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I Introduction 2

II Stories 5

The kidnappers 5Guided questions 5

Workbook answer key 7

Further activities 8

The flying carpet 9Guided questions 9



Green Island 13Guided questions 13



Storm Castle 17Guided questions 17



Superdog 21Guided questions 21



The Litter Queen 25Guided questions 25



III Photocopiable sheets 30

Contents

2

Welcome to the Oxford Story TreeThe Oxford Story Tree series has been

especially designed for young learners of

English as a second or foreign language. The

series is aimed at the general reading

comprehension levels usually found amongst

young learners of English in kindergartens

and primary schools. It is an adaptation of the

original Oxford Reading Tree series which

has been adopted by schools throughout

Britain.

The Oxford Story Tree series provides an

extensive selection of interesting reading

materials which feature colourful and

humorous real-life situations as well as

exciting and imaginative adventures. The

materials have been created to develop

students’ reading skills and to arouse their

interest in reading for enjoyment.

The approachThe series addresses the reading needs of the

learners by using the idea that, while young

learners of English may initially have

difficulty in recognizing separate words on a

page or learning words out of context, they

can learn new words and phrases through a

simple story.

The languageThe language of the stories has been carefully

selected and graded using vocabulary and

grammar structures which are recycled

throughout individual stories and throughout

the series. The introduction of new or difficult

words is restricted to manageable limits.

These new and difficult words are usually

only introduced if they appear in the detailed

illustrations on the corresponding pages.

Through the illustrations, the young learners

can come to understand the story.

The componentsThe main component of the Oxford StoryTree series is the Storybooks. In addition to

the Storybooks, this series also provides

support materials essential for a reading

series designed for learners of English as a

second or foreign language. Provided in the

support materials are the accompanying

Workbooks for each of the Storybooks, the

monolingual Cassettes and Compact Discs

and the easy-to-use Story Guides.

The StorybooksThe series contains 46 colourfully-illustrated

Storybooks which are divided into seven

different levels. The different levels are

graded by colour, the first level being the RedBooks progressing slowly to the highest level,

the Brown Books. Each level contains either

six or eight Storybooks. Each Storybook

within a level is numbered to indicate the

order in which it should be read. For

example, the first Storybook in the series is

Red Book 1. Here is a key to facilitate use of

the series.

Red Books (Level 1)

Blue Books (Level 2)

Green Books (Level 3)

Orange Books (Level 4)

Pink Books (Level 5)

Purple Books (Level 6)

Brown Books (Level 7)

Each Storybook in the series tells a complete

story. The Storybooks in the first five levels

are linked by the central characters who

appear throughout these first five levels. The

Storybooks follow a progression through the

lives of the main characters, three children —

Biff, Chip and Kipper. This enables the

readers to build a closeness between

themselves and the characters. The

Storybooks in the first five levels are all

I Introduction

3

written by the same original author and

illustrated by the same illustrator.

The Storybooks in the last two levels of

Oxford Story Tree are written and

illustrated by a variety of authors and

illustrators to provide children at higher

levels with a range of different writing styles

and vocabulary, a variety of narrative forms

and interesting new characters in both

familiar and unusual settings.

The WorkbooksEach Storybook in the series is accompanied

by an eight-page Workbook which provides a

wide variety of activities allowing the

learners to deepen their understanding of the

stories.

The earlier levels include activities, such as,

• matching words to pictures

• recognizing new words

• identifying new words

• practising content words and structure

words

• cloze exercises

• sequencing

• rhyme awareness

In addition to the activities listed above, the

later levels of Workbooks progress to focus on

skills, such as,

• comprehension

• characterization

• sentence building

• creative writing

The activities in the Workbooks have been

carefully divided into three types:

• those based on individual parts of the

Storybook,

• integrated activities based on two parts

and/or the whole of the Storybook, and

• extended activities

Some of the first type of activities, those

based on individual parts of the Storybook,

can be completed after reading only a few

pages of the Storybook. The theory behind

this being that young learners of English as a

second or foreign language are unlikely to be

able to complete the reading of a whole story

in one sitting. The fact that the readers are

able to read a few pages of the Storybook and

then proceed to the relevant activities in the

Workbook gives the learner a sense of

achievement even after reading only a small

part of a book.

