where she is cross with Jack. (YES and CHECKING)
(Page 28)
1.
Answer the questions in Ex B.
2.
Ex A. Read all the words and explain that adding an s shows we are talking about more than one object.
Explain that box and fox need es because it is hard to pronounce foxs.
3.
Ex C. Read the lists of words. Ask students to put an ‘x’ by the things that cannot be found in Jen’s shop
(dogs, apples). Check their answers.
4.
Ex D. Practise saying the s sound in sun and in is. Pronounce each word clearly and ask children to put up
their hands if it is a ‘sun’ word.
Activity: Talk about other things that you could buy in the shop and ask for adjectives to describe them,
for e.g. shoes – brown shoes and black shoes, rulers – long/short, sweets – round/square etc. In pairs,
students can act out the scene in the shop, taking turns to be Jen and Jack, and use their own items instead
of those in the book if they wish. Remind them that Jen should get cross!
5.
Chapter 9
Pete’s Bees – ee, magic ‘e’, u (put, but) (Page 29)
Note: Students should not open books until step 4.
1.
Write these words on the board in a list: face, Pete, hive, home. Ask students to look at the words and to
decide what they have in common. (the silent e at the end of each word.) Explain that this is known as
magic ‘e’ because it changes the sound of the vowel. Revise the 5 vowels if necessary. Explain using the
following examples:
‘a’ becomes ‘ay’ as in hat–hate
‘e’ becomes ‘ee’ as in pet–Pete
‘i’ becomes ‘eye’ as in pip–pipe
‘o’ becomes ‘owe’ as in rod–rode
‘u’ becomes ‘you’ as in cut–cute
2.
Teach and test the new words, explaining that ‘nectar’ is a sweet substance found in flowers that insects
such as butterflies like to feed on.
3.
Ask the students what they know about bees. (honey, flowers, sting, colours, buzzing etc.)
4.
Ask students to open their books and look at the picture on page 29; talk about what Pete is wearing (hat
with net, gloves and boots) and why he needs these things.
5.
Read the story.
(Page 30)
1.
Explain, if necessary that the queen is the chief bee.
(Page 32)
1.
Explain that the b is silent in comb–as in thumb.
(Page 33)
1
Ex B. Ask students to answer the questions. Remind them that the title tells the reader what the story is
about; ask for suggestions for other titles. (Honey Man, Sweet Honey, The Story of Honey, etc.).
2.
Ex A. Read the words in line 1–add them to the ee words display if you have one.
9
3.
Read pairs of words in lines 2—3 and 4—5, showing how the magic ‘e’ changes the vowel sound.
4.
Ex C. Students read the story and underline or write down the ee words. (keeps, bees, feet, feed, sweet,
sneeze, queen, three)
5.
Ex D. Talk about sweet things that the children like–chocolate, jam, sweets, etc. Read the list and decide
which are sweet.
Activity: You could make a display of sweet things, using either students’ drawings or pictures cut from
magazines or newspapers.
6.
Worksheet 3 or activity
Ask the students to read the sentences and arrange them in the correct order to show how honey is obtained
and sold.
Answer key:
Bees feed on nectar.
2
Pete goes to market.
9
Pete puts smoke in the hive.
4
Flowers make nectar
1
Pete sells the honey.
10
Pete takes the frames out.
6
Bees make honey.
3
The bees come out.
5
Pete puts the honey in jars.
8
Pete puts the honey in a tub.
7
This can be a class activity using either large flashcards to be arranged in order, or small cards for groups or
pairs of students to work on together, a worksheet where students write the numbers next to the sentences,
or give pairs of student a set of the 10 sentences, each on a separate strip of card, to arrange in order. Check
answers as a class.
Chapter 10
Little Dog – ou (out, could, soup), zz, s (rose), ear (fear) (Page 34)
1.
Write the following words on the board: wag, muzzle, drag, found, puzzle and ground. Ask the students to
make three pairs of words and explain how they made the pairs. (wag/drag; muzzle/puzzle; found/ground;
words rhyme)
2.
Teach and test the new words.
3.
Look at the picture and talk about how dogs use their tails to show if they are feeling happy (wag) or
sad. (drop their tail) Explain what a muzzle is and why it is used. (to stop dogs biting people or other
animals)
4.
Read the text as a class or individually. Ask the students what kind of writing it is (a poem) and how they
know this. (rhyming words and capital letters at the start of new lines)
Identify the different rhyming patterns in this poem. (wag/drag, sad/bad, nose/suppose, try/eye, muzzle/
puzzle) Identify that sometimes the rhyme is within a line. Ask why the poet has written muz-muz-muzzle
and puz-puz-puzzle. (because he wants to echo the wag and drag lines, but the whole word would be too
long to repeat)
5.
10
(Page 35)
1.
2.
3.
Ex B. Answer the questions.
Ex A. Read the new words and point out three different sounds for ‘ou’.
Ex C. Ask students for rhyming words. Accept any that rhyme even if nonsense words.
Revision Worksheet 1 (Chapters 5—10)
1.
2.
3.
Ask students to complete the worksheet by finding missing words from list or draw a line to connect the
two sections.
Answers:
Tim is not fat but (thin)
A cup of (tea)
Fingers and (thumb)
An engine pulls a (train)
Beth lost her (key)
Jen’s shop is (small)
The honey is in the (jar)
Bees like (nectar)
Bees do not like (smoke)
The sad dog drags his (tail)
Students should connect the word with a suitable adjective.
