oxford reading circle 3

Sue Gilbert

Oxford Reading CircleBook-3

Teacher’s Guide

Great Clarendon Street, Oxford OX2 6DP

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INTRODUCTION

This new Teacher’s Guide has been written to help teachers to exploit fullyall 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 reinforcethe teaching in a less formal way. The Guide supplies answers for the Exercises sections of the student bookwhere 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 ofphotocopiable 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 willwork 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 somethingthat can be used to promote their students’ learning of English and in some way help with their lesson preparation.

Contents

1. The Turtle and the Swans ___________________________________________ 1 2. The Fraid _______________________________________________________ 2 3. Who’s In? _______________________________________________________ 3 4. Two Ways of Beating a Drum _______________________________________ 4 5. Two Legs or Four? ________________________________________________ 5 6. A Chill _________________________________________________________ 6 7. The Mouse, the Bird and the Fried Sausage _____________________________ 7 8. Talat and his Flute ________________________________________________ 9 9. The White Rabbit _______________________________________________ 1010. The Sorcerer’s Apprentice _________________________________________ 1111. Mr Sharpe’s Fish _________________________________________________ 1212. Sky Seasoning __________________________________________________ 1313. Postbox Number ________________________________________________ 1314. My New Umbrella _______________________________________________ 1515. The Upside-Down Mice __________________________________________ 1516. Mice __________________________________________________________ 1617. The Storks _____________________________________________________ 1718. The Eagle’s Present ______________________________________________ 1819. Picnics ________________________________________________________ 2020. The Seven Wise Men of Buneyr ____________________________________ 2121. A Child’s Thought _______________________________________________ 2222. Too Many Doctors _______________________________________________ 2423. Worksheets _________________________________________________ 25-2724. Notes _________________________________________________________ 28

* The staff of the educational institution has the right to photocopy the worksheets in thisbook provided that the number of copies does not exceed the number reasonably required by the institution to satisfy its teaching purposes.

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Oxford Reading Circle Book 3

Teacher’s Guide

Notes

1. When the instruction ‘Read the Story’ is given, choose whether to make it a silent, individual reading activity, paired reading, one where individual students read aloud in turn, or one where the teacher reads to the students. Whichever method is chosen, it is important that those students who are not reading aloud follow the text in their books; all methods are important so it is a good idea to vary the approach.

2. It is important that students understand most of the language in the stories. As you read each story, ask students to underline in pencil any words they do not understand. When you have finished reading thetext, ask students which words they have underlined. It is possible that they will say ‘None’. If this is the case, choose words at random (e.g. in ch 1, lush, jaws, grip) and ask individual students to tell you what they mean. If they are unable to do so, explain that it is important to ask if they do not understand any words because this is the way they will learn more vocabulary. If only a few students ask for meanings, ask some of those who did not ask to explain the meanings – this will reveal whether they really know them or not. Checks like this should encourage students to ask.

3. Comprehension questions (Ex A) These can be answered individually, in class, in pairs or groups, orallyor in writing – again, vary the approach as long as you can be sure that most students are able to answer most of the questions correctly. Do spot checks on this.

Chapter 1

The Turtle and the Swans (Page 8)

1. Teach the words in the box and ask students to use them in sentences.

2. Talk about a valley and ask the students if they have visited any of the mountain valleys on holiday. Ask them to describe the scenery, plants and animals they may have seen there.

3. Ask if they know anybody who is a great talker—there may be somebody in the class! Ask if they like to spend time with people who talk a lot and tell stories; they should explain why/why not. Are there any problems in talking too much?

(Pages 1—3)

1. Look at the title. Ask children to guess what type of story it is going to be. (a fable with a moral)

2. Read the story as far as He could not fly on page 3. Ask the students for ideas of how the swans could help the turtle.

(Pages 3—4)

1. Read the text as far as ...quiet too.

2. Ask the students why it is very important that the turtle does not speak. Why is it important that the swans do not speak?

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(Pages 4—7)

1. Finish reading the story.

2. Point out that on page 7 the turtle says, I am the clever one. Is this true?

3. Look at the moral; are there any other lessons that we can learn from the story? (Sometimes it’s better to keep your mouth closed; pride comes before a fall.)

(Page 8)

1. Ex A. Ask students to answer the questions in pairs, asking for help if it is required.

2. Ex B. 1. Talk about different places where students might like to live – city, town, village, in the country,by the sea, in the mountains, in a cold country etc. Encourage them to give reasons for their choices. Ask students to draw a picture of the sort of place they would like to live in and then tell the class about their choice. The pictures can be used for a wall display.

3. Ex B. 2. Ask students to tell the class about a time when they forget what they were supposed to be doing and made a mistake.

4. Ex C. Talk about the difference between a lake and the sea. Ask students for ideas of what might live in alake. Research could be a homework task. Remind them that there are some very small creatures in lakes. Students could also draw and label the creatures for a lake-life wall display.

Chapter 2

The Fraid (Page 16)

1. Teach the words in the box. Ask for volunteers to make sentences containing the new words.

2. Show the students a world map or globe and tell them that the story is set in Jamaica. Ask if any of them can show you where Jamaica is on the map/globe. When it has been located, talk about how far away it is from their country and tell them something about the climate, products etc.

(Pages 9—10)

1. Ask students to look at the title. Can anyone guess what the story might be about?

2. Read the story to you’ll know what afraid is. Ask the students if they can explain how Sue has misunderstood her mother. Does her mother realise this? (No, because she can’t SEE that Sue thinks it is two words, A Fraid, sounds the same as afraid.)

(Pages 10—11)

1. Read to ‘do you hear?’ Ask if Sue did as she was told? Was she afraid?

2. Ask if their parents have ever thought they might be afraid of something that did not frighten them.

3. Ask the students to count how many times the author talks about the monkeys copying the humans. Why do they think she does this? At this stage, just listen to their ideas about this.

(Pages 11—13)

1. Read the text. Ask if Sue is doing as she is told. What do they think mother might do? Ask if the monkeys are still copying what they see.

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(Pages 14—16)

1. Read to the end of the story.

2. Ask students if they think Sue was a brave girl. Can they think of anything she might be afraid of? Are there things that the students are afraid of?

3. Ask again why the author repeated so many times that the monkeys copied the people. (He is preparing us for the end of the story.)

(Page 17)

1. Ex A. Answer the questions.

2. Ex B. Only talk about these things if you are sure it will not upset any of the students.

3. Ex C. Remind students that we use capital letters to write the names of countries. Ask for some examples. Explain that capitals are also used for the names of cities, towns and villages. Ask for local examples.