The second and third types of activities, the

integrated activities and the more creative

extended activities, can be done once the

learner has read the whole Storybook. The

format of the Workbooks, therefore, is

arranged in such a way that the learners are

able to follow the steady progression of these

three types of activities. This format provides

the teacher with the ideal support for

teaching reading to learners for whom

English is a second or foreign language.

Each Workbook contains a contents table

explaining to the reader, the teacher and the

parent which pages of the Storybook to read

before doing each activity in the Workbook.

The Cassettes/Compact DiscsEach set of Cassettes and Compact Discs

includes stories within the same level. All 46

stories are recorded using native speakers of

English. They provide the readers with an

authentic model of pronunciation, stress and

intonation. The speed of speaking is carefully

controlled to better suit the needs of learners

who are learning English as a second or

foreign language. To help the readers follow

the story more easily, an audio signal has been

included on the recording to indicate to the

readers when to turn the page of the

Storybook. In addition, the sound effects on

the Cassettes and Compact Discs further

enhance the readers’ interest in the stories.

After the recording of each Storybook, there

is a ‘Listen and Repeat’ section in which

native speakers model some of the more

difficult words which appear in the Storybook.

4

There is a pause after each word to allow

learners to practise and improve their

pronunciation.

The Story GuidesThe Oxford Story Tree series provides one

Story Guide for each level containing a

variety of support materials for both the

teacher and the parent. All the Story Guides

contain guided questions for use with the

Storybooks, further activities plus relevant

photocopiable sheets and an answer key for

all the Workbooks in the level. The Story

Guides for lower level books include extended

stories and sequencing cards. Suggestions on

how to use these materials are given below.

Extended stories Providing support to the Red, Blue and

Green Books are the extended stories, a

longer version of the story than that given by

the simple sentences on the pages of the

Storybooks. Reading the page-by-page

description of each story to the readers

enables them to have a richer and fuller

experience of the story. These extended

stories are written in simple English,

incorporating the text from the Storybooks. It

is intended that they are read to the learner

before he/she reads the Storybook. Thus while

listening to the extended story, the learners

will learn to ‘read’ the illustrations and

develop more vocabulary. If, however, the

teacher/parent feels the language in the

extended story is too difficult for the learner,

vocabulary building can be achieved by using

some of the single words or phrases expressed

in the extended story whilst pointing to the

illustrations in the Storybook. Teachers/Parents

may also choose to use the reader’s mother-

tongue while refering to the extended story if

they feel that this will increase the learner’s

interest in the story.

Guided questionsTwo to four guided questions are provided as

support for all the Storybooks in all the levels.

These questions are intended to help the

learners to understand the stories better and

to provoke thinking. They are not meant

merely for testing comprehension. They focus

on the content of the story, the language used

and/or the illustrations. Sometimes there is

not necessarily one correct answer to the

guided questions and the learners should be

encouraged to talk freely.

Most of the questions are simple and are,

therefore, designed to be asked of young

learners of English as a second and foreign

language. Sometimes, however, slightly more

difficult questions are provided to provoke

the learner’s thinking and more in-depth

discussion. The teacher/parent may feel that

some of these questions are too difficult for

their learners. In this case, perhaps the

teacher/parent could resort to the mother-

tongue. Otherwise this type of questions could

be omitted.

Workbook answer keyA comprehensive answer key for each

Workbook is provided to make checking

easier and faster for teachers/parents.

Further activitiesTwo further activities for each Storybook are

provided in this section. These further

activities are in addition to the ones provided

in the Workbooks. They are more cross-

curricular and provide the learners with an

even more creative environment to enjoy

learning English. They are designed to offer a

variety of learning experiences to reinforce

the vocabulary and concepts covered in each

Storybook.

The activities have been devised for the

classroom setting with the teacher in mind

but could be adapted by parents to use at

home. Variations are provided for some of the

activities. These are suggested as strategies

for the teacher/parent to cope with the less

capable or more capable learner. Some of the

activities require the use of photocopiable

sheets found at the back of the Story Guide.

5

Sequencing cardsSequencing cards are provided for all the Redand Blue Book stories. These cards

summarize the story and should be used once

the whole book has been read and the readers

have gleaned an understanding of the content

of the story. There are four or six black and

white cards for each story. Each card contains

a scene from the Storybook and a speech

bubble or a sentence from the text.