Answers:
sky
blue
sheep
white
grass
green
nib
gold
fire
hot
honey
sweet
Answers: lion–roar; turkey–gobble; monkey–chatter; hen–cluck;
cow–moo; cat–meow; dog–bark.
If students finish quickly, or have problems, they can colour animals in Q.2 or draw pictures for Q.3.
Chapter 11
Happy the Hippo – ppy, nny, squ, alk (Page 36)
1.
2.
Teach and test the new words. Ask students what squishy and squashy might be used to describe.
Show a picture of a hippo. Explain that hippo is a short name for a hippopotamus and talk about hippos—
where they live, how they spend their day in water and come out at night to eat, the size, etc. (hippopotamus
comes from the Greek words for ‘horse’ and ‘river’.)
(Pages 36—39)
1.
Read the story. Students may need help in understanding the joke over names; this may be best explained
by asking two different students to read the parts of Happy and Penny at this point. Ask if they think
Happy is a very clever animal or not.
11
2.
Look at the words Plod, plod, plod on page 37 and ask what they represent. (Happy’s heavy feet) Look at
the words Squish, squash, squelch, squeak. Try to elicit that these are describing the mud as Happy walks
in it and see if students think that the words sound like the action.
3.
Ex A. Read the words. Point out that q is always followed by a u. Explain that alk in the words on line 4
makes a special sound and the l is not pronounced as an l.
(Page 40)
1.
Ex B. Talk about the questions.
2.
Ex C. Read the words and ask students to look for words that sound like them in the story (nappy/happy,
take/lake, many/Penny, talk/walk, squishy/squashy, there is no obvious rhyme for bed).
3.
PETS (Please, Excuse me, Thank you, Sorry). Explain that these words are considered very important in
English, and explain when each of them is used. Stress that they are used no matter whom one is addresing;
some students think it is not necessary to be polite to drive, house-staff, shop assistants etc. This is not the
case! Ask students to work in pairs to make up little scenes demonstrating when the words could be used.
Ask them to demonstrate their scenes to the rest of the class. Make sure that these words are always used
in class, in all appropriate situations, to reinforce their importance.
4.
Ex E. Ask students to repeat the alphabet. If necessary, write the alphabet on the board for them to read
and for reference when doing the exercise. Explain that they must look at the first letter of each word
to decide which comes first. This can be done as a written exercise, or using flashcards on the board. If
students have difficulties with this, give some more lists of words for them to order alphabetically for
homework.
5.
Ex F. Read the words and ask students to think of words to fill the gaps, and write the words in their books.
Spelling is not so important if they are able to tell you their ideas. Ask the class for their suggestions.
Chapter 12
Sheila’s Shoes–sh (Page 41)
1.
Teach and test the new words. Talk about what a fisherman does. Ask the students for two different
meanings for ‘waves’. (the waves of the sea or waving goodbye)
2.
Ask the students what they would wish for if they could have one thing. You could limit this by saying that
it must fit into a certain size of box. Tell them that the story is about a girl who wished for something.
(Pages 41—44)
1.
Read the text. Ask students to decide how many things Sheila asks for (shoes and shells) and how many
she gets (only one). Was she lucky?
2.
Ask students which two letters make the sh sound. Ask them for words beginning with sh, (shoe, shape,
share, shadow etc.) or ending with sh (fish, dish, wish). Look at the words in Ex A and read them.
3.
Ex B. Answer the questions. Ask how we know that Sheila’s family is not rich. (she has no shoes.) Why
doesn’t her father hear her when she speaks to him? (he is very busy) Why does he say ‘no shells, fish, fish,
fish!’? (because he needs to sell the fish to make money) Why does Sheila say she wished for a shell? (it is
more likely he will bring that than the shoes)
(Page 45)
1.
12
Ex C. Ask the students to read the story again and put the sentences in the correct order. (4, 1, 6, 2, 5, 3)
Discuss the answers, especially if there are any problems.
2.
Ex D. Ask the students to write the answers in the spaces. (shop, shiny, shark, sheep, shoot)
Chapter 13
Haymaking–s (busy, easy), s (yes), ss, or (for), or (orange) (Page 46 )
1.
Teach and test new words. Point out
pile and rake are both magic ‘e’ words.
hurry–like sorry
farmer and cart both have ar
2.
Talk about farms and students’ experiences of farms. Talk about the work that farmers do.
3.
Ask students to look at the text and decide whether or not it is a poem.
4.
Having decided it is a poem, ask them to find the rhyming words. (all final words except do.).
5.
Read the text.
(Page 47)
1.
Ex A. Read the words. Test using flashcards or write the words on the board and ask students to read them
in random order.
2.
Ex B. Answer the questions.
3.
Ex C. Find the words (1. busy 2. gather 3. hayfield 4. hurry 5. pile.)
Chapter 14
The Dog and Bone – ea (meat, ear, bear, head)
(Pages 48—50)
1.
Teach and test new words. Point out meat and meal have the same vowel sound:
bone–magic ‘e’ word
far–like cart
quick–q followed by u
Identify words with double letters–Greedy, across, bigger, snapped.
2.
Explain that this is a story with a moral. Often the story is told using animals as characters, and it teaches
the reader a lesson about life.
3.