4. Read through the list of names to ensure that the words are pronounced correctly. Ask students to work in pairs to put a ‘C’ next to those they think are countries. If possible, supply them with atlases or labelled maps of the world to help them with this. Check their answers, and ask students if they can tell you where the countries are and about the other words and whether they also need capital letters. (Japan C; Atlantic- ocean; Saturn-planet; Bulgaria C; Toronto-city; Peru C; Kenya C; whales-sea creatures (not fish!); Asia-continent; France C; Rome-city; Russia C)

5. Extension: Pin a large map of the country on the wall and ask students to find out where some of the maincities and towns are and make labels to pin on the map. Each place should be written with an initial capital letter.

6. Ex D. Ask students to tell you some action words. Ask them to look through the list and underline any action words. (think, flapping, wag, playing, follow) Now do the same for things. (arms, monkey,neighbour, head, mother) Finally, look at the remaining words (large, angry, little, dark, strange), and ask what type of words they are. (describing) You can introduce the terms verbs, nouns and adjectives. Ask students to make sentences containing the adjectives.

7. Challenge students to make sentences containing words from each group; they may change the verb form if they wish and add other words. Do a few as a whole class activity first, e.g. The little monkey wagged hishead. Mother thinks the neighbour is strange.

8. Game: Monkey Business. All students stand; they are the monkeys and will copy what the person standing in front does. The person in front, initially the teacher, but later a student, performs various actions e.g.wagging a finger, nodding or shaking the head, touching his knees, elbow, chin, scratching his head,clapping, etc. If he gives the instruction, ‘Do this!’ monkeys should copy; if the instruction is ‘Do that!’ monkeys should continue with the previous action and any who change to the new action, are out and must sit down. Check that students are using the same hand or leg, (right or left) that the leader is using.Continue until only one monkey remains. This may involve rapid changes of actions.

Chapter 3

Who’s In?

1. Ask the students what is meant by fast asleep; establish that fast has nothing to do with quickly. Ask what they think the term shut fast means.

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(Page 18)

1. Read the poem.

(Page 19)


2. Ex B 1. Find the three rhyming pairs. (out/about; hole/coals; spin/in)

3. Ex B 2. Ask the students to give rhyming words. Suggestions are:

Word Rhyming word

a. fool pool

b. great eight

c. flower power

d. crown down

e. fleas please

Ask if they can use them to make up little rhymes. The rhymes do not have to be serious; e.g. I met somefleas, who didn’t say please. The king with the crown has just fallen down. It’s really great to be agedeight.

4. Ex B 3. Other possibilities are apart, again, around etc.

5. Ex C. Read the words in box A and then those in box B; ask students to match them. (dog–kennel; horse –stable; bee–hive; cow–shed; rabbit–hutch; parrot–cage)

6. Ask students if they can name the animals for the other homes. (den–lion; castle–king) Do they know any other animal homes? (bird–nest; fox–lair; etc.)

Chapter 4

Two Ways of Beating a Drum (Page 26)

1. Teach the new words and their meanings. Ask students to supply sentences containing them.

2. Ask the students if their parents ever give them advice. For example, if you stay up and watch TV, you will be tired in the morning; if you eat too many sweets, you will feel sick; if you don’t share, nobody will want to play with you; if you don’t practise, you will never play your instrument well, etc. Ask if they listen to the advice and if they always act upon it. If not, who is usually right in the end—the parent or the child?

(Pages 20—23)

1. Read to lot of money with them.

2. Ask how the people showed that they liked the way the drummers played. (They gave them a lot ofmoney.)

3. Ask what problem they are now facing as they walk home. (They are in danger of being robbed.)

4. Ask for ideas of what they could do to make themselves safer.

(Pages 23—26)

1. Read to the end of story.

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2. Ask who was right, the father or the son? Why didn’t the boy do as his father said? (He was frightened.)

3. Look at what one robber said on page 24, Yes, the loud drumming reminds me of the frightened barking of a small dog. Why do little dogs make so much noise? (Because they are not strong enough to frighten people with their appearance.) Do you think this is a good way of describing the boy? Do students think the boy has learned to listen to his father?

4. Look at the father’s advice; does it only refer to drumming? Can students suggest other situations when there are different ways of doing things and one may be better than the other? For example, asking forsomething quietly and politely as opposed to shouting and demanding something.

(Page 27)


2. Ex B. Read the sentences and write T if they are true and F if they are false (1. F 2. T 3. F). Ask students to give specific textual references to support the answers.

3. Ex C. With books closed, ask the students if they can give an example of any word that is written the same but has two different meanings; e.g. bowl can be a dish or throwing the ball in cricket; band can be a piece of rubber or a group that plays music. Ask how we know, when we are reading, which meaning to take. (from the context)

4. Read the 10 words and ask students to work in pairs or individually to make sentences giving two differentmeanings for the words.

1. present – here; a gift; to give something (She was asked to present the prizes.) 2. fair – just; not dark; or a place with amusements 3. spoke – past tense of speak; a support in a wheel 4. play – have fun; take part in sport; theatrical piece 5. down – not up; soft fine feathers 6. track – a path; to follow an animal or person 7. left – opposite of right; gone away; not used up 8. roll – small piece of bread; to turn over and over or round and round 9. spot – a small round mark; to notice 10. park – a large public garden; to leave one’s car

Chapter 5

Two Legs or Four (Page 36)

1. Teach the words in the box.

2. Ask the students to tell you the names of any dogs they know; these could be dogs in films or books as wellas real ones. Ask for suggestions of good names for dogs. Write some of the names on the board and vote on which ones are best.

(Pages 28—31)

1. Read to very confusing, said Dad. Ask the students why it might be a problem to have the same name for the dog and the boy. Could there be any advantages?

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(Pages 31—33)

1. Read to Good boy or good dog? Ask students about the good and bad results.

(Pages 33—35)

1. Read to the end of the story. Ask students why Ben the boy wants to change his name. What do they notice about the names his sisters suggest? (They are the same as they had suggested for the dog.)