These sequencing cards can be used in either

of two ways. Teachers/Parents may photocopy

the sequencing cards. The reader may then

make the two folds according to the

instructions on the page and he/she will have

a small, condensed version of each of the

Storybooks to help them retell the story.

Readers may also be encouraged to colour the

pictures.

Teachers/Parents may also want to use the

sequencing cards to ascertain the learner’s

grasp of the story sequence. By enlarging and

cutting up the cards, and jumbling them up,

the teachers/parents can then ask the learner

to arrange the cards in the correct order to

retell the story. If possible, the cards can be

placed on coloured card and laminated to

make them easy-to-use and durable.

Photocopiable sheetsThese are fully-photocopiable sheets that are

for use in the further activities. They are

clearly marked to indicate to the

teacher/parent which further activities they

belong to.

II Stories

The kidnappers

Guided questions

Cover1 How many brown bears can you see?

2 What are the bears getting in to?

3 Do the bears look friendly?

Page 11 Why was Kipper sad?

2 Look at the picture. Where was the key?

3 What began to work when the key glowed?

Page 21 What happened to Kipper’s toys?

2 What did Kipper’s teddy do to Kipper?

3 Look at the picture. How did Kipper look?

Page 31 What did Kipper do when he sat up?

2 What did he look at?

3 Who spoke to Kipper?

Page 41 Where did the toys run to?

2 What did Kipper feel?

3 Where did the magic pull him?

Page 51 What did the magic do to Kipper and his

toys?

2 What did Kipper shout?

3 Look at the picture. Name two things that

spun round and round with Kipper.

Pages 6 and 71 Where did the magic take them?

2 How did the toy cat feel?

3 Look at the picture. Did Kipper look the

same? Why not?

6

Page 151 What did the famous bear say?

2 Why was Kipper excited?

3 Look at the picture. What did the famous

bear do?

Page 161 Who came onto the stage next?

2 What did he do?

3 What did everyone do?

4 Look at the picture. Did the bears under

the stage look friendly?

Page 171 Who came onto the stage next?

2 What did the famous pop group do?

3 Did everyone like the picnic?

Page 181 What kind of book did Kipper have?

2 What did Kipper want the famous bears

to do?

3 Who did Kipper want to show the book to?

Page 191 Who did Kipper and his toys go to find?

2 Who pushed the famous bears into a car?

3 What were the bad bears?

Page 201 What did the car do?

2 What did the toy cat see?

3 Who could Kipper and his toys follow in

this van?

Page 211 Who drove the van?

2 Did the car go faster or slower than the van?

3 What did the teddy shout?

Page 221 Where did the car stop?

2 What did the bad bears do?

3 Who had a plan?

4 What did Kipper and his toys want to

catch?

5 Where did the bears want to go?

6 Why did the bears want to go to

Switzerland?

Page 81 What did the toy rabbit say?

2 What did Kipper ask?

3 Look at the picture. What was outside the

building?

Page 91 What did Kipper and his friends go on?

2 What did they fly over?

3 What was it a beautiful place for?

Pages 10 and 111 What did everyone do when the plane

landed?

2 What were there a lot of?

3 Where did the bears come from?

4 What was at the airport?

5 What did the toy cat say about the bus?

6 What did the toy cat want to do?

Page 121 Did Kipper like Switzerland?

2 Where did Kipper and his toys sit?

3 What did the bears do?

Page 131 Where was the bus?


3 Were a lot of bears there?

Page 141 What did Kipper and his friends find?

2 What did everyone suddenly do?

3 Who came onto the stage?

4 Look at the picture. What did the bears

under the stage eat?

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Page 231 Where did Kipper and the toy cat go?

2 What did Kipper do?


Page 241 What did the bad bears want to eat?

2 Did the bad bears see Kipper’s teddy and

the toy rabbit?

3 What did the teddy do?

Page 251 Where did the toy rabbit go?

2 Who did he see?

3 What did one of the famous bears shout?

Page 261 What did the toy rabbit do?

2 What did they all do?

3 What did the teddy say?

Page 271 What did the famous bears creep into?

2 Did the bad bears see them? Why not?


Pages 28 and 291 When one of the bad bears looked up, what

did he see?