Read the story till page 49 Soon the dog was far away. Ask the students to talk about the dog. (he was greedy
and also a thief)
4.
Continue to read the story to the end of page 49. Ask the students if there is really another dog with a
bigger bone; see if they can suggest it is a reflection.
5.
Read page 50. Ask the students what PLOP! is representing. (the sound of the bone falling into the water)
Ask the students to tell you the moral in their own words.
(Page 51)
1.
Ex A. Write ea on the board and explain that it can make different sounds; students will have to learn
which sound it makes in different words. Read the words in lines 1—3; read the words in line 4—5. Use
flashcards to test pronunciation of the new words.
13
2.
Ex B. Answer the questions.
3.
Show the students three books of different sizes, and, if possible, different colours. Show the students that
one is big, one bigger and the third is the biggest. Show the children two books and ask which one is bigger;
show the three books and ask which is the biggest. They can reply using the colour e.g the blue one.
4.
Ex C. Read the first line.
5.
Use three other objects (e.g. erasers) to elicit small, smaller and the smallest. Use pencils to do the same for
short, shorter and the shortest, etc. Complete the table.
(Page 52)
1.
Complete the crossword. Explain to the students how to write the answers for the across clues, writing the
answers next to the correct numbers and the down clues next to the appropriate numbers.
1
2
c
4
a
3
5
t
m
a
a
p
o
u
g
u
6
t
n
u
7
t
o
11
b
a
10
a
12
h
8
g
u
c
u
p
a
9
a
t
m
a
p
Chapter 15
Roy’s Toys – y (boy, lay, any, why), a (car), dr (Page 53)
1.
Teach and test the new words.
2.
Talk about toys. Ask the students to tell you about their favourite toys. Ask them if they like playing with
other children’s toys. Ask them if they let other children play with all their toys. Ask them if they have
more fun when they play alone or with other children. Talk about sharing things.
3.
Ask students to read lines 1–8. Ask them to close their books and tell you what toys Roy has.
4.
Read to the end of the page. Ask the students to look at the picture and say what they think might
happen.
14
(Pages 54—55)
1.
Read till Roy did not find the boys. Ask the students why Roy wanted to play Hide and Seek. (so the others
wouldn’t play with his toys) Ask them why Roy couldn’t find the others (they didn’t want to be found). Ask
how Roy might feel when he couldn’t find the others.
2.
Read to the end of the story. Ask if the boys were kind to Roy when he was crying; if not, why not? Ask why
my is written in bold. (emphasis) Ask if Roy is happy playing with his toys alone. (No) Does Roy learn a
lesson? (Yes)
(Page 56)
1.
Ex A. Explain that y can make different sounds, depending on the letters that go before it. Ask them to look
at the words on line 1 and establish that the y follows o. Read the words. Do the same for line 2. In line 3
explain that the y is following a consonant in each word. Read words in lines 5 and 6. Ask for other words
beginning with dr. (drop, draw, drink, etc.)
2.
Ex B. Ask the students to read through the story again and answer the questions.
3.
Call out a list of four girls’ names and one boy’s name, in a random order. Ask the students to listen and say
which one does not belong. Confirm that the boy’s name is the odd one out. Repeat with a number of fruits
and one vegetable, or some numbers and one colour. Ask the students to look at Ex C, read the words in
each line and underline the object that is the odd one out. (top, book, dog) Ask students to explain their
answers.
4.
Game–Kim’s Game. Place about 10–12 items/small toys on a tray; the students should be able to write
the names of the items (e.g. pen, pin, book, hat, ball, car, box, sweet, bear, cat, dog, etc.). Show the items,
one by one, to the students and say what it is, replace each in the same position on the tray. Give the
students one minute to look at the tray (they may need to leave their seats to stand around the tray) and try
to memorise the items. Cover the tray and ask the students to write down as many of the toys as they can
remember. Give them a set amount of time to do this and explain that spelling is not important as long as
it is clear what is meant. Ask the students to tell you what is on the tray and students can tick the items on
their lists. You could award a star, sticker, etc. for anyone who remembers all the items. If this is too easy,
increase the number of items.
Chapter 16
Oh! Look at the Moon –s (close, choose), ow/oa, ere/eir, air, ow (Page 57)
1.
Teach and test the new words. Explain that a nursery is a young child’s bedroom. Ask for another word
for playthings (toys). Revise that bow can be pronounced in two ways, depending on its meaning (a bow,
as used with an arrow; bow, to bend at the waist). Explain that the igh in bright is silent and that they will
find this group of letters in other words.
2.
Talk about the moon and how it appears to change shape throughout a month. Ask them what else they
can see in the sky at night.
3.
Look at the text and ask students to decide whether it is a story or a poem. Students should give reasons
for their decision.
4.
Look at the picture and establish that it is night.
5.
Ask the students to read the poem to themselves, asking for help with any words if necessary. Ask the
students how the girl feels about the moon; they should give evidence to support what they say.
6.
Select one good student to read the poem to the class. As the student reads, ask the other students to listen
for the words that rhyme and to think about the rhyming patterns. Does line 1 rhyme with line 2? Do lines
15
1 and 3 rhyme, or lines 2 and 4? etc. Establish that the even numbered lines rhyme in pairs. Ask students
to give you the pairs of rhyming words.
7.
