Usborne English - sunshine-book.com.tw English... · “I think the dragon has learned his lesson,” George declared. ___ ... because his plan worked. ... overworked and ill-treated

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3. What did each animal do when it saw the Ugly Duckling? Match each animal to its reacti on.

A. The geese gobbled at it.

B. The hens laughed at it.

C. The turkey showed its sharp teeth.

D. The dog pecked at it.

E. The cat hopped away.

D. The frog stroked him with their beaks.

G. The swans swiped at it with its paw.

2. Put the sentences in story order, numbering them from 1 to 4.

A. The last duckling was very large and very ugly. ........

B. One shell aft er another burst open. ........

C. Mother Duck took her ducklings down to the pond. ........

D. All spring, the mother duck sat on her eggs. ........

4. What did the Ugly Duckling see in the end when he bent his head to the water?

A. A fi sh. B. A frog. C. An ugly duckling. D. A swan.

The Ugly Duckling • Worksheet answers

Usborne English

1. Match the speech bubbles to the pictures.

1. 2. 3. 4.

A B C D Hop away! It’s the ugly duckling!

Gobble! Gobble!

Oh dear!You’re too ugly to eat!

5. Write the correct past tense form of the verbs to complete the sentences.

A. The Ugly Duckling almost ............................. in the ice. (freeze)

B. But when spring ............................. , the Ugly Duckling ............................. sti ll alive. (come, be)

C. He ............................. in the reeds and ............................. to the birds sing. (lie, listen)

1

froze

2

came waslay listened

4

3

BC AD


A. “Where’s he gone?” wondered Tom.

B. He spent all day playing.

C. He had fallen behind a pile of toy building blocks.

D. “Just what I wanted,” Tom cried.

2. 3.

TRUE/FALSE

TRUE/FALSE

TRUE/FALSE

4. Put a circle around the correct words in the sentences below, then number them in story order.

.....

.....

.....

.....

3. Match the two halves of each sentence.

A. The paper boat shot... ...in a dirty, smelly sewer.

B. It landed, splosh,.. ...up ahead.

C.Justthenhenoticeddaylight... ...inonegulp.

D.Thefishswallowedthetinsoldier... ...downthedrain.

5. TRUE of FALSE?

A.Thejack-in-the-boxwasgladtoseethetinsoldier.

B. The soldier married the lovely ballerina.

C. Tom was invited to the toys’ noisy party.

The Tin Soldier • Worksheet

1. Match the sentences to the pictures.

1.

Usborne English

4.

2. Match the words in line A with the words they describe in line B.

A.paper tin fairytale jealous perfect black huge

B.rat jack-in-the-box wife soldier fish ballerina palace

A.Tom’sGrandpa(buy/buyed/bit/bought)thefish.

B. He (take/token/took/taken) it to sell at the market.

C.Aman(catch/caught/catched/caught)thefish.

D. He (carry/cared/carried/curried) it home for supper.


The Tin Soldier • Worksheet

Writing activity: Imagineyouarethetinsoldier,tellingtheballerinaallaboutyouradventure.Let her know how brave you were and what terrible dangers you faced. (Remember, you want toimpressher–youmightliketoexaggeratealittleattimes.)

“It was the morning after I met you. The boy Tom

found me on the floor, and he put me down on the

window ledge, next to that evil old jack-in-a-box...

2. Can you put the events in the the right order? Number them from 1 to 5.

A.Afterafewyears,youbecameasquire._____

B.Whenasquirewasolderhebecameaknight._____

C.Youlearnedtofightandyouhelpedtoservefood._____

D.Atsevenyearsold,youwereapage._____

E. Youlearnedtousealanceandyouhelpedtolookafterthehorses._____


A.Acastlehadeverything... ...hardtodestroy.

B.Castleswereverystrongand... ...thatalordandhisfamilyneeded.

C.Cannons... ...fellintoruins.

D.Manycastlescrumbledand... ...couldblastcastlestopieces.

Knights and Castles • Worksheet answers

helmit

lanse

suord

sheeld

cootofarms

Usborne English

A.Knightswerespecialbecausetheyfoughtonhorses.

B.Sometimessquireswereknightedbeforeabattle.

C.Knightslikedtohuntintheirsparetime.

D.Theyalsolikedtoreadandplayboardgames.

2. 3.


1. 4.

4. Each word in the box has a spelling mistake. Can you correct the mistakes, then use the words to label the picture?


helmet

coat of arms

A BC D

lanceswordshield

helmetlance

swordshield

coat of arms

1

35

2

4


Percy and the Pirates • Worksheet answers

1. Why did Percy go to sea? Which two answers are correct?

A. Because he wanted to be a pirate.

B. Because he wanted to see the sharks.

C. Because he wanted to catch some fi sh.

D. Because he wanted to learn to swim.

E. Because his family were hungry.

Usborne English


A. But Percy ......................... only fi nd maps. (can)

B. They ......................... him an idea. (give)

C. Percy ......................... a map of a place called Crab Island. (fi nd)

D. He ......................... a pen and ......................... on the map. (take, draw)

E. He ......................... the cabin and ......................... the map to Captain Crook. (leave, take)

3. Match the name with the correct acti on.

A. Percy Pike... ...brought back a bag of sparkling diamonds.

B. Willy Weevil... ...tried to climb out of the hole, but he couldn’t.

C. Sam Scurvy... ...brought back fi ve bags of shiny silver coins.

D. Ronnie Rum... ...lived on a farm by the sea.

E. Captain Crook... ...brought back two bags of shiny gold coins.

2. Match the pictures with the speech bubbles.

1. 2. 3. 4.

My name’s P-P-Percy Pike.

Or else you’ll walk the plank.

Ooh, my back.

Come and get it, fi shies!

A. B. C. D.

A BCD

couldgavefound

took drewleft took


A. The boy set off up the hill to fi nd the dragon.

B. A shepherd ran home, terrifi ed.

C. The boy sat down and asked the dragon all kinds of questi ons.

2. 3.

2. Read pages 14-21, then answer TRUE or FALSE.

A. The villlagers were pleased when they heard about the dragon.

B. Saint George wanted to fi ght the dragon.

C. The dragon thought of a good way to avoid the fi ght.

TRUE/FALSE

TRUE/FALSE

TRUE/FALSE

3. Put a circle around the correct verb forms in the sentences below.

A. The boy (will walk/walking/walked/has walked) slowly back to the village.

B. A crowd of villagers (has told/telling/tell/was telling) George about the dangerous dragon.

C. “He (is eati ng/eats/has eat/was eati ng) ten sheep for breakfast,” said one.

D. “He (burning/burns/burned/going to burn) down fi ve houses,” said another.


A. The dragon slumped to the ground. ___

B. CLATTER! BANG! OUF! ___

C. “I think the dragon has learned his lesson,” George declared. ___

D. George galloped hard, his spear held high. ___


A. The boy was happy...

B. The villagers were happy...

C. George was happy...

D. The dragon was happy...

...because he had lots of new friends.

...because his plan worked.

...because they’d seen a fi ght.

...because he’d won.

The Reluctant Dragon • Worksheet


1.

Usborne English


Writi ng acti vity: imagine you have seen a dragon (not the one in the story), and you want to describe it to your family. How big is it? Is it red or green, or black or gold? Here are some useful dragon words: wings, tail, claws, scales, fi re.

Is your dragon dangerous, or is it friendly? Can you say any more about it?

The Reluctant Dragon • Worksheet

Now draw a picture of your dragon.

Usborne English


Androcles and the Lion • Worksheet

1. Match the words to the pictures.

A. Androcles looked around the bush and saw an enormous lion.

B. One night, Androcles decided to run away.

C. Androcles worked for a rich man named Brutus.

D. Androcles and Leo became best friends.

1. 2. 3.

2. Choose the right word to complete the sentences.

A. One morning, Androcles saw a .................................. . (stranger/stringer/stronger).

B. “Hey!” cried the soldier. “Stop right ..................................!” (their/there/they’re)

C. “You’re .................................. to Rome.” (boing/doing/going)

D. The city was .................................. and noisy. (crowd/crowed/crowded)

4.

3. Put a circle around the right tenses in the sentences below.

A. Then he (noti ces/is noti cing/noti ced/has noti ced) a big, round building.

B. “It’s the arena,” said the soldier. “That’s where (you go/you’re going/you went/you will go)”.

C. “What (will happen/is happening/happens/happened) there?” asked Androcles.

D. “(You see/You are seeing/You’ve seen/You’ll see),” the soldier said.

4. Read pages 30-35, then answer True or False.

A. The lions in the arena weren’t as friendly as Leo. TRUE/FALSE

B. Androcles wanted to fi ght Marco. TRUE/FALSE

C. Everyone in Rome was coming to watch the fi ght. TRUE/FALSE

D. Androcles and Marco had a good night’s rest. TRUE/FALSE


A. A gate opened, and an enormous lion charged out. ___

B. He felt a lick on his hand. ___

C. “Androcles has tamed the lion!” the crowd cried. ___

D. “I hope it’s over quickly,” Androcles thought. ___


Writi ng acti vity: The show is a great success. One day, Androcles recognizes a face in the crowd. It’s Brutus, his old master!

What does Androcles say?What does Brutus say?What happens next? Conti nue the story.

Androcles and the Lion • Worksheet

Design a poster for Androcles, Marco and Leo’s show.

2. Fill in the missing word in each sentence from the list on the left .

A. “Well, you know, I do a lot of ................................ ” said Harry.

B. All day long, Tom heard Harry ................................

C. Harry was always ................................ at Tom.

D. One morning, Harry was ................................ very pleased with himself.

E. Meanwhile, Tom was slowly ................................ his way along the course.

F. Nobody saw Harry ................................ under his tree.



A. Harry dived over the line, but he was too late. ___

B. He ran, faster than ever before. ___

C. Harry woke with a start. ___

D. He did a few stretches, then raced off . ___

A. “I’ll race you, Harry,” said Tom Tortoise quietly.

B. Tom Tortoise didn’t seem to be training at all.

C. Harry Hare loved running more than anything in the world.

1. 2. 3.

5. Who was Aesop?

A. One of the characters in the story.

B. A zoo keeper.

C. No one really knows.

D. Nobody special.

making

laughing

boasti ng

sleeping

training

feeling

The Hare and the Tortoise • Worksheet


C. They didn’t like races.

D. They didn’t like Harry.

3. At the start of the race, Tom’s friends didn’t look happy because:

A. They didn’t want Tom to win.

B. They didn’t think Tom could win.

Usborne English


Writi ng acti vity: imagine you are Tom Tortoise, giving a TV interview aft er the race, and tell the story in your own words. How did you feel when Harry challenged you? How did you prepare for the race? How did the race go? How do you feel now?

The Hare and the Tortoise • Worksheet

What do you think will make Harry feel bett er? Draw a picture.

Usborne English


The Emperor and the Nightingale • Worksheet


A. The nighti ngale’s song... ...can’t sing.

B. The palace servants... ...sounds sweeter that the bells.

C. Spiders... ...never went into the garden.



A. The nighti ngale agreed to come to the palace.

B. The Emperor ordered the gardener to sing to him everyday.

C. The nighti ngale missed living outside.

A. The Emperor of China always wanted the best of everything.

B. The gardener saw the nighti ngale every day.

C. The garden was full of bright fl owers with silver bells.

1. 2. 3.

5. “The Emperor longed for the litt le brown bird” is another way of saying:

A. He walked a long way to fi nd her.

B. He reached out towards her.


A. When you turned a key, it sang like the litt le brown bird. ___

B. One day, the golden nighti ngale broke. ___

C. The litt le brown bird fl ew away. ___

D. The Emperor of Japan sent a golden nighti ngale. ___

TRUE/FALSE

TRUE/FALSE

TRUE/FALSE

6. Put the verbs in the text below into the right tense.

The Emperor (become) ................................ sick. The doctors (say) ............................ he

(be) ............................ close to death. The nighti ngale (sing) ................................ so sweetly that the

shadows (seem) ................................ to fade. The Emperor (begin) ................................ to get bett er.

C. He wished she would come back.

D. He thought she was very long.

The Emperor and the Nightingale • Worksheet


Writi ng acti vity: Imagine that the Emperor of Japan has sent you a wonderful present. It is beauti fully made and fabulously valuable, the only one of its kind in the world.

What is it?

Now draw a picture of the Emperor’s present.

What is it made of?

What can it do?


2. Can you put the events in the baby elephant’s life in the right order? Number them from 1 to 4.

A. (Feeds) Now she’s very hungry. So she drinks her mother’s milk. ___

B. (Learns from her mother) The baby elephant is learning to use her trunk. ___

C. (Stands up) At fi rst she falls down. But she tries again... and again... ___

D. (Opens her eyes) The newborn elephant blinks in the sun. ___

4. Choose the correct verbs from the list on the left , and put them in the right forms to complete the sentences.

A. Female elephants ................................ in herds.

B. A female elephant ................................ a male to be her partner.

C. Soon, a baby elephant ................................ inside the female.

D. The baby elephant ................................ in the night.

E. The other elephants ................................ around to meet the new baby.

3. Match the elephant body parts with the descripti ons or explanati ons on the right.

A. Eyes...

B. Ears...

C. Trunk...

D. Tusks...

E. Tail...

...to fl ick away fl ies.

...much more useful than an ordinary nose.

...long, pointy teeth. (Female Asian elephants don’t have any.)

...African elephants’ are bigger than Asian elephants’.

...small and black.

Elephants • Worksheet

1. Match the descripti ons to the pictures.

1. 2. 3.

A. High up, near tall mountains (Asia).

choose

grow

gather

live

be born

B. Here, it hasn’t rained for months (Africa).

C. Hot, wet rainforests (Asia).

Usborne English


Writi ng acti vity: write down fi ve things you already knew about elephants before you read this book:

Elephants • Worksheet

Now write down fi ve things you learned from the book:

Complete the elephant fact card below by colouring the picture and choosing three fascinati ng facts. Then you can cut your card out – you might like to use it in a class display.

Elephant Elephant facts•

•

•

Usborne English


Little Red Riding Hood • Worksheet answers

2. Match the speech bubbles or thought bubbles to the pictures.

1. 2.

3. Number the sentences in story order.

A. “Let yourself in,” said the grandmother. “I’m too weak to get up.”

B. “Perhaps I can eat Litt le Red Riding Hood and her grandmother!” the wolf thought.

C. He gobbled up Litt le Red Riding Hood’s grandmother, then he climbed into bed to wait.

D. He raced off to the grandmother’s house.

3. 4.