2. Why does Dad suggest Bartholomew? (It’s very long and Ben wanted a long name.)

3. Ask if they think the dog’s name will change too.

(Page 36)

1. Ex A. Recap these events briefly.

2. Ex B. Ask students to write true or false and find evidence in the text to support their choice. If the answeris false they should correct the sentence. (1. T 2. F 3. T 4. F 5. F)

3. Ex C. Do not read the question to the students; ask them to read the question themselves and to complete the words. (feathery, pointed, squatted, chocolate, coloured, favourite, because, easier, ordinary)

Chapter 6

A Chill (Page 38)

1. Read the words in the box. Ask them to find 3 words that contain silent letters (lambkins, nestle andnestlings). Stress that ‘ewe’ is pronounced as ‘you’.

2. Give students 5 minutes to read the words and their meanings quietly. Ask them to close their books and then ask individual students to explain the words to you.

(Page 37)

1. Explain that the title refers to a period of cold weather. Ask the students how they like to keep warm when the weather is cold.

2. Read the poem aloud to the students and ask them to notice which words rhyme. Elicit that this is a new rhyming pattern with three words rhyming in each verse, or stanza, and one odd word.

3. Read the poem a second time, this time listening to the meaning. Ask the students to tell you, in one sentence, what the poem is about. (It’s about small animals keeping warm at night when they sleep.)

4. Ask how the lambs keep warm. Why are the mothers woolly? (They have thick wool fleeces.) Ask how thesmall birds keep warm. (under their mothers’ wings)

5. Look at verse 3. Explain that If is used here to express a wish. Ask what the poet wants. (She wishes for a warm place to sleep herself, in a field or a tree.)

(Page 38)

1. Ex A. Answer the questions. 1. Students may point out that the animals do not feel the chill but the author does. Questions 2 & 3 are answered above, but can be revisited.

2. Ex B. With books closed, write the headings Male and Female on the board. Make sure that the students understand that one refers men and the other to women. Ask all the males in the room to stand up; see if anybody makes a mistake.

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3. Use flashcard pictures or words of: man, woman, men, women, girl, boy, bride, groom, granny, grandfather,etc. Ask students to say if they belong in the male or female columns.

4. Explain that there are different names for male and female animals. Ask if students know any of them. Ifso, write their words in the correct columns. It does not matter if they cannot supply both genders; write up the one they give.

5. Open books and read the words in Ex B. Ask students to suggest the gender for those not given.

Female Male

ewe ram

doe stag/buck

nanny goat billy goat

cow bull

hen cock or rooster

lioness lion

she cat tomcat

mare stallion

6. Ex C. Ask students to join words which rhyme. Remind them that ‘ough’ can be pronounced in many different ways. (through-dew-few-blue—any two pairs; though-throw; knee-be; rough-bluff)

Chapter 7

The Mouse, the Bird and the Fried Sausage (Page 45)

1. Teach the new words. Explain that when people draw straws, one straw is shorter than the others, but because the ends are held inside the closed hand, it is not possible to tell which is shorter until they are all chosen. The person with the short straw is the chosen person. Point out that the ‘w’ in wretch is silent;revise other words with silent ‘w’ such as write, wrinkle.

2. Ask children to talk about how people learn to do the jobs they do e.g. doctor, fireman, farmer, hairdresser. It may be at college or university, on-the-job training, learning from parents etc. Ask why it is important to have training to do a job. Ask what might happen if a teacher went to fix a car, a fireman tried to operateon somebody or a doctor tried to grow rice. Students could suggest their own mixes and should appreciate that people have different skills that are required for different occupations.

(Pages 39—42)

1. With books closed, explain that the story is one of a collection by the Grimm Brothers who wrote a lot of fairy stories a long time ago.

2. Write the title on the board (they should not see the picture) and ask what they think the story might be about. They will probably think that the bird and mouse want to eat the sausage. Do not comment on theiranswers.

3. Read the story to page 42, running the house. Talk about the different jobs each of the three did andhow well their household ran. See whether students can relate the story so far to that of the four oxen (Strong Together) in Book 2. Ask what they think might happen, bearing in mind the discussion about different jobs.

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(Pages 42—45)

1. Read to the end of the story. Ask students what morals can be drawn from the story e.g. united we stand, don’t listen to rumours, trust your friends, don’t change things simply for the sake of change (if it ain’t broke, don’t fix it!), stick to what you do best etc.

(Page 46)

1. Ex A. Answer the questions. Question 4 has already been discussed.

2. Ex B. Ask students to work in pairs or individually, to put the sentences in the correct order. If this is difficultfor any students, it may help to write each sentence out on a separate card so that they can physically move the sentences to order them.

1. 5

2. 1

3. 6

4. 8

5. 3

6. 7

7. 4

8. 2

3. Ex C. Explain that it is only the capital letters that need to be unscrambled; the titles remain as they are. (1. baker 2. butcher 3. nurse 4. cobbler 5. typist 6. doctor 7. mason 8. teacher) It is very possible that children will need help with cobbler – shoe repairer, mason – builds with stone, and typist – secretary.

Extra activity taken from a Pronunciation Poem

Tell the students that this is part of a poem about English pronunciation.

1. Ask the students to read through the poem themselves first, and then read it to them, making sure thatyour pronunciation is correct!

2. Go through the poem commenting on the words and the irregularities that have to be remembered.

3. Students may wish to learn the poem for homework.

Wear a boot upon your foot.

Root can never rhyme with soot.

In muscle, ‘sc’ is ‘s’,

In muscular, it’s ‘sk’, yes!

Choir must always rhyme with ‘wire’,

That again will rhyme with ‘liar’.

Then remember it’s address,

With an accent like ‘possess’.

G in sign must silent be,

In signature, pronounce the ‘g’.

Please remember, say ‘towards’

Just as if it rhymed with ‘boards’.

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Weight’s like ‘wait’, but not like ‘height’,

Which should always rhyme with ‘might’.

Sew is just the same as ‘so’,

Tie a ribbon in a ‘bow’.

When you meet the queen you bow,

Which again must rhyme with ‘how’.

In perfect English make a start,

Learn this little rhyme by heart.

Revision Worksheet chapters 1—7

Answers:

1. 1/c, 2/a, 3/g, 4/f, 5/b, 6/h, 7/d, 8/e

2. Find one word from the list that can mean both of these things.

Answers:

a. bear b. jam c. hand d. pen e. roll f. tie g. watch

3. Say if the following are ture or fals.

Answers:

1. T, 2. T, 3. F, 4. F, 5. T

Chapter 8

Talat and his Flute (Page 53)

1. Teach the word in the box and ask students to put them into sentences.

2. Ask the students some of the things they would buy if they had a lot of money. Ask if there are things that no amount of money can buy, e.g. health, happiness, sight for a blind person, love, peace, true friends etc.