Talk about the way the moon has been compared to – a lamp in the air, a bow, an ‘O’. Ask for other
suggestions from the students. (a coin, a mirror, a ball, etc.) Accept any ideas that are appropriate and ask
students to try to give you more than one word if possible e.g. a silver coin, a shining mirror, etc.
(Page 59)
1.
Read the first part of the Ex A and ask students to listen to the different s sounds and then repeat them.
Explain how close used for distance is pronounced with an s sound. But close meaning ‘to shut’ has a z
sound.
Ex A. Explain that in English there are sometimes different ways of making the same sound, as in grown/
groan and there/their. Explain that the words sound the same but have different meanings. Students need
to learn these words.
Read the words in the last two lines; explain that air is another way to make the sound ere/eir. Pronounce
the different sounds for now/cow, mow/bow clearly.
2.
Ex B. Ask the students to read the questions and discuss the answers in pairs before a class feedback
session.
3. Ex C. Ask the students to read the list of words and tick those that can be seen in the sky. Can they suggest
any other items? (helicopter, satellite, shooting star etc.)
Revision Worksheet 2 (Chapters 11—16)
1.
In both questions 1 and 2 ask the students to draw lines to match the words and pictures.
Chapter 17
Happy is not Happy – wa (warm), wa (wash), wo (work) (Page 60)
1.
Teach and test new words. Ask the students to identify the two new magic ‘e’ words. Ask students what
the words would say if the magic ‘e’ was removed. If necessary explain what an otter is. Ask the students
to give you examples of things that are heavy.
2.
With student books closed, ask what the students can remember about Happy the Hippo. Tell them that
this is another story about Happy and his friends.
(Page 61)
1.
Look at the picture and talk about the different animals. Ask the students to tell you the initial sound for
each of the animals shown in the picture and suggest names for each animal that begin with the same
sound. Accept any that are correct.
(Page 63)
1.
Ask the children to find the words that tell us the animals were not happy. (fed up) Ask them why the other
animals were unhappy. Ask why, at the end, Happy was not happy. In what way is Happy like Roy from
chapter 15? (he likes to play with others and is sad when he is alone). In what ways are they different? (Roy
was selfish, Happy just didn’t realise what he was doing)
2.
Read the words in Ex A, pointing out the new sounds. In lines 1–3, check that the w is not pronounced as a
v. In line 4, ask the students to cover the final e and pronounce the words as they would sound without it. It
16
doesn’t matter that they are not real words – it is important that the vowel sound is changed correctly.
(Page 64)
1.
Ex B. Ask the students to read the story again and answer the questions.
2.
Ex C. Look at the pictures and revise the names of the animals. Ask the students to write the names
correctly. (1. Tiger 2. Hen 3. Monkey 4. Elephant 5. Bear 6. Otter.)
3.
Ex D. Revise the 5 vowels. Ask the students to complete the words using only vowels. Remind them that
they can look back at the text for help. (1. pleased 2. arrived 3. animals 4. shouted.)
4.
Activity: Take other words from the previous chapters and present them as jumbled words, using either
lower or upper case letters. You could take words on a theme e.g. bus, boat, ship, car, cart, or colours, or
names, to give the students a clue. Alternatively, students could work in pairs and make jumbled words for
each other.
Chapter 18
Happy Learns a Lesson – ew (new, sew), ph, gh (Pages 65—68)
1.
Teach and test new words. Explain that both ph and gh make f sound in these words. Find the magic ‘e’
word (time).
2.
Ask students to tell you about the previous chapter. Revise the names of Happy’s friends—give initial
sounds as clues. Remind the students that Roy’s friends taught him a lesson; ask for suggestions of what
the animals could do to teach Happy a lesson.
3.
Read the text until ‘Happy was sad’. Ask students why Happy was sad. (Penny didn’t want to play).
4.
Continue to read the text to Then it was Nellie the Elephant’s turn, on page 67. Ask the students to predict
what might happen.
5.
Read the text to the end. Ask students what they think of the way Happy was taught a lesson.
(Page 69)
1.
Ex A. Read and learn the new words.
2.
Ex B. Answer the questions.
3.
Ex C. Ask the students to try to supply answers. (foal, duckling, calf, lamb, kid, chick)
4.
Ex D. Let children work in pairs to find as many words as possible. Explain that letters can only be used as
many times as they appear in the original word. This exercise can be repeated with other initial words.
5.
Activity: In groups, students can act out the whole story of Happy the Hippo and his friends (chapters 17
and 18).
(Chapter 19)
Our Mother – st, sp, sl, sm, sc, sk, sn, squ (Page 70)
1.
Teach and test the new words.
2.
Ask the students to talk about their mothers and the ways in which their mothers look after them.
3.
Ask the students to look at the text and say what they notice about it. (all the lines except the last begin with
the same word)
17
4.
Read the poem. Ask the students to talk about the last line – why does it say only one mother? (No two
mothers are the same; everyone’s mother is special)
(Page 71)
1.
Ex A. Read the words. At the end of each group, ask students for other words beginning with the same
letter combination.
2.
Ex B. Answer the questions.
3.
Ex C. Look at the picture of the butterfly; ask the students to find one word in each box that can be
combined to make the word ‘butterfly’. Read the other words and ask students to suggest ways to combine
them to make new words. (butterfly, dewdrop, seashore, blackboard, bookshelf, somewhere, sunshine)
4.