2 What did he shout?

3 What did the toy cat do?

4 Could the bad bears move? Why not?


6 Look at the picture. Did the bad bears look

angry?

Pages 30 and 311 How did the famous bears feel?

2 Who did they thank?

3 Look at the picture. Who took the bad

bears away?

4 What did the famous bears want to go

back to?

5 When the magic key began to glow, what

was it time for?

6 What did Kipper want to tell Biff and Chip?

Page 321 When did Kipper tell Biff and Chip about

his magic adventure?

2 Did Biff and Chip believe Kipper?

3 What did Chip say?

Workbook answer key

Page 11 fell, shook 2 rubbed, felt

3 spun 4 took

5 flew 6 landed

Page 21 A famous bear began to tell jokes and sing

funny songs.

2 Everyone liked the picnic.

3 Some bad bears pushed the famous bears

into a car.

4 The car drove up a mountain road.

Page 31 To an airport.

2 To Switzerland.

3 The Teddy Bears’ Picnic.

4 He waved at the crowd.

5 An autograph book.

6 Sign their names.

Page 41 in front of, inside

2 to, out

3 through, inside

4 out of, into

5 onto, after

8

Page 51 c 2 a 3 f 4 b 5 d 6 e

Page 6

Page 71 greedy 2 funny 3 beautiful

4 dangerous 5 exciting 6 different

Page 81 I went (to a beach/on a picnic).

2 I saw (the sea/trees and a stream).

3 I (played on the sand/went for a walk).

4 (Students draw a picture of their exciting

day.)

Further activities

Activity 1A thank you letter

TypeA group activity

Preparation1 Make enough copies of Photocopiable

Sheet 1 for each group, then cut along the

dotted lines to separate the sentences. Put

each set of sentences into an envelope.

2 Provide a sheet of A4 paper, some scissors

and glue for each group.

Procedure1 Remind students of the content of the

Storybook. Ask: Who helped the famous

bears? (Kipper and his toys) Tell the

students that the bears want to thank

Kipper and his toys. They have written

Kipper a thank you letter but the

sentences in the letter are in the wrong

order. Tell the students that they have to

put the sentences in the correct order.

2 Divide the class into groups of three or

four students. Distribute an envelope

containing the sentences to each group.

Tell students that they are going to put

together the thank you letter in their

groups. Tell students to open their

envelopes, take out the sentences and

arrange them in the correct order.

3 When the students have finished arranging

the sentences, check that they are in the

correct order by asking a group to read out

their thank you letter. Ask other groups if

they agree with the order in the first

group’s letter. If a group’s letter is in a

different order, ask them to read it out.

The teacher then tells the class the correct

order of sentences.

Activity 2Writing an invitation

TypeAn individual activity

Preparation1 Ask students to bring a soft toy to class.

The teacher should bring some soft toys,

too in case some students do not have one

or forget to bring theirs.

2 The teacher should make a copy of

Photocopiable Sheet 2 for each student

and enlarge a copy for him/herself to do

the demonstration.


Storybook. Ask: Where did Kipper and his

toys go? (Switzerland) What did they go to

in Switzerland? (a Teddy Bears’ Picnic)

Talk about how there were a lot of bears at

the Teddy Bears’ Picnic and how there was

K A B E A R S D A C

I Y U O V R X M E L

D B S T A G E O R K

N K P M N Z I U O B

A I R P O R T N P E

P H O N E Y E T L L

P I C N I C X A A L

E I M L T B D I N N

R A B B I T Y N E O

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a picnic every year. Then ask the students:

How do you think the bears knew whenthe Teddy Bears’ Picnic was? Also ask:

How do you think the bears knew wherethe Teddy Bears’ Picnic was? Try and get

students to talk about invitations. Tell

students we normally send invitations if

we want to invite someone to our party. By

looking at the invitation, the person we

invite can see what kind of party it is,

what day it is on, what time it starts and

where the party is.

2 Show the students a soft toy and tell them

the name of the soft toy. Explain that you

are going to have a party and you want to

invite your soft toy. Tell the students that

you will write an invitation to invite your

soft toy to your party. Discuss with the

students what kinds of parties there are.

Ask: What kinds of parties can we have?