(Page 47)1. Read the text to the end of the page. Ask what the landlord is most interested in.

(Pages 48—51)1. Read the text. Ask if there are any similarities between Talat and the landlord. (No, Talat is poor and the

landlord rich; Talat cares about his uncle, the landlord cares about nobody.)

(Page 52)1. Read to the end. Talk about what happened because of the rich man’s anger. Talk about how Talat has to live—no home, no money, no family etc. Is Talat unhappy? If not, why not?

(He is happy because he has friends.)

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(Page 53)1. Ex A. Answer the questions.

2. Ex B. Ask students to find the names of the animals that appear both vertically and horizontally. Theyshould use dictionaries to check that any they are unfamiliar with are animals.

Answers

M O G I R A F F E S F E F R O G O L P U L I O N A C A T B E A R E G X S P C T I G E R N P O N Y X H A Z E B R A H Z F E H I P P O P O T A M U S B M E A X C T D N E W T E P H E A S A N T F G U

Horizontal words: giraffe, frog, lion, cat, bear, tiger, pony, zebra, hippopotamus, newt, pheasant.

Vertical words: chimp, goat, ape, ox, parrot, elephant, fox

3. Extension: Ask students to draw a picture of their best friend and write about him/her. Say what he/she looks like, the things they do together and why they are such good friends. Pictures and text can be used as a friends wall display.

Chapter 9

The White Rabbit (Page 59)

1. Teach the words in the box.

2. Ask the students to tell you the story of Talat from the previous chapter and explain that the story is going to continue. Tell them he meets the rich landlord again and ask them to predict what might happen.

(Pages 54—56)

1. Read the text to rabbit myself.

2. Check that students understand the story so far and ask them again to predict what is going to happen.

(Pages 56—59)

1. Read to the end of the story. How does it measure up to students’ predictions? Are they surprised that Talat chose friends rather than money?

2. Ask how Talat managed to get his own back on the landlord. (He refused to give him what he wanted most in the world.) Why did he not let the landlord take the rabbit? (The rabbit was Talat’s friend.) Who was themore powerful at the end of the story, the rich landlord or Talat who only had a flute?

(Page 60)


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2. Ex B. Ask students to try to remember who said the words and write the answers in pencil. Then tell themto check back through the text and see if their answers are correct.

1. the landlord—about a white rabbit 2. landlord’s sons—about the rabbit 3. landlord 4. Talat

5. the younger son; they were talking about the white rabbit.

3. Extension: In groups, students could act out the whole story using their own words. As well as the main characters of the landlord and his two sons, and Talat and his uncle, there are parts for villagers and animals.

Chapter 10

The Sorcerer’s Apprentice (Page 68)

1. Teach the words in the box. Explain that a sorcerer is another name for a wizard and ask students to talk about any of the Harry Potter stories they may have heard or read or any of the films they have seen, orany other story they know with a wizard character. Explain that a female wizard is a witch; they may know the Roald Dahl book The Witches, or the film version.

(Pages 61—64)

1. Read to I am a prisoner here. Ask the students what they think has happened to the crops. Do they think James is brave or foolish? Tell them to give reasons for their opinions. What do they think is going to happen to James? Who might help him?

(Pages 64—65)

1. Read to what he was saying. Ask if the sorcerer was really going to teach James or whether he was using him as an unpaid servant. Again, ask for textual evidence for students’ answers.

(Pages 65—68)1. Read to the end of the story. Ask how James managed to learn to do magic and also to stop it.

2. Talk about the battle. Ask students to explain why James and the sorcerer chose the creatures they did. (The bear could kill the boy, the snake could kill the bear, the eagle could catch the snake, and the cat couldattack the eagle.)

3. Do students think that the sorcerer’s power was affected when he was injured in the form of the eagle?

(Page 69)

1. Ex A. Answer the comprehension questions.

2. Ex B. Remind children that words that sound the same but are written differently and have differentmeanings are called homophones. Give them examples like break/brake and ask them to explain their different meanings, for example, “Be careful! Don’t break the vase” and “Pull the handbrake to stop thecar from rolling downhill.” Ask them to read the words. Point out that the two forms of ‘close’ are not homophones because they are pronounced differently. ‘Close’ is a heteronym. Heteronyms are wordsthat have the same spelling, but are pronounced differently and have different meanings. Students shouldwork, with dictionaries if necessary, to find the different meanings of the pairs of words.

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3. Ex C. Ask students to circle the odd one out and to explain their selections. (Weekend is not a season; star is not found on the Earth; fork is not a container.)

4. Extension work: 1. If there is time, show the students parts of a Harry Potter film where a lot of magic istaking place.

2. Paul Dukas wrote a piece of classical music about the story of The Sorcerer’s Apprentice. This was laterused in the Disney film Fantasia where Mickey Mouse is the Apprentice. If possible, show the childrenthe excerpt from the film and ask them to listen to how the music builds up as the brooms start to takeover, and then calms again when the sorcerer returns. If the film is not available, try to let students hearthe music and help them to understand what is being portrayed as it progresses. Students could act out the scene to the music.

Chapter 11

Mr Sharpe’s Fish (Page 78)

1. Teach the words in the box. Ask the students to talk about their favourite foods. Is there anything they love the smell of when it is being cooked? Is there anything they do not like to smell when it is being cooked? You could do a mini-survey of favourite foods, on the board.

(Pages 70—72)

1. Read to I am starving! Ask the students whether Mrs Sharpe’s friends really came to visit her to see if she was well. (They came because they smelled the fish and wanted some.) Ask why Mrs Sharpe does not givethe friends something else to eat and save the fish for her husband. (The fish was ready to eat; she wantedthe fish too; it would be rude not to give the best to her visitors.)

2. Ask the students to predict how Mr Sharpe is going to react when he learns there is no fish left.

(Pages 72—73)

1. Read to the end of page 73. Establish that Mr Sharpe became very angry. Why does it say that Sheena suddenly found something interesting to look at on the floor? (She was too embarrassed to look at her husband when she told him the lie about the cat.)

(Pages 74—75)

1. Read the text. What do students think is going to happen this time?

(Pages 76—77)

1. Read to the end of the story. Ask if Mr Sharpe is angry this time. (not outwardly)

2. Ask students to explain what Mr Sharpe means by Where is my cat? If necessary, this could be done using simple maths: cat (2kg) + fish (2kg) = 4kg. If the fish inside the cat is the 2kg shown on the scales, where isthe 2kg of the cat’s weight?