Activity: Ask the students to write similar poems about their mothers or fathers. They could draw a
picture or use a photo to illustrate their work which could be displayed in the classroom.
Chapter 20
The Fox and the Crow – ou (sound), c (cake, city), ea (head), ought, aught (Page 72)
1.
Teach and test new words.
2.
Remind the children of the story of the Dog and the Bone. Ask them to tell you what the moral of the story
was. Tell them that this is another story that has a moral and is told using animals instead of people. Talk
about the crow – a bird that eats food that is thrown away. Talk about what it looks like and the sound it
makes; talk about the fox and the reputation that foxes have for being sly or cunning.
3.
Read the story as far as tasty on page 73. Ask the students for ideas about what they think the fox might do
to get the cake.
4.
Read to the end of the page and ask why the crow is not replying to the fox. (has cake in its beak)
(Pages 74—75)
1.
Read the story to the end. Explain what a flatterer is.
2.
Ask the students whether they think the crow deserved to lose his cake.
(Page 76)
1.
Ex A. Teach the words. Explain that the gh in the last 6 words is silent. Ask students to learn all these words
for homework and test either using flashcards or, depending on students’ abilities, as a written spelling
quiz.
2.
Ex B. Answer the questions.
(Page 77)
1.
Ex C. Ask students to tick the sentences that are true and put a cross by those that are false. (True: 1, 4, 5)
2.
Ex D. Ask students to work in pairs to make sentences with the four given words. Share the sentences with
the whole class.
3.
Ex E. Ask the students to look at the picture of the Taj Mahal. They may recognise it, but if not, tell them
that it is a beautiful monument in a town called Agra. Ask students to read the groups of words and
underline the odd word on each line. (1. fox, 2. book, 3. Agra)
18
Chapter 21
The Wild Boar and the Fox – oar, oor, or (fork, doctor, worry, sorry, word)
(Page 78)
1.
Teach and test new words. Explain any words that students may not understand, in the context of the story
e.g. bark on a tree, not the noise a dog makes; trunk of a tree, not an elephant.
2.
Ask children which animals were in the previous story and which of them was clever. Ask them to recall the
moral of the previous story. Tell them that the next story is going to be about a wild boar and a fox. Ask them if
they think this story might have a moral. Ask them which animal they think will be the cleverer of the two.
(Page 82)
1.
Ex A. Teach the words; explain that the words in lines 1–3 all have the same sound but are written in
different ways. Explain that the words in lines 4–6 have the same letters or but the sound changes. Learn
the words.
2.
Ex B. Ask the students to read the story and answer the questions. Students should ask if there are any
words or expressions that they do not understand e.g. dirty look, face danger. Ask the students if they were
surprised that it was the fox who was taught a lesson. Discuss the students’ answers to Ex B.
3.
Ex C. Tell the students that the jumbled words can all be found in the story and ask them to write them
correctly (boar, tusk, danger, face, trunk, sharpen).
(Page 83)
1.
Revise long, longer, the longest and then talk about fast, faster, the fastest.
2.
Ex D. Ask the students to look at the words in each line and underline the fastest. (1. gallop, 2. run, 3. horse,
4. helicopter) You could also ask the students to arrange the words in each line in order of speed. (1. walk,
trot, gallop 2. crawl, walk, run 3. tortoise, rabbit, horse 4. cycle, van, helecopter)
3.
Ex E. Talk about opposites e.g. black and white, in and out, come and go etc. Ask the students to complete
the 6 opposites. (1. down 2. right 3. bad 4. then 5. away 6. wrong/left)
4.
Ex F. This could be done on paper for homework and pictures could be displayed in the classroom against
a forest background.
Revision Worksheet 3 (Chapters 17— 22)
Explain each task to the students if necessary.
Answers:
1
2.
3.
4.
a. Penny likes to eat warms/worms.
b. Happy sat/sit on his friends.
c. The cakes small/smell good.
d. Mr Willy is a fine wild boar/bear.
e. The boys play hide/high and seek.
f. The old man was week/weak.
g. Please give me won/one sweet.
seashell, raindrop, bookmark, everyone, bedroom, playthings
elephant, bus, fast, bird, ox
rabbit, hippo, bear, goat, sheep, crow
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Chapter 22
Simple Simon – ough (ought, though, cough) ple, ble, dle, cle, tle
(Page 84)
1.
Ask the students to read the title of the story and explain that Simple here means ‘not very clever.’
2.
Teach and test the new words.
3.
Read text on page 84. Ask students if they can find two words that sound the same but are spelt differently
and have different meanings (weak and week). Ask them to explain the different meanings.
(Pages 85—86)
1.
Read to either. Check that the students understand that the man has cheated Simon by running off with all
his food.
2.
Continue to read to the end of page 86. Ask the students how Simon recognised the man. Ask them to
suggest where Simon is and what he is doing.
(Pages 87—88)
1.
Read to the end of the story. Check that the students understand that Simon thinks he has to pay the man
for the whole week. Ask the students what they would have done in Simon’s place. (Asked the man to
return the food, etc.)
2.
Ex A. Teach the words. Explain that many words in English end with le and the e is not pronounced but it
is not a magic ‘e’.
3.
Ex B. Answer the questions.
4.
Ex C. Talk about the words
every – he did the same thing on Saturdays throughout the year
keep up – walk as quickly as somebody else
huffed and puffed – he was out of breath because he was trying to hurry.