4. When the wolf answers Red Riding Hood, what is he talking about? Choose from the list.

A. “All the bett er to hear you with.”

A. “All the bett er to see you with.”

A. “All the bett er to hug you with.”

A. “All the bett er to eat you with!”

1. Choose the correct adjecti ves from the box on the right to complete the sentences.

A. Once there was a girl.

B. She always wore a cloak.

C. They lived on the edge of some woods.

red kind

dark bright

deep litt le

Aha! There goes my

lunch.

A B C D

Good morning, Little Red Riding

Hood.

Remember the Rules of the Woods.

At last!

eyes nose mouth

teeth ears hands feet tail


A. “Oh no!” the woodcutt er. “The wolf’s the old woman!” (think, eat)

B. Snip, snip... He a bright red hood. (see)

C. Litt le Red Riding Hood outside and up lots of stones. (run, pick)

D. The woodcutt er the stones in the wolf’s tummy. (put)

Rules of the Woods.Rules of the Woods.

1. Keep to the path.1. Keep to the path.2. Don’t talk to 2. Don’t talk to wolves.wolves.

WANTED! BIG BAD

WOLF!

D

kind littlebright red

deep dark

BAC

31

42

earseyeshandsteeth

thought eatensaw

ran pickedput

Usborne English


The Inch Prince • Worksheet answers


1. 2.

2. Match the objects in the top line with how Issy uses them in the line below.

needle bottletop chopsticks pea matchbox shoelace button ricebowl

oars ball sword scarf bathtub boat bed plate

3. 4.

A. Atthatmoment,afairyflewby.

B. “Let’scallhimIssun-boshi,”saidMrs.Ping.“Itmeansoneinchboy.”

C. “Iwishwehadsomechildren,”saidMrs.Pingoneevening.

D. Onceuponatime,therewasalittleoldmanandalittleoldwoman.

3. When Issy goes to the big city, almost everyone says “You’re teeny” (or weeny, or tiny) – “What can you do?” (or What could you do, or What can he do). Except for..?

A. Theguards

B. Themaid

C. Thecook

D. TheEmperor

E. Theprincess

D. Theogre


A. Theprincesstriedtopickthehammerup,butitwastooheavy.

B. TheogrescoopedupIssy,andpoppedhiminhismouth.

C. Inseconds,Issywasasbigastheprincess.

D. TheogrespatoutIssyandranoff.

E. Issytookhisneedle-sword,andprickedtheogre’stongue.

F. AcloudofmagicalstarsshotoutofthehammerandsweptaroundIssy.

G. “Look,”saidIssy.“Theogrelefthishammerbehind.

5. Can you put the sentence in order? “toothingscansmallbespecial.”

D C A B

51

46

23

7

Small things can be special too.


Goldilocks and the Three Bears • Worksheet answers

1. Which word is wrong in each of the sentences below? Cross it out and write the correct word at the end.

A. Goldilocks had lovely golden hair and looked as rich as gold. .......................

B. “If you don’t stop being naughty, your eyes will turn blue.” .......................

C. “I don’t believe you,” said Goldilocks, and put sugar in the sugar pot. .......................

D. “If you carry on like this, you’ll grow warts on your toes.” .......................

Usborne English


A. Then the three bears ......................... loud snores from upstairs. (hear)

B. They ......................... the stairs. (climb)

C. Baby Bear ......................... to cry. (begin)

D. He ......................... so loudly, Goldilocks ......................... up. (cry, wake)

E. She ......................... at the three bears, ......................... her mouth and ......................... . (look, open, scream)

F. Goldilocks ......................... out of the house. (run)


A. First... ...she tried the middle-sized bowl.

B. Next... ...Goldilocks tried the porridge in the ti ny bowl.

C. Last of all... ...the chair broke.

D. Feeling full... ...Goldilocks tried the great, big bowl.

E. CRACK! ...Goldilocks looked for somewhere to sit.

2. Match the sentences with the pictures.

1. 2. 3.

A. “There aren’t any bears here at all.”

B. “Mmm,” said greedy Goldilocks, walking in.

C. Goldilocks waited unti l no one was watching... and crept out through the back door.

goodhair

saltnose

BAC

heardclimbed

begancried wokelooked opened screamed

ran

Usborne English


The Runaway Pancake • Worksheet answers


1. 2.

2. Can you match the animals with the places where the pancake meets them?

dog rabbit duck cat goat fox pig

stream kennel farmyard field pen meadow bushes

3. 4.

A. Firstshemixedflour,eggsandmilk.

B. “Stop!”criedthemother.“Quick,somebodycatchit!”

C. Therewasonceafamilywithsevenchildren.

D. Shetossedthefirstpancake,upintotheairanddownagain.

3. Choose the correct verbs in the correct forms to finish the sentences.

A. Thedog inhiskennelwhenthepancake past. (wasrolling/rolled/snoozed/wassnoozing)

B. Thepancake on,withthedogandallthefamily behind.(chasing/chased/rolling/rolled)

C. Arabbitinafield thepancake past. (seeing/saw/rolled/rolling)

D. “Stop,Mr.Pancake!”she .“Just metryatiny pieceofyou.”(let/letting/calling/called)

4. Answer TRUE or FALSE.

A. Thecatthoughtthepancakechasewasagame.TRUE/FALSE

B. Thepancakehitchedaridebecauseitlikedflyingkites.TRUE/FALSE

C. Thepancakewantedtoeatthepig.TRUE/FALSE

D. Thepancakewasscaredtogointotheforestonitsown.TRUE/FALSE

E. Thepigpretendedhecouldn’thearthepancake.TRUE/FALSE

F. Thefamilyarrivedjustintimetosavethepancake.TRUE/FALSE

was snoozing

C A D B

rolled

rolled chasing

saw rolling

called let


A.Itallbeganwithamagicmillstone.

B.Heputonhisbestclothesandwenttothepalace.

C.Longago,theseawasn’tsaltylikeitistoday.

D.Oneday,athiefheardaboutthemillstone.

2. 3.


A.Thethiefcamefromfar,farawayjusttoseethepalace.

B.Themillstoneishiddenupachimney.

C.Theguardknowswherethemillstoneis.

D.Youhavetobeagreatmagiciantoworkthemillstone.

TRUE/FALSE

TRUE/FALSE

TRUE/FALSE

TRUE/FALSE

4. Put a circle around the correct words in the sentences below.

A.Thethief(pit/put/pat/pot)somesaltonhisbun.

B.Thenhe(fill/fall/fell/full)asleep,dreamingofriches.

C.Allnightlong,themillstone(keep/keeped/kipped/kept)turning.

D.Thethief(waken/weaken/waswaken/waswoken)bysomethingticklinghisfeet.


A.Thethiefhidthemillstoneunderhiscloak.........

B.Later,whennoonewaslooking,hecreptbackagain.........

C.Heleapedintoaboatandsailedaway.........

D.HetiptoedintotheKing’sbedroomandreachedunderthebed.........

5. The sea is salty to this very day because...

A....thethiefdoesn’tlikesweetwater.

B....themillstonekeepspouringoutsalt.

C....theKingplayedatrickonthethief.

Why the Sea is Salty • Worksheet


1.

Usborne English

4.


Why the Sea is Salty • Worksheet

Activity: Salty dragon painting

You will need: thickwhitepaperverywaterypaintsalt(bigcrystalsworkbest)blackpaper

1.Drawanovalonthickwhitepaperforthedragon’sbody.Drawaheadwithalongnose,thenjointheheadandbodywithacurvingneck.

Useapencil.

2.Drawalongtailandaddatriangleontheend.Thendrawanopenwingcomingoutfromthedragon’sback,likethis.

3.Drawtwolegswithclaws,comingoutfromthedragon’stummy.Thenaddspikesonthebackoftheheadandalongtheneck.

5.Leavethepainttodry,thenbrushoffthesalt.Useathinblackpentodrawaneye,amouthandanostril.Drawoverthelinesonthewing.

4.Brushlotsofwaterypaintalloverthedragon.(Don’tworryifyougoovertheoutlines.)Sprinklelotsofsaltcrystalsoverthewetpaint.

6.Usingthepencillinesasaguide,cutaroundthedragon.Thenspreadglueonthedragon’sbackandpressitontoapieceofblackpaper.

Makeyourdragonbreathefirebydrawing

flameswithchalk,thenrubbingthemwithyourfingertip.

Instructions

Youcouldaddstarsintheskyaroundyourdragon.


The Ugly Duckling • Teacher’s notes

About the storyThis much-loved tale begins with a mother duck proudly counti ng her six eggs. Five are smooth, small and white but the sixth one is huge. She pati ently incubates them, unti l at last the big day comes and her fl uff y yellow ducklings hatch out. At least, fi ve of them hatch out. The big egg takes longer to break, and eventually a large, grey, ugly duckling emerges.

From the very start, things don’t look good for the ugly duckling. The farm animals tease him so much that he runs away, hides in a swamp, is blown this way and that and rejected by every animal he sees. The ugly duckling barely survives the long cold winter, but when spring arrives he is bigger and stronger. To his surprise, the swans he meet don’t tease and reject him. In fact, one look at his refl ecti on in the water and the ugly duckling realises he has become a beauti ful swan himself.

About the authorHans Christi an Andersen (1805-1875) was born in Odense, Denmark, the son of a shoemaker. At the age of 14 he moved to the capital city, Copenhagen, hoping to become an actor or a dancer. When he didn’t succeed at either, he went back to school, then tried his hand at writi ng. Initi ally it was his adult novels and poetry that received the most att enti on, but he is now world famous for his spellbinding fairy tales, including The Emperor and the Nighti ngale which is also available as an Usborne English Learner’s Editi on. The Ugly Duckling was partly based on Andersen’s own life and his awkward, unhappy childhood.

Author: based on a story by Hans Christi an Andersen

Reader level: Intermediate

Word count: 761

Lexile level: 390L

Text type: Children’s classic author, fairy tale

Key wordsYour students might not be familiar with some of these words, which are important in the story.

peckedp23 gobbledp25 bushp27 swamp wildp29 gun shots fright huntp30 splashed hidp31 fi erce glaringp33 windy blownp34 reached

ugly ducklingp3 smoothp4 hatchp6 Hooray!p7 hurryp8 shellp9 tumblingp12 turkeyp14 gasped splutt eredp16 pondp21 just [meaning

‘only’]p22 farmyard

Key phrasesp8 to burst openp15 Then you’ll seep16 One by onep19 The next momentp23 puff ed himself up to be red in the facep24 to shoo [...] away Out of my way!p26 on and onp27 all night longp29 gun shotsp32 as fast as he couldp34 As darkness fellp35 to lay eggsp36 get outp38 the sun was setti ngp44 no longer

Usborne English

creptp35 purr hissedp36 swipingp37 hopp38 fl ockp39 swans shiningp40 frozep41 reeds beatp42 gloriousp43 perhapsp45 strokedp46 gazed


The Ugly Duckling • Teacher’s notesBefore readingBring an egg (a duck or goose egg, if you can fi nd one) into the classroom and show it to the class. Ask them to describe it. What would happen if you dropped it? Now ask the class what’s inside. They may talk about the yellow (yolk) and white of an egg, but someone might say ‘a chick’. If not, prompt students with a questi on: what might grow inside an egg? Ask the class what’s needed for a chick to grow. [Only eggs ferti lised by a male can produce chicks, and then they need to be kept warm for the baby birds inside to develop and hatch out.] How are the eggs kept warm? [The mother bird – usually – sits on them.]

You could make a list of birds and teach the class the names of their young: hen and chick, goose and gosling, duck and duckling, swan and cygnet, and so on.

Does anyone know a story about eggs hatching? Show them the Ugly Duckling cover. If they don’t already know what the story is about, can they guess from the picture?

p31 Has the duckling’s ugliness helped him at last? [It saved him from being eaten.]

p34 Do you think the ducling will fi nd a friendly welcome here?

p41 Do you recognise the Ugly Duckling in this picture? What’s happened to him?

p43 Do the swans look as though they’re going to peck and bite?

p44 Have you seen a picture like this before? [Look back to page 21.]

p46 Do you think the ducks know what the swan looked like before?

p4 Does the mother duck seem worried about the unusually large egg?

Can you spot anything else unusual in this picture [knitti ng, handbag, hat]

p6 What’s making the tapping sound?p14 If it is a turkey chick, what will happen when

it goes swimming?p17 How does the mother duck look? Do you

think she is worried about her ducklings?p23 How do you think the Ugly Duckling feels?

[sad, rejected, lonely, confused]p29 Why are the men shooti ng at the ducks?

During reading: you might like to ask some of these questi ons.

Reading or listeningYou can listen to the story on CD or read it aloud to the students, take turns to read or read together silently. Each double page spread in the book is one track on the CD, so that you can pause between tracks or repeat tracks if your students need it. The fi rst reading is in a Briti sh English accent, and it is followed by an American English reading. The words are exactly the same. Aft er the story, there is a short selecti on of key phrases that can be used for pronunciati on practi ce.

Aft er readingAsk the students if the Ugly Duckling was really an ugly duckling. How do they think his egg got into the mother duck’s nest? Do you think the farm animals would have been so mean to the Ugly Duckling if they’d known he was actually a cygnet?

Do cygnets look at all like swans? Which other animals look vastly diff erent from their parents? [Some even go through a complete change, e.g. caterpillar to butt erfl y, tadpole to frog.]

Andersen used to say that the story of the Ugly Duckling was the story of his own life. What can you guess about his childhood? As an adult, he wasn’t especially good-looking (you might fi nd a picture), but his writi ng was very successful. Do you think that made up for being unhappy as a child?

Did you know?Some birds, such as various species of cuckoo, deliberately lay their eggs in another bird’s nest, so that they can avoid the hard work of incubati ng and feeding their young.


3. What did each animal do when it saw the Ugly Duckling? Match each animal to its reacti on.

A. The geese gobbled at it.

B. The hens laughed at it.

C. The turkey showed its sharp teeth.

D. The dog pecked at it.

E. The cat hopped away.

D. The frog stroked him with their beaks.

G. The swans swiped at it with its paw.


A. The last duckling was very large and very ugly. ........

B. One shell aft er another burst open. ........

C. Mother Duck took her ducklings down to the pond. ........

D. All spring, the mother duck sat on her eggs. ........

4. What did the Ugly Duckling see in the end when he bent his head to the water?

A. A fi sh. B. A frog. C. An ugly duckling. D. A swan.

The Ugly Duckling • Worksheet

Usborne English

1. Match the speech bubbles to the pictures.

1. 2. 3. 4.

A B C D Hop away! It’s the ugly duckling!

Gobble! Gobble!

Oh dear!You’re too ugly to eat!