Write the students’ answers on the board,

e.g., Teddy Bears’ Picnic, birthday party,

Christmas party, BBQ party, beach party,

etc. Take the enlarged copy of

Photocopiable Sheet 2 with the invitation

on and stick it on the board. Demonstrate

to the students how to fill in the invitation.

For example,

Dear Toto,

Please come to my birthday party

on 8 October 1998

at 2 o’clock in the afternoon

at 7 Sunshine Road, Rainbow Bay

From Kitty

3 Distribute a copy of Photocopiable Sheet 2

to each student and ask them to write their

own invitations for their soft toys. Then the

students can colour the invitations and

decorate them with drawings. The teacher

can display the invitations in the classroom.

VariationFor the more capable students or those who

finish early, the teacher could ask them to

write a reply to the invitation from their toy.

The flying carpetGuided questions

Cover1 Who can you see?

2 What else can you see?

3 How do you think Biff and Kipper feel?

Page 11 What was wrong with Biff’s carpet?

2 Who did Biff show the hole to?

3 What did Dad say to Biff?

Page 21 What did Biff and Chip do with Dad?

2 What did Dad want to buy for Kipper’s

room?

3 Where did they see a bookcase?

Page 31 What did Biff find at the back of the shop?

2 Look at the picture. What did Dad give the

man in the shop?

3 Have you ever bought something from a

second-hand shop?

Page 41 Look at Dad’s face. Did Dad like the carpet?

2 Did Biff like the carpet?

3 What did Biff ask?

Page 51 Where did they take the carpet?

2 What did Biff do to the carpet?

3 Why did she beat the carpet?

Page 61 What did Biff and Mum do together?

2 Look at the picture. What did Biff have in

her hand?

3 Did the carpet look better?

Page 71 How did the carpet look?

10

2 What did Kipper say about the carpet?

3 What did Dad say about the carpet?

Page 81 Where did Biff put the carpet?


3 What did Kipper want to do?

Page 91 What did the magic key suddenly do?

2 What did Biff say about the adventure?

3 What were Biff and Chip on?

Pages 10 and 111 What did the carpet do?

2 Was Kipper afraid?

3 What did the carpet fly over?

4 What did Biff and Kipper do?

5 Where were Biff and Kipper?


Page 121 Did the carpet land in the city?

2 What did the carpet do?

3 Look at the picture. Do the four men look

friendly?

Page 131 What did Biff and Kipper do?

2 What did Biff and Kipper see?

3 What did Biff say?

Page 141 What did Biff and Kipper do?

2 What did the boy do when he saw them?


Page 151 Who was the boy?

2 Who locked him in the tower?

3 What did the boy tell Biff and Kipper?

Page 161 How did the people in the country feel

when the boy was king?

2 What did the boy promise to be?

3 Who wanted to be king?

Page 171 Who came to the palace?

2 What did they do?

3 Why was the boy’s mother lucky?

Page 181 What did the boy say about his uncle?

2 What did he make the people do?

3 Were the people happy?

Page 191 What did the people want the boy’s mother

to do?

2 Why did the boy’s mother not come to fight

the uncle?

3 Look at the picture. Do you think the boy’s

mother was happy?

Pages 20 and 211 What did Biff and Kipper want to do?

2 What did Biff and Kipper help the boy to do?

3 What did they all sit on?


5 What did Biff tell them to do?

6 Have you ever made a wish? What was it?

Page 221 Where did the carpet fly to?


3 Why did Kipper not want to fall?

Page 231 Did the carpet land safely?

2 How did the boy’s mother feel when she

saw the boy?

3 What did she say?

Pages 24 and 251 Who did the boy’s mother speak to?

2 Where did the boy’s mother want to go?

3 Were the soldiers happy?

11

4 Where did they march to?

5 How did they fight?

6 Where did Biff, Kipper and the boy watch

from?

Page 261 Who won the fight?

2 Why was everyone happy?

3 What did the boy want to do to his uncle?

Page 271 Who saw someone running away?

2 Look at the picture. What was the wicked

uncle on?

3 Who had an idea?

Page 281 What did Biff do?

2 What did the wicked uncle do?

3 What did Biff shout?

Page 291 What pulled the wicked uncle from his

horse?

2 How did the carpet get the uncle back to

the city?

3 What did the wicked uncle shout?

Pages 30 and 311 Where did Biff and Kipper take the uncle?