5.
Ex D. Read the words and look at the spellings to see how they are different. Ask students to work in pairs
and try to explain the different meanings to their partners. Check answers as a class.
6.
Ex E. Talk about the things you can buy in a market. Students should read through the list and circle the
things they could buy in a market.
7.
Ask students to draw and label something that they could buy in a market. They could also add a price.
Display the items on a market stall background.
8.
Game. I went to market. Teacher starts by saying ‘I went to market and I bought (something beginning
with a, e.g. an apple) the first student says ‘I went to market and bought (something beginning with b, e.g.
a banana or bread). Continue round the class with students, supply an item beginning with the next letter
of the alphabet. Accept anything that could reasonably be found at a market.
9.
To make it harder, and to practise listening, the list can be cumulative, so that the fifth student, for example,
has to say ‘I went to market and I bought an apple, a banana, a cabbage, a dog and some eggs’. To make
it harder, and ensure listening, select students at random rather than in seating order, to continue the list
each time.
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Chapter 23
A Watering Rhyme – fl, fr, gl, gr, bl, br (Page 90)
1.
If you have no plants in the classroom, you may want to bring in a plant for this lesson. Talk about gardens
and what grows in them and how to look after plants. Establish that plants need water to live, but not too
much water. Talk about how the water is taken in by the roots, below the soil, and travels up the stem to
the other parts of the plant. Ask what would happen to the plant if it was not watered.
2.
Look at the title. Explain that rhyme is a word for a short poem that has lines that rhyme. Ask the students
to look at the ends of the lines and decide which words rhyme with others.
3.
Teach and test the new words. Explain that noonday means the middle of the day.
(Page 91)
1.
Read the poem. Ask why the last word is in inverted commas (they are not really feet, they are roots).
2.
Ex A. Write on the board and ask the students to pronounce the sound. Ask them to supply words
beginning with that sound. Repeat with the blends fr, gl, gr, bl and br. Read in a random order, the words
from Ex A aloud to the students (they should have their books closed) and ask them to repeat the initial
blend in each word.
3.
Ask the students to open their books and read the words with you.
(Page 92)
1.
Ex B. Answer the questions.
2.
Ex C. Ask students to tell you the names of different flowers and their colours. It may help to bring in
some pictures of flowers to show them. Ask the students to underline the words which are the names of
flowers.
3.
Ex D. Talk about some of the things you can find in a garden.
4.
Students could draw and colour a flower head. These could be stuck on a vase of flowers on a wall display,
each on a stalk in the vase. Students could add labels with the name of the flower. Give them pictures to
work from; alternatively, provide the outline of a variety of flowers (tulip, rose, poppy, lily, etc.) and ask
students to colour them.
Chapter 24
The Lion and the Mouse – ou (mouse, sour, four, tour), kn (knot) (Page 93)
1.
Look at the title and ask children what type of story they might expect (a fable). Ascertain that this type of
story will have a moral. Ask them to look at the picture on page 93 and predict what the story might be
about.
2.
Teach the new words. Explain that the g in gnaw is silent.
3.
Read the story.
(Page 96)
1.
Look at the words know, knife and knot in Ex A on page 96 and explain that in these words the k is silent.
Read the other words in Ex A.
2.
Ex B. Answer the questions.
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3.
Ask the students if they can put the moral into their own words e.g. if you are kind to somebody, they
might help you one day; just because somebody is not important, it does not mean they cannot be of
help.
4.
Ex C. Talk about wild animals, where they live and how they are different from pets. You may want to use
pictures of animals as prompts. Ask students to work in pairs to list all the wild animals they can think of.
Make sure that the new animals, zebra, and ape, are included in the discussion or list. Explain that there
are the names of eight animals in the box and they are written either from left to write, or top to bottom.
Ask them to find the words. (Horizontal: bear, elephant, boar, zebra; vertical: lion, ape, monkey, tiger).
5.
Activity: Children could create their own word searches on a chosen theme on a grid provided by the
teacher. Explain that they should fill in the words first and then fill in the empty squares with a random
selection of letters. Students could exchange word searches with their friends. They should write a list of
the target words at the side, or a clue as to the family of words (e.g. flowers, colours, numbers, foods).
Chapter 25
Mrs Crab’s Lesson –cr, pr, aight, ate, eight, ait, x (extra, exam)
(Pages 97—99)
1.
Teach and test new words. It will be necessary to explain some of them e.g. scuttled, shuffle, and that Mrs
is used to address or refer to a married lady and is always written with a capital letter. Ask them to tell you
their mother’s name using Mrs.
2.
Look at the picture and elicit that it is a beach and that Mrs Crab is with her children. Talk about where
crabs live (in holes) and how they move. Ask students to suggest what lessons Mrs Crab might be going to
teach them.
3.
Read the text till the end of page 99; do not turn over the page. Ask students to tell you what lessons the
young crabs were learning and what type of a mother Mrs Crab was. (very strict)
4.
Explain that this story also has a moral. Ask students to suggest what it might be. After some suggestions,
turn over the page and read the moral. Ask students to put it into their own words. (e.g. don’t ask somebody
to do something that you wouldn’t do yourself)
(Page 100)
1.
Ex A. Read the cr words and ask students for further examples (cross, crawl, crisps)
2.
Read the pr words and ask for other examples. (pretty, promise, princess)
3.