A. The Ugly Duckling almost ............................. in the ice. (freeze)

B. But when spring ............................. , the Ugly Duckling ............................. sti ll alive. (come, be)

C. He ............................. in the reeds and ............................. to the birds sing. (lie, listen)


The Ugly Duckling • Worksheet

Acti vity: Concrete poetryUse a pencil or grey pen to fi ll the shape of the swan below with as many words as you can think of that could be used to describe it. (You can see some examples already in place.) Then use a blue pen, or several blue pens, to write watery words all around it, and green pens to write words on the lily pads (leaves). How many swan, water and leaf words can you think of?

snowy

graceful

splash!glossy

beak


A. “Where’s he gone?” wondered Tom.

B. He spent all day playing.

C. He had fallen behind a pile of toy building blocks.

D. “Just what I wanted,” Tom cried.

2. 3.

TRUE/FALSE

TRUE/FALSE

TRUE/FALSE

4. Put a circle around the correct words in the sentences below, then number them in story order.

.....

.....

.....

.....


A. The paper boat shot... ...in a dirty, smelly sewer.

B. It landed, splosh,.. ...up ahead.

C.Justthenhenoticeddaylight... ...inonegulp.

D.Thefishswallowedthetinsoldier... ...downthedrain.

5. TRUE of FALSE?

A.Thejack-in-the-boxwasgladtoseethetinsoldier.

B. The soldier married the lovely ballerina.

C. Tom was invited to the toys’ noisy party.

The Tin Soldier • Worksheet answers


1.

Usborne English

4.

2. Match the words in line A with the words they describe in line B.

A.paper tin fairytale jealous perfect black huge

B.rat jack-in-the-box wife soldier fish ballerina palace

A.Tom’sGrandpa(buy/buyed/bit/bought)thefish.

B. He (take/token/took/taken) it to sell at the market.

C.Aman(catch/caught/catched/caught)thefish.

D. He (carry/cared/carried/curried) it home for supper.

A CD B

1

32

4


The Tin Soldier • Teacher’s notes

About the storyTom loves the tin soldiers his Grandpa gives him, even the one with a missing leg. He plays with them all day, but at night when he’s asleep it’s the toys’ turn to play. The one-legged soldier catches sight of a paper ballerina dancing on one leg and decides to marry her, inspiring jealousy in the jack-in-the-box. When the soldier is left on the window sill one day, the jack-in-the-box blows him off into the street.

A long and dangerous journey follows. The tin soldier is placed in a paper boat by two boys, floated along the gutter, swept down a drain and through a stinky sewer into a river where he’s eaten by a fish. Luckily that’s not where the story ends. A man catches the fish and Tom’s Grandpa buys it, discovers the soldier and returns him to Tom. That night, the toys celebrate the lost soldier’s return – all except for the jack-in-the-box, who is so furious that he breaks a spring and never works again. In a revision of Andersen’s tragic ending, the tin soldier and ballerina get married and invite the toys to a party.

About the author Hans Christian Andersen (1805-1875) was born in Odense, Denmark, the son of a shoemaker. At the age of 14 he moved to the capital city, Copenhagen, hoping to become an actor or a dancer. When he didn’t succeed at either, he went back to school, then tried his hand at writing. Initially it was his adult novels and poetry that received the most attention, but he is now world famous for his spellbinding fairy tales, including The Emperor and the Nightingale which is also available as an Usborne English Learner’s Edition.

Author: based on a story by Hans Christian Andersen


Word count: 696

Lexile level: 300L



p27 drain aheadp28 sewerp29 tunnelp30 pennyp31 stinkyp33 noticed daylight whooshedp35 leaking

tinp3 attentionp4 packedp8 stuckp9 pilep10 gazingp11 ballerinap13 grumpy jack-in-the- boxp14 ignoredp15 fumedp20 landedp23 sailorp24 gutter

Key phrasesp3 Quick, march!p6 All clear!p9 to join inp13 Keep your eyes to

yourselfp17 so longp18 to take a deep breathp23 to turn [something] intop36 to sink like a stonep39 his luck was about to

changep40 what a beauty p43 Welcome home!p45 hopping mad

Usborne English

p37 tastyp38 swallowed gulpp39 tummy foreverp42 unwrappedp45 spring


The Tin Soldier • Teacher’s notesBefore readingAsk the class which toys they liked best when they were younger. Make a list of all the different toys on the board; you could group them into TRADITIONAL and MODERN. If students don’t suggest them, add toy soldiers and jack-in-the-box (students may not know the English name) to the traditional group.

Do the students know any stories where toys come alive? They might have seen Toy Story or know versions of Pinocchio or Winnie the Pooh or The Nutcracker, for example. When do the toys tend to come alive – at what time of day? Do the humans realize what’s going on?

Now ask the class if they know who Hans Christian Andersen was. [A Danish author, famous for his collected fairy tales.] Can anyone name one of his stories? The Emperor’s New Clothes, The Little Mermaid and The Snow Queen are perhaps the best known. Show students the cover of The Tin Soldier and explain that it’s based on another Andersen fairy tale, called The Steadfast Tin Soldier.

What would happen to him? [He’d sink.]p29 How do you think the soldier is feeling?p30 How would you describe the rat?p32 Do you think the tin soldier will ever see the

ballerina again?p37 What do you think will happen next?p39 Do you know any other stories where a

main character is swallowed by a fish? [Pinocchio, Jonah and the Whale...]

p43 How do you think the tin soldier feels now? What about Grandpa? And Tom?

p45 Do you feel sorry for the jack-in-the-box?

p3 What games does Tom play with his soldiers? What is he pretending to be?

pp6-7 Why do Tom’s toys wait until he’s asleep before they come out to play?

p12 Why might the soldier think the ballerina is perfect for him? [She dances on one leg.]

p17 Why does the jack-in-the-box want to get rid of the tin solider?

p23 Why do the boys send him off in a boat. Are they being cruel? Or are they simply having fun with a new toy?

pp26-27 Why doesn’t the tin soldier just jump out?

During reading: you might like to ask some of these questions.

Reading or listeningYou can listen to the story on CD or read it aloud to the students, take turns to read or read together silently. Each double page spread in the book is one track on the CD, so that you can pause between tracks or repeat tracks if your students need it. The first reading is in a British English accent, and it is followed by an American English reading. The words are exactly the same. After the story, there is a short selection of key phrases that can be used for pronunciation practice.

After readingRemind the students that the original Tin Soldier story, by Hans Christian Andersen, was called The Steadfast Tin Soldier. ‘Steadfast’ is an old-fashioned word meaning steady, loyal, unchanging. In what way is the Tin Soldier steadfast? [He’s made of metal for a start, and see how upright he is on the paper boat. He doesn’t forget his ballerina doll, and finds his way back to her against the odds.]

Page 48 tells you about the original, sad ending to the story. Do students prefer the happy ending?

Think about the noisy toy party at the end of the story. What would it be like? What do students think all the different toys might do to celebrate? You could ask them to choose a toy character and write a description of the party as a follow-up.


About the bookThe knights and castles of the European Middle Ages have long held a particular appeal and fascination for children in many different countries, both as fact and in fiction. This friendly information book introduces the exciting world of real-life knights – who they were, what they wore, how they trained and where they lived. It covers different aspects of being a knight, from weapons and battles to codes of conduct. The illustrations and labels explain and highlight specific details.

The book looks at how castles changed over time, from wooden buildings and earth mounds to elaborate stone constructions, and how they were defended. It covers pastimes such as hunting, board games and tournaments, and the importance of coats of arms. It goes on to explain how the advent of guns and cannons transformed battles, making knights and castles much less effective, so that now most surviving castles are little more than atmospheric ruins. It concludes with short descriptions of some famous knights and castles in history.

About the author Rachel Firth was brought up in Sheffield. After teaching philosophy in Oxford, she moved to London where she now lives with her husband and two cats. She spends as much time as she can at her home in France, where she likes to explore the ruins of medieval castles.

Key phrases

Author: Rachel Firth


Word count: 869

Lexile level: 600L

Text type: Non-fiction (history)

Key phrasesp13 the order was givenp16 extra strongp18 to come in all shapes and sizesp21 to keep watchp22 to take overp25 to fight back to break throughp26 all sorts of thingsp33 to tell [something] apartp34 coat of armsp36 to blast [something] to piecesp37 far more to be no helpp38 to fall into ruinsp45 to be made up of

Key words in the storyYour students might not be familiar with some of these words, which are important in the story.

p15 politep18 drawbridgep19 moatp20 stables blacksmithp21 guardsp22 enemy arrowsp23 attacked battering ram tunnelp24 destroyp26 feasts peacocksp28 to hunt furp29 board games

p31 skillsp33 patternsp36 weaponsp37 armies shieldsp36 cannons handgunsp38 crumbled ruinsp39 imaginep41 mockp41 abroad nicknamedp42 challengingp43 rarely terrifiedp44 invaded

p2 agop5 daggers clubsp6 helmet tunicp7 entire spursp8 pagep9 squire p10 knelt sword tappedp11 knighted battlep13 charged footsoldiersp14 protect

Knights and Castles • Teacher’s notes

Usborne English


important than footsoldiers?pp20-21 Can you see what is happening on each

level? Where is the toilet?pp26-27 What entertainment is there during the

meal? Is everyone enjoying the music?p29 Do you recognize the board game?p35 How many ways is this knight wearing his

coat of arms? (Don’t forget his helmet.)p40 Would it be quicker to build a castle

today? Would you need so many people?pp44-45 What do these castles have in common?

p2 Do people fight on horseback today? What do they use instead? [e.g. tanks, trucks...]

pp4-5 Why do you think they used these kinds of weapons? [Good for knocking opponents off their horses, or fighting at close range.]

pp6-7 What are the advantages and disadvantages of the later suit? [It offers better protection, but is heavier.]

pp8-10 Would you like to train to be a knight? Which part would you enjoy most?

p13 Why do you think knights were more

Before readingTry to find some of the following items (either in pictures or as model or toy versions): sword, shield, helmet, lance, coat of arms. Show the items to your students. Can they name them, preferably in English? What are they for and who used them? Write key vocabulary on the board.

See how much the students already know about knights: what did a knight need? (Don’t forget his horse!) When and where did they live? How did one become a knight? Ask the class what they know about castles too: what are they made of? Why were they built? Has anyone in the class visited a castle?

You could draw up a K-W-L chart (“What I Know”, “What I Want to Know”, “What I Learned”), taking suggestions from the students to fill in the first two columns.

After readingIf you made a K-W-L chart, ask students to help you fill in the last column. What is the most surprising or interesting thing they have learned? Pages 40-45 are packed with facts, but encourage the students to take information also from the captions elsewhere in the book.

If students can use the internet, encourage them to visit the recommended websites on Usborne Quicklinks (follow the instructions on p47), which include an online jousting game, a video showing how a knight puts on armour, and a virtual tour of a castle. These may help to answer any remaining questions from the middle column of the K-W-L chart.

Ask the class to work in small groups, choose a particular character from castle times and imagine what life was like for them, such as PAGE, SQUIRE, LORD, LADY. What would they do all day? (It might be useful for the students to look through the illustrations, especially to see what the female characters are doing.)

Look at pages 34-35 and read out the fact below. You could invite the students to devise their own coats of arms. What symbols would they include and which colours would they choose?

Did you know?All coats of arms have at least two colours: a metal colour (silver/white or gold/yellow) and another colour (usually red, blue, green, purple or black). You would never see a coat of arms that is just red and blue, for example, or just green and black.

Reading or listeningYou can listen to the book on CD or read it aloud to the students, take turns to read or read together silently. Each double page spread in the book is one track on the CD, so that you can pause between tracks or repeat tracks if your students need it. The first reading is in a British English accent, and it is followed by an American English reading. The words are exactly the same. After the readings, there is a short selection of key phrases that can be used for pronunciation practice.


Knights and Castles • Teacher’s notes

2. Can you put the events in the the right order? Number them from 1 to 5.

A.Afterafewyears,youbecameasquire._____

B.Whenasquirewasolderhebecameaknight._____

C.Youlearnedtofightandyouhelpedtoservefood._____

D.Atsevenyearsold,youwereapage._____

E. Youlearnedtousealanceandyouhelpedtolookafterthehorses._____


A.Acastlehadeverything... ...hardtodestroy.

B.Castleswereverystrongand... ...thatalordandhisfamilyneeded.

C.Cannons... ...fellintoruins.

D.Manycastlescrumbledand... ...couldblastcastlestopieces.

Knights and Castles • Worksheet

helmit

lanse

suord

sheeld

cootofarms

Usborne English

A.Knightswerespecialbecausetheyfoughtonhorses.

B.Sometimessquireswereknightedbeforeabattle.

C.Knightslikedtohuntintheirsparetime.

D.Theyalsolikedtoreadandplayboardgames.

2. 3.


1. 4.

4. Each word in the box has a spelling mistake. Can you correct the mistakes, then use the words to label the picture?



Activity: Makeyourownknight’shelmet.

Knights and Castles • Worksheet

1.Forthejawpiece,cutaverylong,widestripofthincardboard.Thestripshouldgoaroundyourhead,sothatitcoversyournose.

4. Cutastripofcardboard,abouthalftheheightofthecurvedpiece.Thestripgoesaroundthebackofthispiece,sotheendsofthestripoverlaptheholesalittle.

7.Forthevisor,drawaroundoneofthestrips.Addwidetrianglesaboveandbelowtheshape. Thencutitoutandmakeholes intheends.

10.Pushthesticksthroughtheholesinthecurvedpiece.Threadonestripontothesticksandmoveituntilitoverlapsthebackofthejawpiece.

2.Foldthestripinhalf.Pushaballpointpenthroughthecardboard,halfwayalongthestrip,nearthetop.Makeaholeintheotherside,too.

5.Cuttheendsofthestrip intocurves.Drawadotalittlewayinfromeachend,then pushaballpointpenthrougheachdot.

8.Drawsixrectangleswithslantedendsonthevisor.Pinchthemiddleofoneandcutintoit,thencutouttheshape.Cutoutalltheshapes.

11.Tapethemiddleofthestripontothejawpiece.Addanotherstrip,overlappingthefirstone,andtapeitinplace.Addtherestofthestripsinthesameway.

3.Drawtwocurvedlinesonthecardboard,likethis.Then,keepingthestripfolded,cutalongthelines.Bendthestriparoundandtapetheends.

6.Drawaroundtheshapefivetimesonthincardboard.Cutouttheshapes,thenmakeholesintheendsofeachoneusingthefirststripasaguide.

9.Forthehinges,cuttwostripsoffoil,twiceaslongasyourmiddlefinger.Rollthemintosticks,thentwistoneendof eachintoathickspiral.