2 What did the boy want to do to his uncle?

3 What did the boy give Biff and Kipper?

4 What was the present?

5 What did the key begin to do?

6 What did Biff and Kipper need?

Page 321 Where did the magic key take Biff and

Kipper?

2 Where did Kipper want the carpet to take

him every day?

3 Where do you want the carpet to take you?

Workbook answer keyPage 11 carpet 2 bookcase, room

3 dirt 4 cleaned, carpet

5 bedroom, sat 6 deserts, mountains

Page 21 a) into the tower 2 a) to the palace

b) in surprise b) in prison

3 a) to the mountains 4 a) out of the window

b) with her soldiers b) on the carpet

Page 31 found 2 took 3 cleaned

4 began 5 flew 6 stopped

7 saw 8 told 9 helped

10 thought

Page 41 The soldiers came down from the

mountains and marched to the city.

2 Everyone was happy because the boy was

king again.

3 The wicked uncle rode as fast as he could

but the carpet was faster.

4 The carpet wrapped itself around the

wicked uncle.

5 The boy gave Biff and Kipper a present.

Page 51 dirty, dusty, old 2 cruel, greedy, wicked

3 brave, happy 4 sad, unhappy

Page 6

9 prisoner

2

3

4

5

6

7

8

19

RP

I

S EH OR E S E N T

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S O L D I E R S

W E RT OC L EU N

M E LC AC A R P E T

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Page 71 carpet 2 king 3 people

4 soldiers 5 tower 6 mountains

7 happy 8 fought 9 horse

Page 81 – 5 (My best friend) was with me on the

flying carpet. We flew over (a town and

a river). The carpet landed (on a hill).

We saw (trees and flowers) and we (had

a picnic). We talked to (some children).

6 (Students draw a picture of a place.)

Further activities

Activity 1What can I see?

TypeA class/group activity

PreparationBring a small rug or a bathroom mat to class.

Procedure1 Revise the vocabulary of things in the

classroom with the students by pointing to

things and asking: What is it? (a desk, a

chair, a table, a pen, a floor, a ceiling, a

window, a door, a rubber, a ruler, etc.)

2 Put the rug/mat on the floor and tell the

class that it is a flying carpet like the one

in the Storybook. Tell students to look at

the picture on pages 10 and 11 in their

Storybooks. Tell them that Biff and Kipper

could see a lot of things from the flying

carpet. Explain to the students that they

are going to do an activity in which they

have to guess what the person on the flying

carpet can see.

3 Sit or stand on the rug/mat and say: I’m on

my flying carpet. I can see something

beginning with the letter d. Alternatively

the teacher could say the sound /d/. (The

sound of the letter.) The teacher should

write the two sentences on the board for

students to refer to. The students must

look around the classroom and try to guess

the thing which begins with the letter d.

(desk)

4 If a student thinks he/she knows the

answer, he/she must put up his/her hand

and say: Is it a/an ___? If he/she guesses

the word correctly, the teacher can write

the word on the board and then the

student can sit or stand on the flying

carpet and think of something that he/she

can see in the classroom. He/She tells the

other students the first letter of the word

by saying: I’m on the flying carpet. I can

see something beginning with the letter

___/sound___. The other students must

guess the correct word. The activity

continues in this way.

Variation 1The teacher could have more control of the

activity by providing pieces of paper with the

words to be used on them. The student on the

flying carpet selects a piece of paper with a

word on it.

Variation 2Divide the class into groups. The students in

each group must think of things that they can

see in the classroom and write the words

down. The teacher selects a student from one

of the groups to sit or stand on the flying

carpet. The student must use one of the words

from his/her group’s list. The other groups

must try and guess the answer. The group

which guesses the most correct answers is the

winner.

Activity 2Writing poems

TypeA one-to-one activity

PreparationProvide two sheets of paper, felt-tip pens

and/or colouring pencils for each pair of

students.

13


Storybook. Ask students to think about

Biff and Kipper’s adventures and what

they saw. The students can look at the

pictures in their Storybooks to help them.