(Page 78)


2. Ex B. Ask students to refer to the text and decide if the statements are true or false.

Answers: (1. T, 2. T, 3. T, 4. F)

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3. Ex C. Repeat the tongue twisters as a class and individually. Ask students if they can remember the other tongue twisters.

Chapter 12

Sky Seasoning (Page 79)

1. Explain that seasoning is something added to food to improve the flavour, like salt, pepper, chilli, cinnamonetc. (not a sauce like ketchup, which is different). Ask what seasoning they like in their food.

2. Read the poem. Ask the students what the piece of sky really was. (It was a small piece of plaster from the ceiling.) What effect does the sky have on the flavour of the soup, in the poet’s opinion?

3. Ask what the word KERPLOP represents (the sound of the plaster landing in the soup). Check that there are no words that students do not understand by selecting students to give meanings.

4. Look at the rhyming patterns in the poem which are different from any studied so far. There are rhyminglines, but no fixed pattern.

(Page 80)

1. Ex A. Questions have already been answered.

2. Ex B. Read the words, asking students for ideas of when each could be used; there are no right or wrong answers, just suitable ones. Try to use the words in sentences.

3. Ex C. Ask the students to look at the list and say which could be added to food to make it taste better. (salt, garlic, turmeric, chilli, nutmeg, cardamom)

4. Extension: Students could ask their parents what seasonings are used in their own foods and a class bar chart could be made recording their information.

Chapter 13

Postbox Number (Page 88)

1. Teach the new words.

2. Ask students if they have ever either written or received a letter. Ask them how the postman knows where to deliver the letters. (The address written on the envelope tells him the name of the person, the numberof the house, the street and area of the city etc. Show the students an addressed envelope) Alternatively, letters can be delivered to a locked post office box which has a number that is especially for a family orbusiness. Letters are posted into the box but can only be removed by members of the family (or business) who have keys to open the box. Ask if any of them know their postal addresses. Talk about buying stamps to pay for the cost of delivering the letter. Give students a blank envelope and ask them to address it to their home address or postal box. This may have to be done as a homework task.

(Pages 81—83)

1. Read the text. How many different places have similar sounding names? (Five)

2. Ask students to list the misdirected items or people—write them on the board. (parcel for the bakery, inner tubes for cycles, lady wanting haircut, exam papers, letter from Mr and Mrs Tripp) Ask students to explain where each ought to have been delivered.

3. How will having a postbox number help to stop the problems? (Letters will only be addressed to the number, not to St George’s school.)

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(Pages 84—85)

1. Read the text. Ask why Mr Broadman sighed. (He didn’t like filling in forms.)

2. Ask students to suggest why Mr Broadman received no reply.

(Pages 86—88)

1. Read to the end of the story. Ask if the story ended well.

2. Ask why Mr Broadman waited until 10 o’clock before he spoke to the Postmaster. (He wanted to calm down and be less angry.)

(Page 89)


2. Ex B. Ask the students to try to sort out the words. They are all single words despite the way they arewritten in the exercise. (1. postman 2. stamp 3. postbox 4. letter 5. parcel 6. envelope)

3. Ex C. Read the words and discuss their meanings. Ask students to tell you the opposite of happy. Encourage them to say unhappy rather than sad. Identify the letters they have added (un). Ask them to add the same two letters to the other words to make opposites. Use the new words in sentences.

4. Ex D. Revise the rule of ‘When the word rhymes with bee, it’s ‘i’ before ‘e’ except after ‘c’.

5. Check that the words follow the rule. (seize does not and will need to be learned especially well.) Ask the students to learn the words for homework, and test them. Reward those that can spell all the words correctly.

6. Return to page 83. Ask students to read the letter and decide if it is a friendly (personal) letter or a business letter; personal letter ends with best wishes. Now look at the letters on pages 84 and 85 and ask students to decide if they are personal or business letters (business). Ask students to think about the following questions; you may want to write them on the board:

1. What is the same in all 3 letters? (All start with Dear; all end with a greeting and the name of the writer.)

2. What is different about the opening of the two business letters? (Dear Sir/ Dear Mr Broadman)

3. Why are they different? (Mr Broadman did not know the postmaster’s name when he wrote the letter; the postmaster knew his name because he had read his letter.)

Tell students that if we do not know the name of the person we are writing to, we use ‘Dear Sir’ or ‘Madam’. If we know the name, use it.

4. What is different about the endings of the two letters? (Yours sincerely/ Yours faithfully)

Explain that if the letter starts with ‘Dear Sir’, it should end with ‘Yours faithfully’, and letters with names end with ‘Yours sincerely’. (There is a mistake in this book; explain that this is a common mistake because itis hard to remember.) Ask students if they can think of a way to remember (e.g. if there is an ‘S’ at the start, in Sir, no ‘S’ (in ‘sincerely’) at the end; if there is no ‘S’ at the start but a name, ‘S’ at the end.) (in sincerely) Explain that this is also true of letters sent by email.

7. Ask students if there is anything else that needs to be put on the letter. (sender’s address at the top right, with date below)

8. Extension: Working in pairs, students could write personal letters or emails to each other. The first lettercould be an invitation to a party for example and the reply can either be an acceptance or a refusal. Before students write, ask for suggestions. You could write a sample letter on the board, making sure that it is laid out correctly and ends with ‘Best Wishes’ or ‘Love from’ — this is a common ending and does not

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mean you are in love. More able students could also try writing a business letter too, perhaps asking for information about prices of rooms in a hotel.

Chapter 14

My New Umbrella (Page 92)


(Page 90)

1. Ask students to read the poems to themselves and answer the questions in Ex A on page 92. Discuss their answers and check that they have understood the poem.

2. Ask them to look at the verses of the poem and say how they are alike. (In each verse, three lines end with the same word and the last lines of the verses all rhyme with each other rain/lane/again.)

3. Ask the students to look at the first verse. What do we learn about the umbrella in each line? (1. it is new2. it is bright red and new 3. it is new and red and made of silk)

4. As a class, write a verse following this pattern about another item, for example:

I have some old boots, Some dirty green old boots, Some old green rubber boots I wish that it was muddy.

5. Ask the students to write their own verses, following the same pattern. They can write about any object, itdoes not have to be clothing; it could be a toy, a book, a person (I know….). Share the verses with the class. If students wish to continue the poems to 3 verses, encourage them to do so.