Line 3 – explain that the vowel sound is the same in each word, but is written in several different ways.
4.
Lines 4 and 5 – remind students that only a few words in English begin with ‘x’ but it is often found after
an ‘e’.
(Page 101)
1.
Ex B. Answer the questions.
2.
Ex C. Talk about the different ways that creatures move; give examples and ask for the ‘movement’ word,
e.g. for a lion, bear, hippo, tortoise, rabbit, old man, baby, etc. Look at the words in the list and ask students
to say when they might be used.
3.
Ex D. Students can work in pairs to make the list. Ask them to draw some of the things which could then
be used to make a wall display of a beach, with labelled items.
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4.
Activity: Ask the students to work in pairs. Select one of the five fables from the book, reread it and prepare
to act it out for the other members of the class.
Chapter 26
If – tw, w (silent) (Page 102 )
1.
Teach and test the new words. A pippin is a word for a pip.
2.
Talk about how trees grow from seeds – large seeds like coconuts or small seeds (pips) like those in
oranges and apples. Talk about how long it takes for trees to grow and produce their own seeds.
3.
Ask the students what type of writing they are going to read. (a poem) Read the poem. Ask if the speaker
is doing the planting or only thinking about it.
(Page 104)
1.
Ex A. Write the words twelve, twice, twenty, twinkle, tweet, twig and twirl on the board. Read the words
with the students.
Write the words write, wrong, wrinkle, wrist and two on the board and explain that in each of these words,
the ‘w’ is silent. Ask the students to read the words. Explain the meaning of write.
2.
Ex B. Answer the questions.
3.
Ex C. Read the words and ask students to reread the poem and find the rhyming words. Explain that
the words do not have to look alike in order to rhyme – it is the sound that is important.
(1. grow 2. many 3. do 4. me 5. cup 6. basket).
4.
Do Ex D on page 104. If possible, bring in pictures of trees to show students how trees are different shapes
and heights.
5.
Count how many times If is used in the poem (3) and explain that if is used when we are making plans.
Ask students to complete sentences you give them beginning with if for e.g. ‘If it rains tomorrow…’, ‘If I
had a lot of money….’, ‘If you eat too many sweets…’, ‘If you work hard in school…’ etc.
Chapter 27
My Little Dog – k (silent), final -ed (Page 105)
1.
Teach and test the new words. Look at Ex C on page 107 and ask if students can match any of the new words
with their correct meanings. Do not ask for the answers. Explain that you are going to read the poem and
they should think about the words as they occur and try to see which of these meanings best fits.
2.
Read the poem and ask about the meanings of the words. Make sure students know the correct
meanings.
(Page 107)
1
Ex A. Write the words from line 1 on the board. Explain that the k is silent and ask students to read the
words. Revise other silent letters (initial g, w, final b, h in when, t in listen, etc.).
Ask students to look at the remaining words and decide what they all have in common (final ed) Explain
that this is usually (but not always) used to show that an action has been completed: talk–talked, wash
–washed. Explain that the ‘ed’ can be pronounced in different ways. Read the words and ask the students
to repeat the correct pronunciations.
2
Ex B. Reread the poem and answer the questions.
23
3
Ex D. Talk about the terms and explain what they mean. Ask students if they know anybody who suffers
from any of these problems and ask them to talk about the problems that being blind/deaf/dumb/lame
could cause, and how people suffering from them could be helped.
Chapter 28
The Princess and the Pea (Pages 108—109)
1.
Tell the students that you are going to be reading a play; ask them to tell you what a play is, where it
takes place, and talk about any plays they may have seen. Elicit that the people who act in plays are called
actors. Explain that plays are divided up into different scenes which can take place in different places or at
different times. Often a curtain is closed or dropped between scenes so that the stage can be changed.
2.
Ask students to look at the text and comment on the layout. Establish that it is written in that way to show
which character is talking at a particular time. They do not have to read out the name of the character.
Explain that the parts written in italics are the directions that tell the reader what is going on and tell the
actors what to do.
3.
Read the play; choose different students to read different parts so that it is clear when a particular character
is speaking. Ask another student to read the directions. You can change the readers for the different
scenes.
4.
Ask the students where the first scene is set and what problem is facing the Prince. Ask them how they
hope to solve the problem.
5.
Ask where the second scene is set and whether it is the same day. Ask whether the plan is successful, and
if not, why not?.
6.
Ask where the third scene is set, and when. Why does the princess not say where she is from? How does
the queen plan to find out if the princess is telling the truth?
7.
Where does the final scene take place? Is the Queen’s plan successful? Does the play have a happy ending?
Explain that it is a fairy story and they always end happily.
8.
Read the notes on page 108 and produce the play in class; it might be possible to perform it for another
class of younger students.
Final Revision Worksheet
Before students complete the worksheet, explain each fast. Instructions may have to be repeated as students
work.
Answers:
Market stall
1. mango
2. basket
3. sugar
4. meat
5. eggs
2.
Forest
1. parrot
2. tree
3. boar
4. tiger
5. bird
Toy box
1. car
2. puzzle
3. drum
4. teddy bear
5. doll
Read the lists of words and underline the word that is the odd one out:
red, yellow, brown, back, orange
worm, butterfly, ant, beetle, hippo
bag, tin, train, box, sack
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Beach
1. crab
2. sand
3. shell
4. wave
5. water
crawl, shuffle, walk, creep, fly
pretty, beautiful, dirty, fine, good
3.