12.Addthevisorlast,butdon’ttapeitontoastrip,toallowittomoveupanddown.Twistthelooseendsofthefoilsticksintotightspirals.

Bothendsofthestripmust

overlaptheholesalittle.

Thehingesholdthehelmettogetherandletthevisormoveupanddown.

Thespiralsshouldbeinsidethehelmet.

Thishelmetwasdecoratedwithasilverpenbeforethepieceswere puttogether.


Percy and the Pirates • Teacher’s notes

About the storyPercy and his family work hard on their farm by the sea, but they never have enough to eat. To add to their meals, Percy decides to try his luck at fi shing. He rows out, drift s off to sleep and then wakes in a panic: his leaky boat is sinking. He appeals to a passing ship, only to discover it’s a pirate ship. The pirate captain gives Percy a choice: join his crew or be eaten by sharks. So Percy becomes a reluctant pirate and quickly learns the ship’s main rule – steal for the captain and put all the treasure in his chest.

When crewman Sam Scurvy keeps some treasure for himself, the captain rumbles him and makes him walk the plank. The same fate awaits Willy Weevil and Ronny Rum. Soon only Percy and the captain are left . Percy is ordered to board a ship and come back with their treasure, but he ony fi nds maps. He turns one into a treasure map and takes it to the captain, who immediately goes in search of the treasure. At the spot marked X, the greedy captain digs and digs, and is soon trapped in his own deep hole.

Triumphant, Percy steers the ship home. He returns the stolen goods to their rightf ul owners and is given a handsome reward – enough to feed his family for life.

About the authorRussell Punter was born in Bedfordshire, England. When he was young, he enjoyed making up and illustrati ng his own stories. When he grew up, he studied art at college before becoming a graphic designer and writer. He has writt en over forty children’s books, including a cannonade of pirate tales.

Author: Russell Punter


Word count: 1005

Lexile level: 340L

Text type: Adventure story


p15 shipmatep16 mott o bellowed treasure chestp18 spott edp19 swung chasedp20 ordered pouredp21 locker roaredp24 sparklingp31 spare

p5 branch fi shing rodp6 sardines rowed bayp9 sinkingp10 alongside grabbedp11 grin rescuedp12 growled fi ercep13 choice crew

Key phrasesp4 to come up withp8 to spring a leakp17 to walk the plankp18 to lead the att ackp22 to be gobbled upp34 or elsep35 empty-handedp39 couldn’t waitp42 let me at [something]p43 to make something upp46 to set sailp47 Three cheers

Usborne English

p34 tricks warnedp35 searchp36 wigglyp37 waterfall cabinp38 chuckledp39 greedyp42 shovelp44 rage trappedp46 att ackedp47 grateful reward


Percy and the Pirates • Teacher’s notesBefore readingYou could start the lesson by playing a game (a version of “Simon Says”). Tell the class that you’re the pirate captain and they are your crew: they have to act out your orders, but only if you start by saying “Captain Crook says...”, otherwise they are out and have to sit down. You’ll need to demonstrate the acti ons fi rst; you might want to write them on the board. Start slowly and then speed up.

“Climb the rigging” – mime climbing up a rope ladder.“Ship ahoy” – mime looking through a telescope.“Scrub the deck” – get on your hands and knees and mime scrubbing with a brush.“Hard a’ port!” – lean to the left ; or “Hard a’ starboard!” – lean to the right.“Walk the plank” – walk in a wobbly line, one foot in front of the other.

Now ask the class if they’d like to be pirates. Find out why, or why not [a life of adventure, but also violent and dangerous outlaws]. Introduce the story of Percy, who didn’t want to be a pirate...

p21 Why do you think Sam kept some coins for himself? Is the ship’s mott o fair?

p29 What do you think Ronnie will do with the silver coins?

p33 How would you describe Captain Crook?p37 What do you think of Percy’s idea? What

does he hope will happen?p45 Do you feel sorry for Crook?p46 Would you have given the treasure back?p47 Does Percy deserve a reward?

p2 Would you like to live in a house like this?p3 How about working hard in a fi eld all day?p6 How would you describe Percy from what

you’ve read so far?p9 What kind of ship is it? How can you tell?p12 Why is “Crook” a good name for a pirate?p13 Which would you choose?p17 What might happen if you walk the plank?p19 Does Sam Scurvy look as if he enjoys being

a pirate?



Aft er readingAsk the class what they think of Percy. Would they have done the same as him? How else could he have escaped from Captain Crook and the sharks? Do you think Percy’s family will believe what’s happened?

In small groups, ask the students to take it in turns to be Percy, telling the story of his adventures with the pirates to his family. You could set a ti me limit (of two to three minutes, say) to encourage the students to sum the story up quickly and concisely.

What were the names of the diff erent ships the pirates att acked? [The Crimson Cutt lefi sh, The Pink Prawn, The Blue Blowfi sh, The Red Herring] Try making up your own ship names using a colour followed by the name of a sea creature; see if you can use the same initi al lett er for both words.

Did you knowIn English, the phrase ‘a red herring’ means a false clue that leads someone to draw the wrong conclusion, just as the fake treasure map leads Captain Crook to a place where there isn’t any treasure at all.


Percy and the Pirates • Worksheet

1. Why did Percy go to sea? Which two answers are correct?

A. Because he wanted to be a pirate.

B. Because he wanted to see the sharks.

C. Because he wanted to catch some fi sh.

D. Because he wanted to learn to swim.

E. Because his family were hungry.

Usborne English


A. But Percy ......................... only fi nd maps. (can)

B. They ......................... him an idea. (give)

C. Percy ......................... a map of a place called Crab Island. (fi nd)

D. He ......................... a pen and ......................... on the map. (take, draw)

E. He ......................... the cabin and ......................... the map to Captain Crook. (leave, take)

3. Match the name with the correct acti on.

A. Percy Pike... ...brought back a bag of sparkling diamonds.

B. Willy Weevil... ...tried to climb out of the hole, but he couldn’t.

C. Sam Scurvy... ...brought back fi ve bags of shiny silver coins.

D. Ronnie Rum... ...lived on a farm by the sea.

E. Captain Crook... ...brought back two bags of shiny gold coins.

2. Match the pictures with the speech bubbles.

1. 2. 3. 4.

My name’s P-P-Percy Pike.

Or else you’ll walk the plank.

Ooh, my back.

Come and get it, fi shies!

A. B. C. D.

Percy and the Pirates • Worksheet


Acti vity: Make your own treasure map

1. To make a piece of white paper look old, tear little strips from its edges. Tightly crumple the paper, then open it out.

4. Draw a big wiggly shape, for a treasure island. Then draw a pirate ship and some waves near the top of the map.

7. Use different pencils to shade and add detail. Mark where the treasure is with a red ‘X’, and draw a dotted line from the ship.

2. Pour some cold, strong tea into a dish. Lay the paper in the tea and push it down, so that the tea completely covers it.

5. Draw a f lag and write ‘TREASURE MAP’. Add a compass in one corner, then draw some rocks in the sea.

3. Leave the paper to soak for about an hour. Then, lift it out and lay it on a piece of plastic foodwrap until it is dry.

6. Add waves and fins for a shark-infested sea. On the island, draw lots of dangers and write descriptions next to them.

The tea will make the paper turn brown.

Look at the big picture below for

some ideas.

SURE MAPTREASURE MAP

TREASURE MAPDead Man’s Cave

Misty Mountains

Quicksand

Shark-infested Sea

Rugged Rascal Rocks

Snake Forest

S

N

WE

You could draw a map with lots of small islands (an archipelago) instead of one big one.

Did you know: A desert island doesn’t have to be dry and sandy! “Desert” here means “deserted”; in other words, there are no people living there.


A.Theboysetoffupthehilltofindthedragon.

B.Ashepherdranhome,terrified.

C.Theboysatdownandaskedthedragonallkindsofquestions.

2. 3.


A.Thevilllagerswerepleasedwhentheyheardaboutthedragon.

B.SaintGeorgewantedtofightthedragon.

C.Thedragonthoughtofagoodwaytoavoidthefight.

TRUE/FALSE

TRUE/FALSE

TRUE/FALSE

3. Put a circle around the correct verb forms in the sentences below.

A.Theboy(willwalk/walking/walked/haswalked)slowlybacktothevillage.

B.Acrowdofvillagers(hastold/telling/tell/wastelling)Georgeaboutthedangerousdragon.

C.“He(iseating/eats/haseat/waseating)tensheepforbreakfast,”saidone.

D.“He(burning/burns/burned/goingtoburn)downfivehouses,”saidanother.


A.Thedragonslumpedtotheground.___

B.CLATTER!BANG!OUF!___

C.“Ithinkthedragonhaslearnedhislesson,”Georgedeclared.___

D.Georgegallopedhard,hisspearheldhigh.___


A.Theboywashappy...

B.Thevillagerswerehappy...

C.Georgewashappy...

D.Thedragonwashappy...

...becausehehadlotsofnewfriends.

...becausehisplanworked.

...becausethey’dseenafight.

...becausehe’dwon.

The Reluctant Dragon • Worksheet answers


1.

Usborne English

B A C

14

23


About the storyOne day, a shepherd comes home with terrible tales of a monster with long sharp claws, a long tail and scaly body. His son isn’t at all frightened, however, and goes to meet the dragon, who turns out to be very friendly and rather lonely.

When the local villagers hear about the dragon, they panic and send for the famous dragon-killer, Saint George. The dragon isn’t at all interested in fi ghti ng, and the boy takes Saint George to meet him. Together they make a plan to pretend to fi ght, and when the fi ght is over, the dragon will be forgiven and invited to join the village feast.

The plan works brilliantly. Everyone enjoys the fi ght and the feast aft erwards, especially the dragon who has made so many new friends.

About the authorThe story was originally writt en by Kenneth Grahame (1859-1932), world famous as the author of The Wind in the Willows. As a child, Grahame lived in the English countryside. He later worked as a clerk at the Bank of England, but he was unhappy in his job and did not enjoy living in the city of London. In his spare ti me, he wrote stories for his young son that drew on his love of the country and of English traditi on.

The story has been adapted and simplifi ed for beginner readers and English language learners, but retains all the freshness and humour of Grahame’s original.

Author: Kenneth Grahame


Word count: 671

Lexile level: 440L

Text type: Modern fairy tale, children’s classic author

Key phrasesp6 That sounds like...p8 to set off Don’t worryp9 He might be...p10 It does get lonelyp11 all kinds of questi onsp14 to fi nd outp15 to get rid of wouldn’t hurt a fl yp16 even worsep19 the longest... I’ve ever seenp20 to go awayp25 What can I do?p26 a perfect place for...p28 to promise (not) to... to look realp38 There was no wayp40 to learn a lesson


p29 feastp31 nervouslyp32 cheeredp33 roarp35 chargep37 missedp39 slumpedp40 invitep42 planp43 tummyp44 jolly [NB rarely

used in modern, everyday English]

snore prod

reluctant dragonp2 shepherd terrifi edp9 friendlyp11 thrilledp12 dangerousp14 villagersp17 saint fi ghtp18 gasp(ed)p20 hidep21 yawn(ed)p27 pretendp28 promise hurt

The Reluctant Dragon • Teacher’s notes

Usborne English


pp2-5 What is the diff erence between “terrible” and “terrifi ed”? Does the shepherd’s wife look frightened? What about his son?

p8 The boy says “Don’t worry.” Do you think his parents are: very worried – a litt le bit worried – not at all worried?

p11 What kind of questi ons would you ask a dragon?

p13 What kind of story includes dragons, knights and princesses? (Try to elicit: fairy tales.) Did you noti ce the ti tle of the book the boy was reading on p4?

p15 Do you know what these words mean: ban, banish, slay? Are the villagers right to be frightened?

p18 Now the boy does look frightened! Why? Does the dragon look worried?

p21 Can you think of some words to describe the dragon on these two pages? (Examples might be: lazy, cowardly/not brave, funny.)

Before readingShow your students a picture or pictures of dragons. You might like to include dragons from diff erent cultures, e.g. mythical and medieval European dragons, Chinese dragons etc. Do they know any stories about dragons? (You might like to look in parti cular at the story of St George and the dragon, since St George is important in this story. You will fi nd a brief summary of the story on www.usborne.com/englishlearnersediti ons)

Brainstorm vocabulary relati ng to dragons. You could group physical elements (wings, claws, scales, fi re) and adjecti ves (scary, powerful, fi erce). Try to incorporate some of the following words from the story: terrible, claws, tail, scales, dangerous, hurt, fl ames, breathe out fi re.

Now brainstorm contrasti ng adjecti ves along the lines of: gentle, peaceful. Try to include: friendly.

Show the students the book’s cover. Does this look like a typical, scary dragon? Do they know what “reluctant” means? What do they think the dragon might be “reluctant” to do?

Aft er readingAsk your students to describe: the boy, the dragon, the villagers, Saint George. Which character do they like best?

Do you think this story has a message? What could it be? (More than one answer is possible, e.g. don’t judge by appearances, it’s bett er to make friends than to fi ght.)



The Reluctant Dragon • Teacher’s notes

p27 There are four characters on these two pages. Which ones do you think want to fi ght? What does the boy mean by a “pretend fi ght”?

p29 What is a feast? What would you like to eat at a feast?

p33 Can you fi nd the words to show that the people support Saint George?

p39 What does “there was no way” mean? Do you think the dragon is really hurt?

p41 What does “the dragon has learned his lesson” mean? Are the villagers scared of him now?

p45 When do people snore? What is the boy’s problem?

p47 Are the dragon and Saint George friends now? Which phrase tells you that? [arm in arm], and what does it mean?

Usborne English


Androcles and the Lion • Worksheet answers


A.Androcleslookedaroundthebushandsawanenormouslion.

B.Onenight,Androclesdecidedtorunaway.

C.AndroclesworkedforarichmannamedBrutus.

D.AndroclesandLeobecamebestfriends.

1. 2. 3.

2. Choose the right word to complete the sentences.

A.Onemorning,Androclessawa...................................(stranger/stringer/stronger).

B.“Hey!”criedthesoldier.“Stopright..................................!”(their/there/they’re)

C.“You’re..................................toRome.”(boing/doing/going)

D.Thecitywas..................................andnoisy.(crowd/crowed/crowded)

4.

3. Put a circle around the right tenses in the sentences below.

A.Thenhe(notices/isnoticing/noticed/hasnoticed)abig,roundbuilding.

B.“It’sthearena,”saidthesoldier.“That’swhere(yougo/you’regoing/youwent/youwillgo)”.

C.“What(willhappen/ishappening/happens/happened)there?”askedAndrocles.