Revision Worksheet 8—14

Answers1. a. break b. red c. bare d. their e. here2. curtains kitchen saucepan chair carpet3. a. thieves b. seize c. niece d. no errror e. beautiful4. a. sort, port, sought, taught b. lion c. heard, third, stirred d. brother e. tear, fair, fare, Accept any other correct answers.

Chapter 15

The Upside-Down Mice (Page 98 )


2. Tell the students they are going to read a story by Roald Dahl. Ask if they have read any other stories by

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the same author. (like Charlie and the Chocolate Factory, Matilda, The Witches, The BFG, Boy, The Twitsetc.) If so, ask them to tell you about the stories.

(Pages 93—95)

1. Read the story to but said nothing.

2. Ask students what multiplied (have babies, become more numerous) means.

3. Ask students to suggest why Labon put the mouse traps on the ceiling. (Perhaps he wanted the mice to think he was stupid.)

What tells us he was not disappointed when he found the traps empty? (He smiled.)

(Pages 95—96)

1. Read to the end of page 96.

2. How has Labon fooled the mice?

3. Ask students to predict what will happen.

(Page 97)

1. Read to the end of the story. What was Labon going to do with the mice?

2. Ask the students if they think it was a good idea.

3. Ask if they were expecting the story to have a moral, and what they think of the moral.

(Page 98)


2. Ex B. Explain that not all words add ‘s’ to make a plural. Ask for examples like ox/oxen; sheep/sheep. Ask students to write the plurals of the words in the list. (knives; women; men; children; heroes; feet, geese; lice; deer; photos)

3. Ex C. Ask the students what it means if you stand up for yourself. (It means to defend yourself; e.g. you can’t expect your brother to protect you, you must stand up for yourself.) Ask them to look at the two expressions and discuss with a partner what they mean and use the expressions in a sentence. Share their ideas with the class. (I can take no more of it. Stay calm and sensible.)

Chapter 16

Mice (Page 100)


2. Ask why people do not like mice, especially in their homes.

(Page 99)

1. Read the poem. Ask the students whether the poet likes mice or not.

2. Look at the opening and closing lines; what do students notice about them? (They are almost the same.)Look at the rhyming pattern. Is it the same all the way through? (No, the first two lines and last two aredifferent.)

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3. Ask why the poet repeats the first two lines at the end. (to stress how much she likes mice)

4. Ex A. Answer the questions. (Rhyming words: mice/nice; small/all, white/night; touch/much)

5. Ex B. Use dictionaries if necessary.

6. Ex C.

Answers

C L E A R S O N

H I G H T A I L

I F A C E T N I

N O H H E N A P

A F E E T O I S

B R A S H S L O

E N D T O E S T

Horizontal words: ears, tail, face, feet, toes.

Vertical words: chin, head, chest, teeth, nose, nails, lips.

7. Extension: Students could write their own poems about an animal they like, following the pattern of Mice. It is not necessary for their poems to rhyme. The poems could be used for a wall display. Before writing,talk about what the animals look like and their habits.

Chapter 17

The Storks (Page 108)1. Teach the new words.2. Explain that the new story was originally written by a man called Hans Christian Andersen who lived in

Denmark and wrote many famous children’s stories including The Little Mermaid and The Ugly Duckling.This story is about a bird called a stork. Look at the picture on page 102 and ask the children to describe thestork. Explain that they usually build their nest on roofs and chimneys. Explain that it was believed that it was a stork who delivered new babies to their parents. In some countries, in Europe, when a new baby is born, people put a model stork outside the house to tell everyone that the baby has arrived.

(Pages 101—103)1. Read to heads into the nest. Ask students why the baby birds are frightened. Do the students think the boys

really want to kill the baby birds, or is it just a song? Do students think that the father stork would be able to protect his wife and babies?

2. Ask if all the children are being cruel to the birds. (No, Peter isn’t.)

(Pages 103—104)1. What must the birds learn to do? (They have to learn to fly.)

Where will they go when they have learned to fly? How will their life in winter be better than that of theboys?

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(Pages 104—106)1. Read to “Now let us have our revenge”, cried the young storks.

2. Who is it that they want revenge from and why?

3. From what they have read so far, do students think that the storks are nice birds or rather violent? Students should give evidence for their answers (eating the frogs will be fun; birds who can’t fly will be killed; wantto peck out the boys’ eyes) How might they want to take revenge?

(Pages 106—108)1. Read to the end of the story.

2. Ask students what they thought of the mother stork’s plan.

(Page 109)1. Ex A. Answer the questions.

2. Ex B. Fill in the spaces. (1. frightened 2. punish 3. revenge 4. practising)

3. Ex C. Ask the students to complete this exercise in pairs.

Chapter 18

The Eagle’s Present (Page 118)


2. Ask the students what they know about eagles; establish that they are birds of prey that hunt small animals for their food, fly long distances, and live in wild places. They can sometimes be seen in zoos, but are veryrarely kept as pets.

3. Ask students what they think about keeping birds as pets. Hold a vote to see how many think they should be free and how many think they should be kept as pets.

(Pages 111—112)

1. Read the text. Discuss how differently the two boys feel about keeping the eagle as a pet. Who do studentsthink is right?

2. How has Joshua made sure that the eagle will not fly away?

(Pages 113—114)

1. Read to It would soon die.

2. Discuss what has happened to the eagle.

3. Ask students why Morgan pays so much money for the eagle if he thinks it is going to die soon.

(Pages 114—117)

1. Ask the students to explain how Morgan helped the eagle and how the eagle helped him.

2. Remind students that Morgan had paid a lot of money for the eagle, so why was he pleased when the eagle flew away?

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(Page 118)


2. Ex B. Ask students to name some birds, then ask if they can unscramble the words to find the names of6 birds. (1. robin 2. eagle 3. vulture 4. sparrow 5. peacock 6. heron)

3. Ex C. Discuss when recipes are used (usually for cooking) and where they can be found – books, magazines and newspapers, TV shows etc. Explain that recipes not only tell you what you need (the ingredients), but also how much of each ingredient (this is important), and what to do with the ingredients.

4. Extension: Look at the recipe below for the witches’ brew in Shakespeare’s Macbeth. (Macbeth Act IV scene 1)

1st WITCH. Round about the caldron go;

In the poison’d entrails throw.—

Toad, that under cold stone,

Days and nights has thirty-one;

Swelter’d venom sleeping got,

Boil thou first i’ the charmed pot!

ALL. Double, double toil and trouble;

Fire burn, and caldron bubble.