Read the sentences. If they are TRUE, write T, if they are FALSE write F.
a)
The queen put a potato in the princess’s bed. (False, pea)
b) The mouse helped the lion to escape from the net. (True)
c)
It is good to water plants in the middle of the day. (False, too hot)
d) Water the leaves of the plants. (False, roots)
e)
An elephant is bigger than a hippo. (True).
f)
A person who is blind cannot hear. (False, see)
g) Gratitude means very tired (False, being thankful)
h) Crabs walk sideways. (True)
4.
i)
Willy Wild Boar had sharp teeth. (False, tusks).
j)
Roy always let other boys play with his toys. (False, not at first)
Arrange the following words in alphabetical order:
Beth, Nellie, Ray, Simon, Tim
clever, happy, hungry, proud, serious
chase, go, hop, run, walk
blue, brown, green, red, yellow
apple, carrot, mango, meat, potato
5.
How many smaller words can you make using the letters from the word GRATITUDE?
(possible words include: rag, rug, tag, tug, gate, get, grated, tired, tried, tar, tear, great, grate, target, rude,
ride, read, red, rate, rat, raid, dare, dart, dirt, trudge, trait, trade, tread, etc.)
25
Worksheet 1
Match words with pictures.
tree
ball
mango
cage
rain
carrot
grass
dress
bird
mother
sack
back
rabbit
car
bear
dog
cat
duck
parrot
dolly
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Worksheet 2
Underline or tick the correct word.
Scissors/sissors
tree/three
parott/parrot
too/two (2)
bull/ball
ched/shed
sitting/siting
bocks/box
actor/doctor
fireman/farmer
keys/keeps
path/bath
thump/thumb
pills/pals
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Revision Worksheet 1
1. Put the right word from the list in each gap.
Tim is not fat but .....................
A cup of .....................
Fingers and .....................
An engine pulls a .....................
Beth lost her .....................
Jen’s shop is .....................
The honey is in the .....................
Bees like .....................
Bees do not like .....................
The sad dog drags his .....................
2. Match the word with the correct colour.
sky
sheep
grass
nib
fire
honey
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sweet
hot
gold
blue
white
green
jar
train
thin
key
tail
small
smoke
thumb
nectar
tea
3. Match the name of the animal with its picture and its sound.
lion
chatter
turkey
cluck
monkey
roar
hen
bark
cow
meow
cat
moo
dog
gobble
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Revision Worksheet 2
1. Draw lines to match the words and pictures
30
worm
boat
dress
head
ear
bus
shark
mother
father
farmer
bone
shoes
bear
lorry
cart
bridge
seat
shell
car
baby
2. Draw lines to match the words and pictures.
big
bigger
the biggest
small
smaller
the smallest
sad
sadder
the saddest
happy
happier
the happiest
long
longer
the longest
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Revision Worksheet 3
Arrange sentences in order.
Bees feed on nectar.
Pete goes to market.
Pete puts smoke in the hive.
Flowers make nectar.
Pete sells the honey.
Pete takes the frames out.
Bees make honey.
The bees come out.
Pete puts the honey in jars.
Pete puts the honey in a tub.
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Revision Worksheet 3
1. Underline the correct word in each sentence.
a. Penny likes to eat warms/worms.
b. Happy sat/sit on his friends.
c. The cakes small/smell good.
d. Mr Willy is a fine wild boar/bear.
e. The boys play hide/high and seek.
f. The old man was week/weak.
g. Please give me won/one sweet.
2. Join one word from each line to make larger words.
sea
rain
book
every
bed
play
mark one
room things
drop shell
3. Underline the biggest thing in each list.
a. fox, hippo, sheep, elephant
b. cart, car, bus, boat
c. garden, forest, hayfield, market
d. ant, bird, beetle, butterfly
4. Unscramble these words to find the animals.
a. BARTIB
b. PHIPO
c. RABE
d. TOGA
e. PHESE
f. WORC
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Final Revision Worksheet
1. Look at the words. Write the items under the correct picture of where you
would find them.
market
mango
tree
basket
tiger
crab
sand
boar
bird
forest
parrot
drum
sugar
water
beach
car
shell
meat
doll
toy box
puzzle
teddy bear
wave
eggs
2. Read the lists of words and underline the word that is the odd one out:
red, yellow, brown, back, orange
worm, butterfly, ant, beetle, hippo
bag, tin, train, box, sack
crawl, shuffle, walk, creep, fly
pretty, beautiful, dirty, fine, good
34
3. Read the sentences. If they are TRUE, write T, if they are FALSE write F.
a) The queen put a potato in the princess’s bed.
b) The mouse helped the lion to escape from the net.
c) It is good to water plants in the middle of the day.
d) Water the leaves of the plants.
e) An elephant is bigger than a hippo.
f) A person who is blind cannot hear.
g) Gratitude means very tired.
h) Crabs walk sideways.
i) Willy Wild Boar had sharp teeth.
j) Roy always let other boys play with his toys.
4. Arrange the following words in alphabetical order:
Beth, Tim, Roy, Nellie, Simon
proud, hungry, serious, happy, clever
run, walk, hop, chase, go
yellow, green, red, brown, blue
potato, carrot, apple, mango, meat
5. How many smaller words can you make using the letters from the word
GRATITUDE?
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