Ask the students to think of the places that

Biff and Kipper saw. They can call out

words, e.g., deserts, mountains, tower,

prison, city, palace, etc., and the teacher

can write them on the board. Next ask

students to think of people and animals in

the Storybook, e.g., Biff, Kipper, prince,

prince’s mother, wicked uncle, soldier,

camel, horse, etc. Then ask students to

describe some of the people from the

Storybook, e.g., happy, safe, brave, greedy,

wicked, cruel, unhappy, etc. Finally ask

students what verbs are in the story, e.g.,

marching, crying, jumping, fighting,

shouting, laughing, riding, running away,

etc. You might like to write the words in

groups on the board.

2 Tell students they are going to write a

poem from the selection of words on the

board. Explain to them that the poem will

look special when they write it out because

there is a pattern in the poem. Explain that

the poem has five lines. The first line has

one word, the second line has two words,

the third line has three words, the fourth

line has four words and the fifth line has

only one word. While explaining the

pattern of the poem, the teacher can draw

boxes on the board to indicate how many

words per line. Tell the students that their

poems must have the same pattern as this

poem.

3 Create a poem with the whole class. Select

a word from the board to be the topic.

Then create the rest of the poem using

words from the board and ideas from the

students. If the students cannot think of

any ideas, the teacher could use the

following example to help prompt the

students.

Prince

Real king

Very very sad

Crying in the tower

Prisoner

4 Divide the class into pairs and ask the

students to write their own poems.

Distribute a sheet of paper to each pair.

Tell students that they must start each new

line with a capital letter and that they do

not need full stops because it is a poem.

5 When the students have written their

poems and the teacher has checked them,

give each pair another sheet of paper to

write up the poem neatly. The teacher can

select a few pairs of students and ask them

to read out their poems. Then the students

can decorate their sheets of paper by

drawing things from the Storybook, e.g.,

flying carpet, mountains, palaces, etc.

When the poems are finished, the teacher

can display them in the classroom.

Green IslandGuided questionsCover1 How many people can you see?

2 What are they looking at?

3 What are the children holding?

Page 11 Who went on a school trip?

2 Where did they go?

3 How did the children feel? Why?

Page 21 Who unloaded the bus?

2 How long were Mr Johnson and his class at

Seabay House for?

3 Whose toothbrush did Mrs May find?

Page 31 What did Mr Johnson show the boys?

14

2 What did Chip and William both want?

3 What did Mr Johnson say when he tossed a

coin?

Pages 4 and 51 What did Mr Johnson give the children?

2 What did Mr Johnson do with the children?

3 Look at the picture. Which other teacher

went with them?

4 Why did they stop?

5 What did Nick point to?

6 What was the island called?

Page 61 How did everyone feel after the long walk?

2 What did the children do after they ate

their food?

3 Do you help to wash up at home?

Page 71 How did the children feel that night?

2 What did Chip do?

3 How did Mr Johnson feel about this?

Pages 8 and 91 Where did the children go the next day?

2 What did they make on the beach?

3 What did Biff find?

4 Some children worked with Mrs May.

What did they do?

5 Who caught a large crab?

6 What did Mrs May say?

Page 101 What did Chip and Anna find?

2 Could the seagull fly? Why not?

3 Why did Mr Johnson tell everyone to be

careful?

Page 111 Who did Mr Johnson take the children to

see?

2 What did Mrs Honey need to do to the

seagull?

3 When Mrs Honey looked at Anna and

Chip, what did she tell them to do?

Pages 12 and 131 What did Mrs Honey say about oil?

2 Could Mrs May clean the oil off Chip and

Anna?

3 Who felt sorry for the seagull?

4 What did William ask?

5 Where was the oil on the seagull?

6 How long did Mrs Honey have to look after

the seagull?

Page 141 What other animal did Mrs Honey show

the children?

2 What did she give the sea-otter?

3 What hit the sea-otter?

1 What island did the sea-otters live on?

2 Look at the picture. What did the children

get in?

3 What did Mrs Honey say?

Pages 16 and 171 How did the children go to Green Island?

2 Where did Mrs Honey stop the boat?

3 Who saw another sea-otter?

4 Why were they lucky to see the sea-otters?

5 What did Mrs Honey do?

6 Who dived into the sea?

Page 181 Where did Mrs Honey take the boat?

2 What did Mrs Honey say?

3 What did the children do?

Page 191 What did William and Nick see?

2 What did William say? What did Nick say?

3 What did they find inside the cave?

Pages 20 and 211 Was Mrs Honey happy?