2nd WITCH. Fillet of a fenny snake,

In the caldron boil and bake;

Eye of newt, and toe of frog,

Wool of bat, and tongue of dog,

Adder’s fork, and blind-worm’s sting,

Lizard’s leg, and owlet’s wing,—

For a charm of powerful trouble,

Like a hell-broth boil and bubble.



3rd WITCH. Scale of dragon; tooth of wolf;

Witch’s mummy; maw and gulf

Of the ravin’d salt-sea shark;

Root of hemlock digg’d i the dark;

Liver of blaspheming Jew;

Gall of goat, and slips of yew

Sliver’d in the moon’s eclipse;

Nose of Turk, and Tartar’s lips;

Finger of birth-strangled babe

Ditch-deliver’d by a drab,—

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Make the gruel thick and slab:

Add thereto a tiger’s chaudron,

For the ingredients of our caldron.



2 WITCH. Cool it with a baboon’s blood,

Then the charm is firm and good.

5. Explain that this was written over 400 years ago and that the language is slightly different from the Englishspoken today, but that you are going to read out the original and students must try to write down some of the ingredients that they hear.

6. Read very clearly, stressing the ingredients. After reading, list those that they can remember on the boardand ask if these sound like ingredients for a potion that will do good or harm. Ingredients include: poisoned entrails, toad, fenny snake, eye of newt, toe of frog, wool of bat, tongue of dog, adder’s fork (snake’s forked tongue), blind-worm’s sting, lizard’s leg, owlet’s wing, scale of dragon, tooth of wolf, witch’s mummy, parts of a shark, tiger and goat, hemlock root and yew (poisonous plants), human liver, nose and lips, baby’s finger and baboon’s blood. Do not concentrate on the details of Jews, Tartars, Turks etc.

7. So that children can join in with the ‘bubble’ part, write the words, ‘Double, double, toil and trouble, Fire burn and cauldron bubble.’ on the board. Practise reading them together as a class, in an evil tone. Explain to students that you are going to read the recipe and when you give a certain signal, they are going to join in and stir the pot with you.

8. Ask students to make up their own disgusting recipe.

9. Alternatively, tell students that Roald Dahl (who wrote The Upside-Down Mice) produced a recipe bookof ‘Revolting Recipes’. These include items called Hot Frogs, Lickable Wallpaper, Bird Pie and Stink BugEggs. These recipes can be found on the Internet by using a Google search for Roald Dahl’s Revolting Recipes. Ask students to discuss what these recipes might contain. Ask students to write their own version of these recipes or something similar of their own.

Chapter 19

Picnics (Page 122)


2. Talk about the types of litter that the students see around them on the way to school. Ask why litter is a problem and what people should do with the things they do not want. (They put them in a bin or take themhome and put them in a bin there.) Talk particularly about the problem of plastic bags and bottles. Ask why it is better to use a paper bag than a plastic one (they rot away) or better still, no bag at all, or a cloth or straw reusable bag if they are buying a lot of items.

3. Ask them if they have been on a picnic. Talk about the places they went and what they took with them.

(Page 119)

1. Read the poem.

2. Ask the students to say if this is a different rhyme pattern from poems they have read previously. Ask themto describe it. When they have described it correctly, explain that we can describe it more easily in this way: AA, BB, CCC, where the matching letters stand for words that rhyme with each other.

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(Page 122)

1. Ex A. Answer question 1. (The lesson is that leaving litter makes the world look very ugly – it is not a fairyland if it is dirty – and also can be dangerous and will damage the natural environment and the creatures that live there.)

2. Do not attempt question 2—just explain that they are all different types of magical creatures.

3. Ex B. Ask the students to read the words in the first box and then the words in the second box. Ask themto take one word from each box to make compound nouns. (blackboard, postcard, overcoat, cloakroom, pickpocket, playground, bloodhound, nickname)

(Page 123)

1. Ex C. Answer the questions. (1. throw your scraps about 2. leave fruit peel on the ground 3. tins, strings, paper bags)

2. Ex D. (1. You must remember that you are a guest in the picnic place—it does not belong to you 2. You must clear up all your rubbish 3. If you are elfin wise you will enjoy a beautiful environment.)

4. Extension: Students could make posters encouraging people not to leave litter or not to use plastic bags. These could be displayed in the school corridors and playground.

Chapter 20

The Seven Wise Men of Buneyr (Page 134)


2. Discuss with the students the meaning of wise. Do they know anybody who they think is wise? How would wise people behave?

(Pages 124—126)

1. Read the opening paragraph and tell students that they will have to decide as they read the story. Ask them to tick with a pencil anything they read on these pages that indicates the men might be wise, and to underline anything that indicates they may not be so wise.

2. Read as far as their missing comrade. Ask students how many ticks they have so far (none), and what they have underlined. (They had no experience of the outside world; easier going downhill than up—not asensible way to decide where to go; if someone is missing, please put up your hand—you can’t put up a hand if you’re not there! forgot to count himself)

(Pages 126—127)

1. Read to the end of the page. Ask whether the shepherd really found the missing person.

2. Ask who the students think is wiser, the wise men or the shepherd?

3. Ask students to suggest how they might be able to help the shepherd.

(Pages 128—131)

1. Read as far as on his heels. Ask the students whether throwing stones is a good way to chase off flies. Canthey suggest better ways?

2. Ask students to predict how the second wise man might be managing the goats.

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(Pages 131—132)

1. Read as far as killing his goats. Ask the students to comment on the behaviour of the second man.

2. Ask whether the shepherd is still feeling overjoyed with his good fortune.

(Pages 132—134)

1. Read to the end of the story.

2. Who was the wisest man of all? (The shepherd for sending the men away.)

(Pages 134—136)

1. Ex A. Ask students to read through all the sentences first and then organize them into the order theyappear in the story. If necessary, prepare separate sentences for students who have difficulty organizing thesentences in their heads. (7, 4, 5, 2, 8, 1, 3, 6)

2. Ex B. Answer the questions.

3. Ex C. Explain that this is like the exercise in the previous chapter. Ask students to form the new compound words. Warn them that some of the pronunciation may change when the two words are added together. If it helps, they can draw lines from one box to the other. If they are having problems, ask them to do the ones they can do easily first and then think about the words that are left over. (himself, nonsense, fortune,forefinger, became, miserable, noticed, without, nearby.)

4. Extension: Students can act out this play in groups of 9 or more or less—it is not vital to have 7 wise men/women; it provides plenty of opportunity for humour.