D.“(Yousee/Youareseeing/You’veseen/You’llsee),”thesoldiersaid.

4. Read pages 30-35, then answer True or False.

A.Thelionsinthearenaweren’tasfriendlyasLeo. TRUE/FALSE

B.AndrocleswantedtofightMarco. TRUE/FALSE

C.EveryoneinRomewascomingtowatchthefight. TRUE/FALSE

D.AndroclesandMarcohadagoodnight’srest. TRUE/FALSE


A.Agateopened,andanenormouslionchargedout.___

B.Hefeltalickonhishand.___

C.“Androcleshastamedthelion!”thecrowdcried.___

D.“Ihopeit’soverquickly,”Androclesthought.___

B ADC

strangerthere

goingcrowded

24

31


About the storyAndrocles is a slave in Ancient Rome, overworked and ill-treated by his master. One night, he runs away, into a spooky forest where he hears a roar of pain from behind a bush. Going to investi gate, he discovers a lion with a thorn in its paw. Androcles pulls out the thorn, and the grateful lion becomes his friend.

One day, though, Androcles is discovered by a Roman soldier, who captures him as a runaway. Instead of being returned to his old master, Androcles is taken to the Colosseum, to fi ght for his life in the arena. Androcles befriends his cell-mate Marco, but the next day he is thrown to the lions. To everyone’s astonishment, the fi rst lion doesn’t att ack Androcles but greets him aff ecti onately – it is Androcles’ friend from the forest. The crowd cheer and the Emperor sets Androcles free. Androcles asks for his friends to be freed too, and they set up their own show with the friendly lion as the main att racti on.

About the authorThe story is oft en ascribed to Aesop, but most probably evolved in Roman ti mes; the earliest recorded version dates to the second century AD, referring to a supposedly eyewitness acount from the fi rst century AD. Aft er Androclus (his Lati n name) treats the wounded lion, the lion becomes as tame as a dog and even wags its tail. When they meet in the arena, the lion greets Androclus with devoti on, and aft erwards Androclus is able to walk it on a leash around the city. In a similar medieval legend, a wounded lion seeks out St Jerome in his monastery. The other monks run away, but St Jerome pulls a thorn from the lion’s paw and it becomes tame.

Author: att ributed to Aesop


Word count: 794

Lexile level: 260L

Text type: Folktale/fable

Key phrasesp5 What a life!p11 as sti ll as a stonep12 You poor thingp14 All donep15 From then onp19 to get awayp20 Stop right there!p24 Gotcha! [slang = “Got you!”]p34 torn to piecesp36 show ti mep37 to put up a fi ghtp38 Bring on...p41 it’s over [meaning

“it’s fi nished”]p46 Very well [meaning

“All right” – formal, old-fashioned]


p16 cave huntedp17 stranger ti p-toedp18 unrolled gaspedp19 ti ckledp21 swordp24 cart pantedp25 boomedp26 bumpy ridep28 building arenap30 skinny

p3 peelp4 slaves scrubbed steps moppedp5 potsp8 spooky gulpp9 bushp11 chasep12 sniff ed thorn sti ngsp13 grippedp14 yelpedp15 sloppy

p31 gentle snarlp32 prisonp33 sighedp34 tornp36 dragged tunnelp38 cheerp39 chargedp40 trembled fearp43 hugged incrediblep44 tamed herop46 show

Usborne EnglishAndrocles and the Lion • Teacher’s notes


Before readingIt will help the students to understand the story if they know a litt le about life in Ancient Rome. This book would ti e in well with topic work on the Romans.

Search in textbooks or online for a picture of a street scene from Roman ti mes, the more detailed the bett er. (You’ll fi nd some examples in Usborne books such as Look Inside a Roman Town or See Inside Ancient Rome.) Ask the students if they know where and when these people might have lived. Look closely at what people are wearing. Help students to spot that the ones wearing longer outf its (togas and elaborate dresses) are rich, well-to-do Romans, and the ones wearing short outf its (tunics and simple dresses) are poorer Romans or slaves. Explain if necessary that slaves were people who worked without being paid. Most were from countries that had been conquered by the powerful Roman Army.

Show a contemporary picture of the Colosseum (in ruins) and see if anyone recognizes it. Do they know what it was used for? Explain that it was a place of entertainment (introduce the word arena), where people could watch circus acts, men fi ghti ng each other (gladiators) and men fi ghti ng wild animals. The entertainment sounds gory to us today, but was wildly popular in Roman ti mes.

Look at the cover of the book. Androcles and the lion are shown in front of the arena – but do they look as though they are going to fi ght?

Reading or listening

You can listen to the story on CD or read it aloud to the students, take turns to read or read together silently. Each double page spread in the book is one track on the CD, so that you can pause between tracks or repeat tracks if your students need it. The fi rst reading is in a Briti sh English accent, and it is followed by an American English reading. The words are exactly the same. Aft er the story, there is a short selecti on of key phrases that can be used for pronunciati on practi ce.

Aft er readingAsk the students which they’d prefer to see, the lion fi ghts in the arena or Androcles’ new show?

You might want to talk a bit more about the Roman games, how the Romans lived long before cinema and television, and how they went to the arena to be shocked and excited. Oft en the Emperor put the shows on for free, thinking it would keep his people happy.

Encourage the students to think about what is the same today as in Roman ti mes, and what is diff erent. Think about topics such as homes and families, food and clothes, schools, jobs and free ti me. They could work in groups to come up with two lists. Write their answers in two columns on the board.

p34 Why doesn’t Androcles want to fi ght the lions?p35 What keeps Androcles and Marco awake that

night? What are they thinking about?p38 Can you see where the Emperor is sitti ng?p40 Androcles says “I hope it’s over quickly”.

What is “it”?p43 Why is the crowd so amazed? What were

people expecti ng to see?p45 Why do you think the Emperor sets Androcles

free? Is it just because he thinks Androcles is brave?

p47 What is the lion doing in the picture?

p3 Does Brutus look like a kind master? How would you describe him?

p7 How do you think Androcles is feeling? Does he know where he’s going?

p10 Why is the lion making a loud noise?p12 Why isn’t Androcles scared of the lion?p16 What does Androcles fi nd to eat? What

does the lion fi nd to eat? What happens?p19 What does the soldier want?p25 What will make Androcles stay in the cart?p28 Can you see a clue to what happens in the

arena? [The banner showing a lion.]


Androcles and the Lion • Teacher’s notes

2. Fill in the missing word in each sentence from the list on the left.

A.“Well,youknow,Idoalotof................................”saidHarry.

B.Alldaylong,TomheardHarry................................

C.Harrywasalways................................atTom.

D.Onemorning,Harrywas................................verypleasedwithhimself.

E. Meanwhile,Tomwasslowly................................hiswayalongthecourse.

F. NobodysawHarry................................underhistree.



A.Harrydivedovertheline,buthewastoolate.___

B.Heran,fasterthaneverbefore.___

C.Harrywokewithastart.___

D.Hedidafewstretches,thenracedoff.___

A.“I’llraceyou,Harry,”saidTomTortoisequietly.

B.TomTortoisedidn’tseemtobetrainingatall.

C.HarryHarelovedrunningmorethananythingintheworld.

1. 2. 3.

5. Who was Aesop?

A.Oneofthecharactersinthestory.

B.Azookeeper.

C.Noonereallyknows.

D.Nobodyspecial.

making

laughing

boasting

sleeping

training

feeling

The Hare and the Tortoise • Worksheet answers


C.Theydidn’tlikeraces.

D.Theydidn’tlikeHarry.

3. At the start of the race, Tom’s friends didn’t look happy because:

A.Theydidn’twantTomtowin.

B.Theydidn’tthinkTomcouldwin.

Usborne English

C A B

trainingboasting

sleepingmaking

feelinglaughing

43

12


About the storyHarry Hare loves running, and is always boasti ng about his speed and teasing Tom Tortoise about his slowness. One day Harry is feeling especially pleased with himself, and issues an open challenge to a race. Everyone is astonished when Tom accepts. Harry trains intensively, but Tom doesn’t bother. On the day of the race, Harry makes a good start but soon ti res. He decides to have a nap, confi dent that he will sti ll win easily. He is horrifi ed to wake up hours later; he makes one fi nal sprint, but is too late – Tom has crossed the fi nish line just ahead of him.

About the authorSome of the world’s best-known fables and folk tales are att ributed to Aesop (e.g. The Boy who cried Wolf, The Goose that laid the Golden Eggs, The Hare and the Tortoise) as well as many familiar English expressions (“sour grapes”, “crying wolf” and so on). However, the writer himself remains a mystery. Traditi on has it that Aesop was a slave in Ancient Greece, living from around 620-564BC. He is menti oned by the Classical authors Aristophanes, Herodotus and Plutarch, and there are a number of biographical details that are impossible to confi rm – it was said, for instance, that he was physically very ugly but famous for his wisdom, and was given his freedom and became an adviser to kings and city-states before insulti ng the people of Delphi and being sentenced to death on a trumped-up charge.

The collecti on of Aesop’s Fables has since been translated into many languages, and retold by authors such as La Fontaine in France and Beatrix Pott er (The Town Mouse and the Country Mouse) in the UK.

y phrases

Author: Aesop, adapted by Mairi Mackinnon


Word count: 667

Lexile level: 430L

Text type: Folk tale/fable

Key phrasesp9 Take your ti me run on the spotp13 Are you serious? that’s a good one!p15 we’ll all have a good laughp20 there was no pointp25 to keep onp27 On your marks, get set, go!p29 out of sight catch my breathp31 for a whilep33 to sett le downp34 to make one’s wayp37 with a startp42 Whatever happened to him?p43 out of breath


p29 restp32 napp33 shadep36 setti ngp38 beatp39 stretchesp40 crowd cheeringp41 shellp43 divedp44 fablesp46 moralp47 steady

harep6 historyp7 trainingp8 boasti ng recordp11 creature race provep12 ploddedp16 crazyp19 coursep21 exercisep26 ambledp27 umpire

The Hare and the Tortoise • Teacher’s notes

Usborne English


Before readingWith your students, brainstorm things that go really fast and things that go really slowly. Which do they think are the fastest and slowest? Encourage them to consider animals as well as cars, planes and people.

Search for a picture of a hare, and see if students recognize it. They may say “rabbit”, and you can explain that they are from the same family, but hares are larger, have longer ears and run faster. Spell out the word to show that it is diff erent from the hair on your head. Where do hares live? [Mountains, woods and grassland.] Search also for a picture of a tortoise – students should have no problem recognizing this one. Can they guess the story you are going to be looking at, and does anyone know it already?

Look at the cover of the book. You could compare top speeds for a tortoise and a hare – up to 70km/h (45mph) for a hare (in a town he’d be breaking the speed limit) and around 0.5km/h (0.3mph) for a tortoise (it could take him 10 minutes to cross a large classroom).


Aft er readingAsk the students if they liked the story. Who did they want to win, Tom or Harry?

Read the About this story pages at the end. Can the students name any other Aesop’s fables? Here are some morals from Aesop’s fables, split in two. You could write them on the board in two jumbled-up columns, and ask the students to link the right pairs. Discuss what the morals mean.

Try hard enough... ...and you’ll get what you want.If you play tricks on people... ...don’t be surprised if they play tricks on you.A simple, quiet life... ...is bett er than a rich and dangerous one.No-one believes liars... ...even when they tell the truth.Be happy... ...with what you have.Litt le friends... ...can be great friends.

Do students know any other stories with morals?

p17 What sort of things do you think the news reporters are saying about the race?

pp22-23 Why do Harry’s friends look so excited, and Tom’s friends don’t?

p27 Who do you think is the umpire? What is his job? [To make sure the race is run fairly, and to judge who is the winner.]

p35 Can you think of some words to describe Tom’s friends? [e.g. helpful, kind...]

p40 What do you think the crowd are cheering?p41 Why does Harry feel cold all over?p43 How does Harry feel now? How do you

think Tom feels?

pp4-5 What is Harry’s job? Do you think he’s good at it?

p7 Besides “fast”, can you think of any other words to describe Harry? [confi dent, proud, boastf ul...]

p9 How do you think Harry behaves with Tom?pp10-11 Do you know the names of the other

animals working in the offi ce? Who do you think is working the hardest? [Look over the page and you’ll fi nd some more; can you spot one who isn’t working very hard at all?]

p13 Why does Harry think Tom is joking?


The Hare and the Tortoise • Teacher’s notes

Usborne English


The Emperor and the Nightingale • Worksheet answers


A.Thenightingale’ssong... ...can’tsing.

B.Thepalaceservants... ...soundssweeterthatthebells.

C.Spiders... ...neverwentintothegarden.



A.Thenightingaleagreedtocometothepalace.

B.TheEmperororderedthegardenertosingtohimeveryday.

C.Thenightingalemissedlivingoutside.

A.TheEmperorofChinaalwayswantedthebestofeverything.

B.Thegardenersawthenightingaleeveryday.

C.Thegardenwasfullofbrightflowerswithsilverbells.

1. 2. 3.

5. “The Emperor longed for the little brown bird” is another way of saying:

A.Hewalkedalongwaytofindher.

B.Hereachedouttowardsher.


A.Whenyouturnedakey,itsanglikethelittlebrownbird.___

B.Oneday,thegoldennightingalebroke.___

C.Thelittlebrownbirdflewaway.___

D.TheEmperorofJapansentagoldennightingale.___

TRUE/FALSE

TRUE/FALSE

TRUE/FALSE

6. Put the verbs in the text below into the right tense.

TheEmperor(become)................................sick.Thedoctors(say)............................he

(be)............................closetodeath.Thenightingale(sing)................................sosweetlythatthe

shadows(seem)................................tofade.TheEmperor(begin)................................togetbetter.

C.Hewishedshewouldcomeback.

D.Hethoughtshewasverylong.

24

BCA

31

became said

beganseemedsangwas


About the storyThe Emperor of China wants to have the best of everything. So when he hears that something called a nighti ngale has the sweetest song in his palace garden, he sends his servants to fi nd it. The nighti ngale turns out to be a plain-looking brown bird, but the Emperor loves her song and keeps her in a silver cage.

Then the Emperor of Japan gives him a clockwork bird. It can’t sing as sweetly as the real nighti ngale, but it sparkles with gold and jewels. The Emperor forgets all about the nighti ngale and she fl ies away.

One day, the clockwork bird breaks down. Missing the real nighti ngale, the Emperor becomes sick. The nighti ngale returns and sings to him unti l he is bett er. The Emperor begs her to stay, but she fl ies away. The Emperor plants a tree to remember her – and, to his delight, two nighti ngales build a nest in it.