Chapter 21

A Child’s Thought (Page 139)1. Teach the new words. Ask for sentences containing the words.

2. Discuss what time the students go to bed. Do a class survey and find the most common time. Ask studentsif they go straight to sleep or whether they read first, or lie awake thinking for a while. If so, what do theythink about?

3. Ask them what time they get up in the morning. Do they like being woken up and having to get out of bed?

(Pages 137—138)1. Explain to the students that the poet also wrote stories such as Treasure Island. When he was a boy he was

often ill and spent a lot of time in bed.

2. Read the first verse of the poem; ask students what the poet thinks about when he goes to bed. (magicallands like those from a fairy story; very imaginative ideas)

3. Read the second verse. Ask what he sees when he wakes up. Is it interesting?

4. Look at the rhyming pattern and write it out using letters (verse 1. AA, BB, CC, DD, AA; verse 2. AA, BB, CC, DD, AA).

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(Page 140)1. Ex A. Answer the questions. (Question 3): a. chair — castle b. boots — horsemen c. stream — bath d. carpet — garden Question 4 has been studied already.

2. Ex B. This could be set as a homework task and students can report back to the class. Remember, there aredragons in Harry Potter.

3. Ex C. Explain that ‘pre’ means before (as in a pre-school child) and a prefix is something that we fixin front of a word to change its meaning—often, but not always, making it mean the opposite. For e.g.UNhappy, UNcomfortable, where the prefix is UN. Ask the students to read the words and then try tomake new words by adding the prefixes; each prefix should be used once. If students have problems,supply them with the words and the prefixes on cards so that they can physically try the new words.

(1. conform 2. misspell 3. imprison 4. unfair 5. forefather 6. enchant 7. prefix 8. disappear)

4. Ensure that the students know the meanings of the new words they have made and can use them in sentences. This is very important.

5. Extension: Two more of Robert Louis Stevenson’s poems about being in bed, taken from the anthology A Child’s Garden of Verses, are printed below. Read them with the students and talk about the rhyme patterns and about which of the 3 poems they prefer. If students want to hear more of his poetry, it can be found through a Google search for A Child’s Garden of Verses, and easily downloaded.

From A Child’s Garden of Verses The Land of Counterpane (Counterpane = bedcover)

When I was sick and lay a-bed, I had two pillows at my head, And all my toys beside me lay, To keep me happy all the day. And sometimes for an hour or so I watched my leaden soldiers go, With different uniforms and drills, Among the bed-clothes, through the hills; And sometimes sent my ships in fleets All up and down among the sheets; Or brought my trees and houses out, And planted cities all about. I was the giant great and still That sits upon the pillow-hill, And sees before him, dale and plain, The pleasant land of counterpane.

Young Night-Thought

All night long and every night, When my mama puts out the light, I see the people marching by,

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As plain as day before my eye. Armies and emperor and kings, All carrying different kinds of things, And marching in so grand a way, You never saw the like by day. So fine a show was never seen At the great circus on the green; For every kind of beast and man Is marching in that caravan. As first they move a little slow, But still the faster on they go, And still beside me close I keep Until we reach the town of Sleep.

Chapter 22

Too Many Doctors (Page 156)

1. Teach the new words and ensure students can use them to make sentences.

2. Ask students what they think the most common job is in their city; they should explain their choice. Write their ideas on the board.

(Pages 141—156)

1. Read the play, varying the readers for the different parts and discussing the story as you read. E.g. dostudents agree with Birbal’s idea?

2. Prepare the play for production and perform to another age group or to parents if possible. Include a lot of people in the market scenes to ensure all have a part.

Revision Worksheet Chapters 15— 22

Answers

1. a. geese b. mice c. teeth d. boxes e.shelves

2. a. any bird b. any instrument c. any domestic animal d. any wild animal e. any occupation

3. bookshelf, motorway, inside, downhill, fortune, tomorrow, bandage, horsemen, birdcage, midnight

4. displeased, impossible, returned, unwelcome, nonsense, unhurt, incomplete, encourage, prepare, mistake

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Revision Worksheet Chapters 1–7

1. Match the halves of the sentences together so that they are true. 1. The turtle was popular because a. he was clever, but he was not. 2. The turtle thought b. did not listen to his father’s advice. 3. Sue did not know c. he was a great talker. 4. The person who was really afraid d. did not listen to them. 5. The drummer’s son e. how to swim. 6. The person who chose the dog’s name f. was Sue’s mother. 7. When his friends said ‘No’, the bird g. the meaning of ‘afraid’. 8. The mouse did not know h. was Ben.

2. Find one word from the list that can mean both of these things. pen bear hand watch tie jam roll a. an animal/to carry b. something sweet to put on bread/traffic that cannot move c. part of your body/ to give something to another person d. something to write with/a place where animals are kept e. to turn like a wheel/a small lump of bread. f. to fasten together/something a man wears g. to look at/ it tells the time.

3. Say if the following are true or false: 1. White rhymes with might. 2. Sew rhymes with bow (that you tie). 3. Sew rhymes with how. 4. The gh is not silent in daughter. 5. Foot rhymes with soot.

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1. Choose the correct homophone to complete each sentence. a. If you drop the cup on the floor, it will brake/break. b. The book was so good; I read/red it in two hours. c. In winter the leaves fall and the trees are bear/bare. d. The children asked there/their father for some money. e. Here/hear are the keys you are looking for.

2. Unjumble the words below to find 5 items you might see in your home: SCRAUNTI CHIKENT APENUACS RICHA PACTER

3. Read the sentences; if any words are spelt incorrectly, underline them and write the correct spelling at the end of the line.

The villagers thought theives had stolen their crops. The landlord tried to sieze the rabbit. My neice is coming to visit next week. Mr Broadman did not receive his keys. Talat played beuatiful music on his flute.

4. Write words that rhyme with the following: a. thought b. iron c. bird d. mother e. pear

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1. Write the plurals of the following words: a. goose b. mouse c. tooth d. box e. shelf

2. Add one more example to each list: a. eagle, crow, stork b. flute, guitar, piano c. horse, sheep, goat d. wolf, zebra, lion e. doctor, fireman, teacher

3. Choose a word from each list to make new words. book side motor tune in cage down way for age to shelf band hill horse night bird men mid morrow

4. Add one prefix from the list to each word to make a new word: un dis in im re en un mis non pre pleased possible turned welcome sense hurt complete courage pare take

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