About the authorThis story was originally writt en by Hans Christi an Andersen (1805-1875), who was inspired by the traditi onal tales he heard as a child. Andersen was born in Denmark, the son of a poor shoemaker and a washerwoman. He left home to seek his fortune when he was just fourteen. He tried acti ng and singing, without success. Then he turned to writi ng, and became famous all over the world for his fairy tales.

The story has been adapted and simplifi ed for beginner readers and English language learners, but retains all the charm and freshness of Andersen’s original.

Author: Hans Christi an Andersen


Word count: 831

Lexile level: 350L


Key phrasesp3 the best of everythingp5 Music to my earsp9 Cheer up!p13 they didn’t dare...p14 They searched high and lowp19 What a voice!p20 In the endp30 Well, sort of...p35 the Emperor longed for the

litt le brown bird not even...p37 close to deathp39 She had found outp47 To his surprise


p26 cage missedp29 rubiesp31 noti cedo34 fi xp36 staringp37 shadowsp41 curedp42 beggedp43 prefer repliedp44 plant remindp45 wateredp46 fl utt erp47 building nest

Emperor nighti ngalep3 proudp4 palace bricksp5 ti nkledp8 gardenerp11 frownp12 snappedp13 servantsp14 bushesp16 croakp17 pondp21 clappedp22 amongp24 enchantedp25 ordered

Usborne EnglishThe Emperor and the Nightingale • Teacher’s notes


p31 How do you think the real nighti ngale feels?p35 Where do you think the nighti ngale has

gone? [There is no right or wrong answer to this.]

p36 Can you describe the Emperor in this picture?

p41 What do you think the Emperor will do now?p45 Do you think the nighti ngale will come back

again?

p8 Compare the picture of the gardener with the Emperor on page 3. How are they diff erent?

p12 How is the Emperor feeling? Why?pp14-15 There is no nighti ngale here – but which

other animals can you see?p22 Is the nighti ngale happy to go to the palace?

Why not, do you think?p30 Which nighti ngale would you prefer?

Before readingAsk your students to think about Very Important People. What kinds of people are Very Important? Encourage a range of answers, including kings and queens. Ask if they know: who is even more important than a king or queen? (Bear in mind that they may also answer: God or a god.)

Do they know of any emperors, real or fi cti onal?

What does an emperor have? You might like to collect images of palaces, jewels, robes, banquets and other signs of wealth and splendour. You could group these under the heading, “The best of everything”.

Now show the students a picture of a nighti ngale, and write its name. Does it look impressive? Why might an emperor want an ordinary brown bird? If you can, search online for a sound clip of a nighti ngale singing that you can play to your students.

Aft er readingDo you think the Emperor has learned something?What do you think is the message of the story?

What do you think would be a good present for the Emperor?

Do you know any other stories by Hans Christi an Andersen? (Some of the best known are The Snow Queen, The Ugly Duckling and The Emperor’s New Clothes.)



The Emperor and the Nightingale • Teacher’s notes

Elephants • Worksheet answers


2. Can you put the events in the baby elephant’s life in the right order? Number them from 1 to 4.

A.(Feeds)Nowshe’sveryhungry.Soshedrinkshermother’smilk.___

B.(Learnsfromhermother)Thebabyelephantislearningtousehertrunk.___

C.(Standsup)Atfirstshefallsdown.Butshetriesagain...andagain...___

D.(Openshereyes)Thenewbornelephantblinksinthesun.___

4. Choose the correct verbs from the list on the left, and put them in the right forms to complete the sentences.

A.Femaleelephants................................inherds.

B.Afemaleelephant................................amaletobeherpartner.

C.Soon,ababyelephant................................insidethefemale.

D.Thebabyelephant................................inthenight.

E.Theotherelephants................................aroundtomeetthenewbaby.

3. Match the elephant body parts with the descriptions or explanations on the right.

A.Eyes...

B.Ears...

C.Trunk...

D.Tusks...

E. Tail...

...toflickawayflies.

...muchmoreusefulthananordinarynose.

...long,pointyteeth.(FemaleAsianelephantsdon’thaveany.)

...Africanelephants’arebiggerthanAsianelephants’.

...smallandblack.

1. Match the descriptions to the pictures.

1. 2. 3.

A.Highup,neartallmountains(Asia).

choose

grow

gather

live

beborn

B.Here,ithasn’trainedformonths(Africa).

C.Hot,wetrainforests(Asia).

Usborne English

live

gatheris born

is growingchooses

C A B

12

43


About the storyThis book is a perfect introducti on to the life in the wild of one of Earth’s most popular species. Elephants seem huge and strange to us, yet in many ways their social and family groups have characteristi cs we can identi fy with, parti cularly in the way elephant mothers care for and raise their young.

The book follows the story of a baby African elephant as she takes her fi rst wobbly steps, learns to use her trunk, travels with the herd in search of water, and narrowly escapes being att acked by a hungry lion. It expores the diff erences between African and Asian elephants, and the places where they live. It ends with the birth of another baby elephant –a new member of the elephant family.

y phrases

Author: Kate Davies


Word count: 570

Lexile level: 410L

Text type: Non-fi cti on (science – natural history)

Key phrasesp25 to keep [someone or something] safep30 At lastp41 to slip awayp44 to gather aroundp46 left -handed/right-handed


p22 fl oodedp25 splash aroundp26 bushesp27 drying upp28 journey herdsp30 poolp34 fl aps trumpetsp35 slinks hidesp37 malep38 noti cep39 partner

p2 rising grassy plainp3 newborn blinksp4 wobblyp8 tusksp9 pointy femalep10 fl ickp11 bendy trunkp15 sucks up squirtsp17 shadep18 rainforestsp20 dusty

About the authorKate Davies grew up in London, and started writi ng stories at an early age. When she was litt le, she mostly wrote about fairies, princesses and ghosts, but now she writes children’s books about everything from knights and castles to football and tennis. In her spare ti me, she likes dancing and visiti ng interesti ng citi es.

Elephants • Teacher’s notes

Usborne English


p27 What do you think the elephants will do?p33 How do you think the baby elephant can

keep safe?p40 How long does a human baby take to grow

inside its mother?p43 Can you remember what a baby elephant

does next?p46 How do you think you can tell whether an

elephant is left - or right-tusked? [It will lean its head, using one tusk more than the other.]

pp4-5 How are elephant babies similar to human babies? How are they diff erent? [e.g. they can stand up soon aft er being born.]

p9 What do you think elephants use their tusks for? [You’ll fi nd the answer on p46.]

p13 ...and what do you think they can use their trunks for? [You’ll fi nd some answers on the next page; also, they can suck up water for washing or keeping cool, or keep hold of each other as on p24.]

Before readingSee how many objects you can fi nd, or pictures of objects, that incorporate elephants. These might be: children’s toys, books, movies, ornaments, clothing, food packaging (especially Asian food), decorati ve details of monuments or buildings.

Show the students the items you have collected, and see how quickly they can spot the common theme. You could ask them to bring in their own elephant items at a later date. See how much students know about elephants: where do elephants come from? How many diff erent kinds of elephant are there? You could draw up a K-W-L chart (“What I Know”, “What I Want to know”, “What I Learned”), taking suggesti ons from the class to fi ll in the fi rst two columns. You will fi nd some interesti ng and surprising facts about elephants when you get to page 46 of the book.

Aft er readingIf you made a K-W-L chart, ask students to help you fi ll in the last column. What is the most surprising or interesti ng thing they have learned?

Think about the ways elephants are similar to humans and the ways in which they are diff erent. These can be physical [we don’t have tails or trunks] or behavioural [we like swimming too].

If students can use the internet, encourage them to visit the recommended websites on Usborne Quicklinks (follow the instructi ons on p47). These include a slide show, sound and video clips, a puzzle, a picture to colour and an e-card to send, as well as lots more informati on about elephants.



Elephants • Teacher’s notes


Little Red Riding Hood • Teacher’s notes

About the storyThis is a lively retelling of the ever-popular story of Litt le Red Riding Hood, who goes through the woods to visit her ailing grandmother and falls into conversati on with a wolf. The wolf races ahead, gobbles up the grandmother and, when Red Riding Hood arrives, pretends to be Grandmother unti l he can eat her as well. Luckily a passing woodcutt er realizes what has happened and cuts the wolf open, releasing Red Riding Hood and her grandmother who then fi ll the wolf’s stomach with stones and sti tch him up harmlessly.

The story has its origins in medieval Europe; similar stories are told as far afi eld as Korea. The best-known European versions are those told by the French author Charles Perrault, and by the Brothers Grimm.

About the authorMany of our best-known fairy tales were collected by Jakob and Wilhelm Grimm (1785-1863 and 1786-1859), from Hanau in north-west Germany. Aft er studying law, the brothers became interested in philology and linguisti cs. They began collecti ng folk tales as part of their study of the German language, publishing these “Children’s and Household Tales” in 1812-14. The brothers’ collecti ons were hugely popular in their own lifeti me, and have since been translated into over 160 languages, inspiring countless movies, plays, ballet and other artworks, and being retold and reinvented over and again for both children and adults.

Author: based on a story by the Brothers Grimm


Word count: 1017

Lexile level: 440L

Text type: Fairy tale


p25 squeakedp26 leapedp27 bonyp29 cap blanketsp30 snarledp31 stoolp34 hairyp35 hugp36 sharp snappedp38 snoredp41 snippedp42 popped cutti ngp44 sewedp45 sneak ratt led

hoodp3 cloakp5 granny cott agep6 pathp7 promisedp8 hummed shoelacep7 skippedp10 woodcutt erp11 wavingp15 pawp16 huffi lyp18 revolti ngp21 tummyp22 suggestedp24 knocked wicked

Key phrasesp6 Keep to...p10 Rats! [exclamati on]p19 to gobble upp26 to let yourself inp32 All the bett er to...p37 at lastp39 to make surep43 Quick as a fl ashp45 to hear someone comingp47 never, ever

Usborne English


Little Red Riding Hood • Teacher’s notesBefore readingBring a red cape or a large piece of red fabric into the classroom. Ask for a volunteer and put the fabric around him or her, as if it’s a cloak with a hood. You could give the student a basket too. Ask the other students to guess which storybook character he or she is.

Students will almost certainly be familiar with the story, so you may want to suggest they look out for similariti es and diff erences between the version they know already and the version they are going to read. Start by fi nding out what the class knows about Litt le Red Riding Hood. Brainstorm for key words in the story, and write them on the board.

Show the book cover. Why does Litt le Red Riding Hood look so happy? What do the students think is going to happen next?

p16 Did Litt le Red Riding Hood mean to step on the wolf?

p22 Is the wolf really kind?p25 What does the grandmother think of

wolves? [Look at the sign on the door.]p33 Does Litt le Red Riding Hood really think it’s

her Granny?p39 How would you describe the woodcutt er?p43 Does grandmother realise what’s

happened? What are the stones for?p46 What’s grandmother doing now? [Putti ng

her false teeth in!]

p3 Do you have any clothes that you’d like to wear all the ti me?

p4-5 What do you think of Litt le Red Riding Hood’s map? Do you think she knows what is in the woods?

p6 Why do you think there are “Rules of the Woods”? Can you think of any rules we have? (For example, for crossing the road.)

p7 Why does the poster say “Wanted”? What does that mean? Who can you see behind the tree?

p11 What do you think the wolf wants to do?



Aft er readingShow the students the picture on page 48. What are the litt le wolves eati ng and reading? You could say that the book is like a history book for them, telling them what happened before they were born and why they all eat soup now.

Can the class think of other stories with wolves in? Why are wolves oft en the baddies? You might like to fi nd out more about real wolves – look for books or search online for more informati on about where and how they live.

Imagine Litt le Red Riding Hood grows up and has a daughter of her own. One day, she hears that her mother is sick... What do students think she should do? If Red Riding Hood sends her daughter into the woods on her own, what advice might she give, or what could the litt le girl take with her to keep her safe? (Encourage students to think beyond the obvious gun – although James Thurber and Roald Dahl both wrote comic variati ons on the story including guns, there are plenty of other possibiliti es.)

Usborne English


Little Red Riding Hood • Worksheet

2. Match the speech bubbles or thought bubbles to the pictures.

1. 2.


A. “Let yourself in,” said the grandmother. “I’m too weak to get up.”

B. “Perhaps I can eat Litt le Red Riding Hood and her grandmother!” the wolf thought.

C. He gobbled up Litt le Red Riding Hood’s grandmother, then he climbed into bed to wait.

D. He raced off to the grandmother’s house.

3. 4.

4. When the wolf answers Red Riding Hood, what is he talking about? Choose from the list.

A. “All the bett er to hear you with.”

A. “All the bett er to see you with.”

A. “All the bett er to hug you with.”

A. “All the bett er to eat you with!”

1. Choose the correct adjecti ves from the box on the right to complete the sentences.

A. Once there was a girl.

B. She always wore a cloak.

C. They lived on the edge of some woods.

red kind

dark bright

deep litt le

Aha! There goes my

lunch.

A B C D

Good morning, Little Red Riding

Hood.

Remember the Rules of the Woods.

At last!

eyes nose mouth

teeth ears hands feet tail


A. “Oh no!” the woodcutt er. “The wolf’s the old woman!” (think, eat)

B. Snip, snip... He a bright red hood. (see)

C. Litt le Red Riding Hood outside and up lots of stones. (run, pick)

D. The woodcutt er the stones in the wolf’s tummy. (put)

Rules of the Woods.Rules of the Woods.

1. Keep to the path.1. Keep to the path.2. Don’t talk to 2. Don’t talk to wolves.wolves.

WANTED! BIG BAD

WOLF!


Acti vity: Here is one of Litt le Red Riding Hood’s vegetable soup recipes for you to try. Even the wolf thinks it is prett y good!

Little Red Riding Hood • Worksheet

Ingredients:For 4 servings1 red onion1 tablespoon olive oil1 vegetable stock cube1 clove of garlic, peeled½ teaspoon mild chilli powder½ teaspoon ground coriander

½ teaspoon ground cumin450ml (¾ pint) tomato juicesalt and ground black pepper400g (14oz) can of red kidney beans or mixed beans1 tablespoon chopped fresh coriander or parsley

2. Cook the onion on a low heat for 6-10 minutes, until it is soft. Stir the onion frequently, to stop it sticking to the pan.

1. Peel the onion, cut it in half and finely slice it, then cut all of the slices into small pieces. Put the pieces of onion into a large saucepan with the olive oil.

3. While the onion is cooking, put the stock cube into a heatproof jug. Carefully pour 450ml (¾ pint) of boiling water into the jug and stir it until the cube dissolves.

5. Pour the tomato juice and stock into the pan and add a pinch of salt and of pepper. Open the can of beans and pour them into a colander in the sink.

4. Crush the garlic and add it to the pan. Add the chilli powder, ground coriander and cumin, too. Cook for one more minute, stirring all the time.

6. Rinse the beans with cold water, then add them to the pan. Stir the soup well. Heat it until it boils, then reduce the heat so that it is gently bubbling.

8. Using a ladle, put half of the soup into a food processor and blend it until it is smooth and thick. Then ladle the blended soup back into the pan.

7. Put the lid on the pan, leaving a small gap. Cook the soup for 15 minutes, stirring from time to time. Then turn off the heat and let the soup cool for 15 minutes.

9. Stir all of the soup in the pan together, then heat it until it is gently bubbling. Stir in the chopped coriander or parsley, then serve the soup.

This soup is hot and spicy. If you’d like it to be less spicy, just add the coriander and cumin and leave out the chilli.

Chef’s Tip

Steam escapes through the gap.

Try serving with a spoonful of soured

cream or crème fraîche.

Usborne English


The Inch Prince • Teacher’s notes

About the storyAn elderly couple have everything they could want, except for a child; the old lady declares that she would love even a ti ny child. A passing fairy grants their wish, and they have a litt le boy just one inch (2.5cm) tall. They name him Issun-boshi, One-inch boy, “or Issy for short”. Issy grows up and goes to seek his fortune; he fi nds his way into the Emperor’s palace and is given the job of guarding the princess. When the princess is snatched by an ogre, she is rescued by the resourceful Issy with his needle-sword. The princess tries to pick up the ogre’s hammer; she wishes Issy were big enough to help, and he is magically transformed to full human size. Issy and the princess are married and live happily ever aft er.

About the authorRussell Punter was born in Bedfordshire, England. When he was young, he enjoyed making up and illustrati ng his own stories. His ambiti on as a boy was to become a cartoonist. When he grew up, he studied art at college before becoming a graphic designer and writer. He has writt en over twenty children’s books.

Author: traditi onal, retold by Russell Punter


Word count: 903

Lexile level: 340L

Text type: Fable/folk tale from Japan


squashedp23 guards marchingp29 ovenp30 throne bowedp33 moanedp37 ogre crashed grabp39 scooped popped snacksp40 prickedp41 spat hammerp43 shot swept

inchp4 weeded plotp5 watered liliesp6 teeny fi tp10 kindp11 waved wand whispered folkp15 height chartp16 shoelace matchboxp19 chopsti cksp21 reachedp22 emperor

Key phrasesp2 Once upon a ti mep7 I wouldn’t care if...p11 their dearest wishp12 teeny weenyp13 for shortp15 to stand on ti ptoep20 to set off p23 At last up and downp25 for a startp30 Your Majestyp31 Would you indeed?p32 to look aft erp34 he never left her sidep38 Put her down!p40 Take that!p41 to run off That will teach him to leave [something] behindp45 to grant someone’s wish


The Inch Prince • Teacher’s notesBefore readingYou could do a measuring acti vity with your class using rulers and everyday objects. If possible, use rulers with both inches and centi metres marked. Explain these diff erent units of measurement to the students; you might like to clarify that the imperial system (inches, feet, yards and miles) was used around much of the world and is sti ll the dominant measuring system in the USA, whilst the metric system originated in France and is now used throughout Europe, Asia and South America.

Divide the class into small groups and give each group a ruler. Ask the groups to measure a selecti on of objects in the classroom and write down their lengths. Then ask one person in each group to call out what their shortest and longest objects were, and their lengths. You could write the results on the board.

Show students the book’s cover. What do they think an Inch Prince is? Show page 1 and explain that the picture shows the actual size of the prince (they can measure the picture to check if they like).

Ask students how people normally treat a prince (politely, with respect...) Do they think people will admire and respect a prince who is only one inch tall?

p22 Why do you think Issy wants to ask the emperor for a job?

p30 What do most people think when they see Issy?

p33 Does the princess like her father’s idea? Do you think the emperor is wise or foolish?

p38 What words would you use to describe Issy here?

p45 Did the princess know it was a magic hammer?

p47 Does the house in the picture remind you of another one?

p2-3 Look at Mr. and Mrs. Ping’s clothes and their house. What country do you think they live in?

p5 Can you guess what else they might want?p6 What’s on Mr. Ping’s head? Why do you

think the cat is there? (Maybe there’s no room for it to sleep anywhere else!)

p12 How do they feel about their son?p15 How old is Issy in this picture? And how tall?p17 What is Issy eati ng? (Grains of rice.)p18 How old do you think Issy is now? And how

tall? Do his parents look worried for him?



Aft er readingAsk the class if they agree with the last sentence, that small things can be special. Can they think of any examples? [e.g. a jewel, a baby.]

Look again at pages 16-17 of the book. Ask the students what other things could be made for Issy out of everyday objects. What might Issy sit on or play with or write with?

You could do a model-making project in class to make things for Issy. Students’ homework could be to fi nd suitable empty packaging and scrap objects at home, then bring them in to make a room, a car or a playground for Issy. Small cardboard boxes and plasti c bott le tops are especially useful, and you can use scraps of fabric or gift -wrap to decorate your models.

Usborne English


The Inch Prince • Worksheet


1. 2.

2. Match the objects in the top line with how Issy uses them in the line below.

needle bott le top chopsti cks pea matchbox shoelace butt on rice bowl

oars ball sword scarf bathtub boat bed plate

3. 4.

A. At that moment, a fairy fl ew by.

B. “Let’s call him Issun-boshi,” said Mrs. Ping. “It means one inch boy.”

C. “I wish we had some children,” said Mrs. Ping one evening.

D. Once upon a ti me, there was a litt le old man and a litt le old woman.

3. When Issy goes to the big city, almost everyone says “You’re teeny” (or weeny, or ti ny) – “What can you do?” (or What could you do, or What can he do). Except for..?

A. The guards

B. The maid

C. The cook

D. The Emperor

E. The princess

D. The ogre


A. The princess tried to pick the hammer up, but it was too heavy.

B. The ogre scooped up Issy, and popped him in his mouth.

C. In seconds, Issy was as big as the princess.

D. The ogre spat out Issy and ran off .

E. Issy took his needle-sword, and pricked the ogre’s tongue.

F. A cloud of magical stars shot out of the hammer and swept around Issy.

G. “Look,” said Issy. “The ogre left his hammer behind.

5. Can you put the sentence in order? “too things can small be special.”


Acti vity: Try making ti ny books for the boy Issy.

You will need:one piece of white A4 or Lett er size paper, cut in 8 pieces (this will make 8 books)bright or patt erned papersmall staplerscissorsfi ne black penfelt-ti p pens or pencils for the illustrati ons

You may also need glue for step 4.

The Inch Prince • Worksheet

1. Take one of your 8 pieces of white paper. Fold the paper in half, then in half again, then in half again. Unfold the last fold. This will be the middle of your book.

2. Cut a piece of bright or patterned paper, just slightly bigger than your folded paper, and fold it around the folded paper. This will be the book’s cover.

3. Staple through the thick fold so that the ends of the staple are on the inside. Then use the scissors to cut the folded paper at the top and trim the outside edges of the book.

4. Use the fine black pen to write the book’s title on the cover. If the paper is too dark to write on, make a tiny label from white paper and stick it on the cover.

5. Before you write your story in the book, you might like to write it out first at normal size. You will have 15 pages, so try to plan how much you can fit on each page.

3. Now use the fine black pen to design a title page and write your story in the book. Draw some illustrations too if you like.

Can you make Issy a mini library?

last

fold

You should now have one really thick fold, with the bright or patterned paper on the outside.

See if you can write a story exactly 15 sentences long.

Then you can put one sentence on each page.

The Mouse’s Wedding

• Once• One day• “We must• “The sun!” he said.• “Mr Sun, is it true

The Mouse’s Wedding

for Issy

thic

k fo

ld

Usborne English


Goldilocks and the Three Bears • Teacher’s notes

About the storyThis is a humorous retelling of a much-loved classic. Goldilocks is always looking for trouble. One day, she sneaks off into the woods and reaches a cott age in a clearing. There’s nobody at home, and Goldilocks walks straight in. Three bowls of porridge are laid out on the table. Goldilocks tries the fi rst two and fi nds them too hot or too cold, but the smallest one’s just right, so she eats it all up.

Next she looks for somewhere to sit. The fi rst two chairs are too hard or too soft , but the smallest is just right... unti l she breaks it. Goldilocks heads upstairs, and tries out the two larger beds before falling asleep in the smallest one. When the three bears who own the cott age return, they follow their intruder’s trail and give Goldilocks the fright of her life. She runs home vowing never to be naughty again.

The story was fi rst recorded by the Romanti c poet Robert Southey, who cast the intruder as an old woman rather than a litt le girl (in an older version sti ll, it was a fox). By the mid-nineteenth century she had become a child; by the early twenti eth she had been given her name, and has been Goldilocks ever since.

About the authorSusanna Davidson has writt en over 50 books for children. She grew up in the Surrey countryside surrounded by all kinds of animals, but no bears to her knowledge. She now lives in London, writi ng about animals rather than living with them, and she defi nitely doesn’t have golden hair.

Author: traditi onal, retold by Susanna Davidson


Word count:

Lexile level:

Text type: English fairy tale


p18 noti ce ti nyp21 tastep25 brokep26 giggled insteadp27 climbedp30 paw stompedp31 cuddlyp33 growl gruff p38 squeaked brokenp39 snoresp43 screamed

p3 lovely goldenp4 naughtyp6 turn believep7 wartsp8 woodsp11 creptp12 skipped pathp14 cott age wonderp15 knocked deliciousp16 greedyp17 porridge

Key phrasesp3 as good as goldp7 carry onp13 at all around a cornerp21 just right ate it all upp29 in no ti me at all fast asleepp33 to let outp45 as fast as she could gop46 never, ever


Goldilocks and the Three Bears • Teacher’s notesBefore readingYou could ask your students if they’re ever naughty at home. If they don’t want to talk about themselves, perhaps they could say what naughty things their friends or siblings get up to. Do their parents ever give them warnings, maybe along the lines of “Don’t do that, or else something bad will happen”? You could talk through some examples, such as “Don’t go outside without your coat on or you’ll catch a cold.” Or, “If you don’t clean your teeth, they’ll go bad and fall out.”

In stories, characters are oft en warned not to go into the woods. What sort of thing happens when they do? Write a list on the board of some scary things that fairytale characters fi nd in woods [witches, wolves, etc.] See if the class can match the scary thing to a fairytale character, e.g. Wolf – Red Riding Hood, Witch – Hansel & Gretel.

If someone told you never to go into the woods, would you listen or would it make you more curious? Now show the class the book, covering up the ti tle, and see if they can guess which story it is. What is Goldilocks’ name in your students’ own language? Write both that and the English name on the board.

p26 What’s happened to the bear’s nose in the picture?

p29 Who can you see outside the window?p38 How do you think Mother and Father Bear

are feeling? How about Baby Bear?p43 How would you feel if you woke up and saw

three bears at the end of the bed?p45 Why is Goldilocks imagining herself with

blue hair and spots on her nose?p46 Do you believe that Goldilocks will never be

naughty again?

p3 Do you think Goldilocks looks as good as gold? Can you guess what’s going to happen next? [Look at the bucket on the windowsill.]

p5 What do you think Goldilocks is putti ng on her father’s chair?

p6 Can you spot another naughty thing Goldilocks has done on this page?

p8 Would you like to be Goldilocks’ brother?p13 Can you see any bears? How many?p16 Would you just walk into someone’s house? Can you spot any clues as to who lives here?



Aft er readingWhat’s the moral of this story (the lesson to be learned)? Bears are oft en portrayed as the baddies. Is that the case here? Do bears normally eat porridge? [No!] What about honey? [Yes, but they’re more interested in eati ng the bee larvae inside the bees’ nests.]

What do you think Goldilocks’ mother will say to Goldilocks at the end? Do you think she will be more angry that Goldilocks didn’t listen to her, or relieved that she is safe?

This is a good story for acti ng out. You could try this, encouraging students to use diff erent voices for each of the bears, low, medium and high, and to give them plenty of expression (angry, anxious, upset).

Did you know?Scienti sts someti mes talk about “Goldilocks planets”. These are planets that are neither too hot nor too cold, so they could be just right for things to live there.

WANTEDHave you seen this girl?


Goldilocks and the Three Bears • Worksheet

1. Which word is wrong in each of the sentences below? Cross it out and write the correct word at the end.

A. Goldilocks had lovely golden hair and looked as rich as gold. .......................

B. “If you don’t stop being naughty, your eyes will turn blue.” .......................

C. “I don’t believe you,” said Goldilocks, and put sugar in the sugar pot. .......................

D. “If you carry on like this, you’ll grow warts on your toes.” .......................

Usborne English


A. Then the three bears ......................... loud snores from upstairs. (hear)

B. They ......................... the stairs. (climb)

C. Baby Bear ......................... to cry. (begin)

D. He ......................... so loudly, Goldilocks ......................... up. (cry, wake)

E. She ......................... at the three bears, ......................... her mouth and ......................... . (look, open, scream)

F. Goldilocks ......................... out of the house. (run)


A. First... ...she tried the middle-sized bowl.

B. Next... ...Goldilocks tried the porridge in the ti ny bowl.

C. Last of all... ...the chair broke.

D. Feeling full... ...Goldilocks tried the great, big bowl.

E. CRACK! ...Goldilocks looked for somewhere to sit.

2. Match the sentences with the pictures.

1. 2. 3.

A. “There aren’t any bears here at all.”

B. “Mmm,” said greedy Goldilocks, walking in.

C. Goldilocks waited unti l no one was watching... and crept out through the back door.

Goldilocks and the Three Bears • Worksheet


Acti vity: Here is one of Mother Bear’s recipes using porridge oats. They are not diffi cult for you to make yourself. Perhaps Goldilocks could have one too, if she’s fi nally being good.

These fruity flapjacks contain fresh apple, sultanas and cinnamon. To make flapjacks, you melt some of the ingredients together in a pan before putting them in the oven.

Ingredients:Makes 12 flapjacks

2 eating apples175g (6oz) butter175g (6oz) demerara sugar

(light brown sugar)2 tablespoons golden syrup

(cane syrup or corn syrup)½ teaspoon ground cinnamon50g (2oz) raisins or sultanas225g (8oz) oat flakes2 tablespoons sunflower seeds

(optional)

an 18 x 27cm (7 x 11in) tin

Flapjacks should be dark golden brown and still soft when you take them out of the oven. If you cook them too long, they may turn out dry and not so chewy.

6. Put the tin on the middle shelf of the oven and bake it for 25 minutes. Take it out of the oven and leave it for ten minutes to cool. Finally, cut the mixture into 12 pieces.

4. Add the rest of the butter with the sugar, syrup, cinnamon and sultanas. Heat the mixture gently until the butter has melted. Then, take the pan off the heat.

5. Stir in the oats. Add the seeds, if you are using them. Stir everything together. Spoon the mixture into the tin and spread it out. Smooth the top with the back of a spoon.

1. Heat the oven to 160°C, 325°F, gas mark 3. Put the tin on some baking parchment and use a pencil to draw around it. Cut out the rectangle of parchment.

3. Put the chunks of apple in a saucepan with 25g (1oz) of the butter. Cook them over a low heat for ten minutes, stirring every now and then, until the apple is soft.

2. Grease the tin and lay the parchment inside. Then, cut the apple into quarters on a chopping board. Peel the quarters and cut out the cores. Cut them into small chunks.

Chef’s Tip

Use a wooden spoon to stir the mixture.


The Runaway Pancake • Teacher’s notes

About the storyA woman with seven hungry children decides to make pancakes for the family’s breakfast. However, the fi rst pancake escapes being eaten by jumping out of the frying pan and rolling out of the door. The family give chase, but they can’t catch up. As it rolls along the road, the pancake att racts the att enti on of a dog, a rabbit, a duck, a cat, a goat and a fox, escaping each unti l it reaches a pigpen at the edge of the forest. The pig also wants to eat the pancake, but instead of chasing it, pretends to be deaf so that the pancake shouts louder and louder and comes closer and closer – unti l the craft y pig can snap it up and eat it.

The story is most likely Russian or Scandinavian in origin, and was fi rst writt en down in Norway in the mid nineteenth century. In Russia, the pancake is a kind of doughy cake called Kolobok. There are versions recorded at around the same ti me in Germany, England and Scotland, and in America the story very probably inspired The Gingerbread Man, published in 1875.

About the authorMairi Mackinnon has lived in Scotland, France, Italy and Spain, and worked as a teacher, translator, musician, bookseller, nanny, cook and bus driver before sett ling down in London, where she has writt en over forty books for children. She has three children of her own, fi ve or six violins, a beauti ful old piano and a house full of other people’s books. She likes cooking, and her pancakes have been known to escape from the frying pan but never make it out of the door.

Author: Traditi onal, retold by Mairi Mackinnon


Word count: 601

Lexile level: 420L

Text type: Folk tale


p13 chasingp18 streamp22 farmyardp26 meadowp30 bushesp32 kitep34 landed edge forest penp39 gaspedp45 fencep46 swallowed gulp

runaway pancakep4 starvingp6 poured mix tossedp7 rolledp8 cried [meaning

“shouted”]p9 called [meaning

“shouted”]p10 snoozing kennelp11 barked taste

Key phrasesp4 I could eat...p24 Catch me if you canp32 to hitch a ridep36 What’s the hurry?p43 right therep46 to snap [something] up

Usborne English


The Runaway Pancake • Teacher’s notesBefore readingBring a packet of fl our, a few eggs, a small carton of milk and a frying pan into the classroom. (Alternati vely, fi nd images or draw pictures on the board.) Show the ingredients to the class and ask what they might be used for. If the students need a clue, produce the frying pan. If they’re sti ll not sure, act out tossing a pancake. See if the students know what pancakes are (in some places they are called crêpes), and if they like eati ng them. Do they like any parti cular toppings or fi llings – sugar and lemon, honey, cheese, ham, chocolate, ice cream?

Ask the class when people usually eat pancakes. You could menti on that traditi onally they were eaten on the Tuesday before the beginning of Lent, when people had to eat plainer food unti l Easter, and were a way of fi nishing up eggs and butt er. Do students know why people toss pancakes? [To cook both sides evenly.] Have they ever tried making pancakes themselves?

Show students the book’s cover. What’s strange about this pancake? Do they know what “runaway” means? Why do they think the pancake is running away?

p17 How do you think the pancake is feeling now?

p23 Can you see the mouse? Why is it hiding?p29 Who do you think is most likely to catch

the pancake?p36 How is the pig acti ng diff erently to all the

others?pp39-40 What is the pig doing?p44 Do you think the pig really can’t hear the

pancake?p47 How does everyone else feel now?

p2-3 What diff erent foods can you see in the picture?

p4 Does anyone in the class have six brothers and sisters? What do you think it’s like, cooking for seven children every day?

p7 Do pancakes oft en fl ip out of the pan? Do they oft en roll out of the door?p10 Is the bird doing anything unusual?p13 How do you think the pancake is feeling? Do you think pancakes normally have

feelings?



Aft er readingAsk the class if they liked the story. What would they do if they saw a pancake rolling by?

What do they think the family did next? What about the mother? (She looks as though she might hit the pig with the frying pan!)

On the worksheet you’ll fi nd a recipe for pancakes. If you have cooking faciliti es, you may like to try this. Alternati vely, you could bring in some pre-cooked pancakes (try and warm them through before you serve them). Bring in some fi llings too (banana, honey, sugar, lemon, chocolate spread, jam, etc.) and invite students to fi ll, roll up and eat their own pancakes.

Usborne English


The Runaway Pancake • Worksheet


1. 2.

2. Can you match the animals with the places where the pancake meets them?

dog rabbit duck cat goat fox pig

stream kennel farmyard fi eld pen meadow bushes

3. 4.

A. First she mixed fl our, eggs and milk.

B. “Stop!” cried the mother. “Quick, somebody catch it!”

C. There was once a family with seven children.

D. She tossed the fi rst pancake, up into the air and down again.

3. Choose the correct verbs in the correct forms to fi nish the sentences.

A. The dog in his kennel when the pancake past. (was rolling/rolled/snoozed/was snoozing)

B. The pancake on, with the dog and all the family behind. (chasing/chased/rolling/rolled)

C. A rabbit in a fi eld the pancake past. (seeing/saw/rolled/rolling)

D. “Stop, Mr. Pancake!” she . “Just me try a ti ny piece of you.” (let/letti ng/calling/called)

4. Answer TRUE or FALSE.

A. The cat thought the pancake chase was a game. TRUE/FALSE

B. The pancake hitched a ride because it liked fl ying kites. TRUE/FALSE

C. The pancake wanted to eat the pig. TRUE/FALSE

D. The pancake was scared to go into the forest on its own. TRUE/FALSE

E. The pig pretended he couldn’t hear the pancake. TRUE/FALSE

F. The family arrived just in ti me to save the pancake. TRUE/FALSE


Acti vity: Try making your own pancakes using the recipe below.

The Runaway Pancake • Worksheet

Ingredients:For 8-10 pancakes:100g (4oz) plain f loursalt1 medium egg300ml (½ pint) milksunflower oil, for wiping

Suggested toppings:sugar and lemonjamhoneychocolate spreadice cream

2. Pour the egg into the hollow, then start to mix it with a whisk. Add a little milk, and gradually mix the milk and egg with the f lour around the hollow.

1. Put the f lour and a pinch of salt into a sieve and sift them into a large bowl. Make a deep hollow in the middle of the f lour. Break the egg into a cup.

3. Add some more milk, and mix it with more of the f lour. Repeat until all the ingredients are mixed together. Whisk the mixture well to break up any lumps.

5. Dip a paper towel into the oil and carefully wipe the inside of the pan with it. Be very careful that your fingers don’t touch the hot pan.

4. Pour a little oil into a cup, ready for wiping the pan. Then, heat a 20-23cm (8-9in) non-stick frying pan over a medium heat for about a minute.

6. Pour about half a ladleful of batter into the pan, then take the pan straight off the heat. Carefully swirl the batter around to spread it out into a circle.

8. Slide the spatula under the pancake, then lift the pancake and turn it over. Cook it for another 30 seconds, then slide it out of the pan, onto a plate.

7. Put the pan back on the heat and cook the pancake until the top looks dry (about a minute). Loosen the edges with a spatula to check that it is golden brown.

9. Cover the pancake with a clean tea towel to keep it warm. Then, heat the pan and wipe on more oil. Make more pancakes until you have finished all the batter.

The batter will bubble as it cooks.

When you’re making pancakes, the first one often doesn’t work very well. If this happens, don’t worry – throw it away and just make some more.

Chef’s Tip


A.Itallbeganwithamagicmillstone.

B.Heputonhisbestclothesandwenttothepalace.

C.Longago,theseawasn’tsaltylikeitistoday.

D.Oneday,athiefheardaboutthemillstone.

2. 3.


A.Thethiefcamefromfar,farawayjusttoseethepalace.

B.Themillstoneishiddenupachimney.

C.Theguardknowswherethemillstoneis.

D.Youhavetobeagreatmagiciantoworkthemillstone.

TRUE/FALSE

TRUE/FALSE

TRUE/FALSE

TRUE/FALSE

4. Put a circle around the correct words in the sentences below.

A.Thethief(pit/put/pat/pot)somesaltonhisbun.

B.Thenhe(fill/fall/fell/full)asleep,dreamingofriches.

C.Allnightlong,themillstone(keep/keeped/kipped/kept)turning.

D.Thethief(waken/weaken/waswaken/waswoken)bysomethingticklinghisfeet.


A.Thethiefhidthemillstoneunderhiscloak.........

B.Later,whennoonewaslooking,hecreptbackagain.........

C.Heleapedintoaboatandsailedaway.........

D.HetiptoedintotheKing’sbedroomandreachedunderthebed.........

5. The sea is salty to this very day because...

A....thethiefdoesn’tlikesweetwater.

B....themillstonekeepspouringoutsalt.

C....theKingplayedatrickonthethief.

Why the Sea is Salty • Worksheet answers


1.

Usborne English

4.

BDAC

24

13


Why the Sea is Salty • Teacher’s notes

About the storyThe story begins, surprisingly, by explaining that the sea wasn’t always salty, and at one time was sweet enough to drink. The salt is all due to a magic millstone that belonged to a great King, and could produce anything the King wished for, from gold to spices. A thief decides he wants the millstone for himself, so he goes to the King’s palace and is taken on a tour by a kind guard. The thief tricks the guard into telling him where the millstone is hidden, and how the King makes it work, then creeps back later to steal it.

The thief escapes on a boat, and is soon wondering what to wish for. He starts eating a bun, finds that it isn’t salty enough and is inspired to ask the millstone for salt. It works... but the thief falls asleep without telling the millstone to stop. He wakes to a find a heap of salt, weighing down the boat and growing by the minute, but he doesn’t know how to make the millstone stop. Finally the boat sinks and the thief swims ashore to be captured by the King. As for the millstone, it’s still churning out salt on the ocean floor.

About the author Rosie Dickins grew up in England and Hong Kong. She has always loved reading, especially fairy tales. She studied literature at Oxford, edited books in Asia and now lives in London with her husband and young daughter. She has written over 50 children’s books. In her spare time, she enjoys cooking – although her salt and spices mostly come from the supermarket and not from a magic millstone.

Author: Traditional, retold by Rosie Dickins


Word count: 618

Lexile level: 300L

Text type: Folk tale from Korea


p18 bet chimneyp20 teasedp21 proudlyp23 magicianp24 tourp26 creptp27 tiptoed reachedp28 cloakp29 leaped

sailedp30 wonderedp31 spatp32 grinned

p4 millstonep6 flourp7 jewels special spices whateverp8 treasure chestp9 thiefp10 scratchedp12 guards p14 thronep15 royalp16 suppose hidden

Key phrasesp4 it all began withp5 belonged top8 thanks top16 to be sorry not to [do

something]p28 as fast as he couldp36 all night longp38 to be woken byp46 to this very dayp47 As for...

Usborne English

p33 bright pouredp34 munchedp35 richesp37 grewp38 ticklingp39 heapp41 yelledp42 sinkp43 waves

sloppingp44 dug buriedp45 right [straight] ocean


Why the Sea is Salty • Teacher’s notesBefore readingFill three glasses with drinking water. Add a teaspoon of sugar to one, half a teaspoon of salt to another and leave the third as it is. Don’t let your class know the difference. Invite volunteers to taste the water. (You could provide straws if you want several people to drink from the same glass.) Ask the students what the difference is between the glasses of water. Which is the nicest one to drink?

Now ask the following questions: Where can you find plain water? [Taps, rivers, rainwater, lakes – various possible answers here.] Where can you find salty water? [Seas and oceans, or tears.] Where can you find sweet water? [It has to be made, for example in desserts or drinks.]

Ask students: do you believe that the sea was always salty? Show them the cover of the book. Explain that this story is a traditional Korean folk tale that explains where the salt in the sea came from.

p18 Have you noticed which animal is following the thief? And the palace guard? [Look out for the rat and dog throughout the book.]

p21 How would you describe the guard? Is he doing his job well?

p23 How would you describe the thief?p30 What would you ask the millstone for?p33 How do you think the thief feels?p35 What did the theif forget to do?p41 How do you think he feels now?p47 What do you think will happen next?

pp2-3 What are the people in the picture doing? What’s it like drinking sea water today?

p4 Have you seen a millstone before? [Some large ones have survived from old mills.]

p6 How do millstones usually work? [One round, flat stone is turned above another to crush grains into flour.]

p9 What differences can you see between the thief’s house and the King’s palace?

p11 What are the guards holding?p15 Is this how you expect a king’s bedroom to

look? What does the thief wonder?


Reading or listeningYou can listen to the story on CD or read it aloud to the students, take turns to read or read together silently. Each double page spread in the book is one track on the CD, so that you can pause between tracks or repeat tracks if your students need it. The first reading is in a British English accent, and it is followed by an American English reading. The words are exactly the same. After the story, there is a short selection of key phrases that can be used for pronunciation practice.

After readingHow could the thief have avoided losing the millstone? What else should he have asked the guard? [How to make the millstone stop!]

What do you think the King will do, now that he doesn’t have a magic millstone to make gold, jewels and spices for him? [You could explore various options: the King might come up with a scheme to make more gold and jewels, or he might decide he didn’t need any more treasure.]

Would you prefer it if the sea were sweet? What about all the things we use salt for – can you think of some examples? (Cooking; preserving meat and fish; in some countries, melting snow and ice on the roads; fixing dyes in materials.)

Do you know where the salt you use every day comes from? (In some countries, it is mined underground, and in others, it is harvested from the sea or from salt pans inland). Maybe you can find out more as a homework project.

Documents

Usborne English - sunshine-book.com.tw English... · “I think the dragon has learned his lesson,” George declared. ___ ... because his plan worked. ... overworked and ill-treated