6 What did Anna say about the sea-otter?

Pages 30 and 311 What did they have at the end of the

school trip?

2 What did Mrs Honey do at the party?

3 What did the school trip become?

4 Who came and took a photograph?

5 What did William say?


Page 321 Why were the children excited?

2 How many newspapers did Chip want to

buy? Who were they for?


4 Do you want to be famous?

Workbook answer key

Page 11 Mr Johnson 2 Mrs May

3 Chip and William 4 Mr Johnson

5 Nick 6 Chip

7 Biff 8 Nick and William

9 Chip and Anna 10 Mrs Honey

Page 2

7 island

Page 31 heavy 2 top 3 hungry

4 secret 5 dangerous15

2 What was inside the drums?


4 Why did the people put the drums inside

the cave?

5 Who did Mr Johnson want to tell about the

drums?

6 What did Mrs Honey say about the drums?

Page 221 What did Chip and William see?

2 How many people were in the boat?

3 What did Mrs Honey tell everyone to do?

Page 231 Where did the men stop their boat?

2 What did they do?

3 What did Mrs Honey want the children to

do?

Pages 24 and 251 Did the children listen to Mrs Honey?

2 Who ran back to the boat with the children?

3 Was Mrs May worried?

4 What did Chip and William do?

5 What did Mrs May do?

6 What did Nick ask?

Pages 26 and 271 Did Mrs Honey’s idea work?

2 What did Mrs Honey and Mr Johnson do?

3 Could the four men get off the island? Why

not?

4 What did the children shout?

5 What did the men shout?

6 What was Mrs Honey’s answer?

Pages 28 and 291 What did the police do?

2 What did Mr Johnson say to Mrs Honey?

3 Why did Mrs Honey thank everyone?

4 What did Mrs May say?

5 What did William say about the drums of

toxic waste?

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3

4

5

1

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7

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Page 41 Four people lifted some drums out of the

boat.

2 Chip and William pushed the boat out with

the oars.

3 The four men could not get off the island

without their boat.

4 The police took the four men off the island.

5 The next day the story of Green Island was

in the newspaper.

Page 51 birds 2 children 3 seagull

4 feathers 5 sea-otter 6 boat

7 cave 8 drums 9 men

10 island

Page 61 island 3 seagull 6 sand

7 shell 8 newspaper 10 sea-otter

11 sea 12 fish

Page 71 seagull b 2 sea-otter e

3 crab a 4 fish c

5 hermit crab d

Page 81 (Students draw a picture of their last

school trip.)

2–6 I went on my last school trip (last week).

I went (to a zoo). I went with (my class).

I/We got there (by bus). I/We (looked at

the animals).

Further activities

Activity 1Packing a bag


Preparation1 Bring a small bag to class. Pack the bag

with things that people usually take with

them when going on a short trip, e.g.,

toothbrush, toothpaste, hairbrush/comb,

towel, a few items of clothing, book, etc.

Also add something a little unusual, e.g.,

a favourite teddy bear, a photo of your

family, etc.

2 Provide two sheets of paper, felt-tip pens

and/or colouring pencils, scissors and glue

for each student.


Storybook. Tell the students to look at the

picture on page 2 of their Storybooks. Ask:

What did Mr Johnson do when the bus

stopped? (He unloaded the bus.) What was

in Mrs May’s hand? (a toothbrush)

2 Tell students that you are going on a school

trip to Seabay House for a week like the

children in the Storybook did. Tell the

students you have packed your bag to go

on the school trip. Show them the bag and

say: This is my bag. What’s inside? Take

out the things as they are guessed

correctly. Then take out the rest of the

things and tell students what they are.

3 Tell students that they are going on the

school trip, too and they must pack a bag.

Tell students to look at the different types

of bags and suitcases on pages 2, 3 and 4 of

the Storybook. Ask: What kind of bag will

you take on the school trip? (a rucksack/

a suitcase/a travel bag/a sports bag, etc.)

Explain to the students that they are going

to choose a type of bag, think of the things

that they are going to bring, and draw and

write about them.

4 Give each student two sheets of paper. Ask

students to draw their bag on one sheet of

paper, colour it in, then cut it out. Tell

them to put this cut-out of the bag on top

of the second sheet of paper and draw

round it so they have an outline of the bag.

Students must then think of what they will

take on the school trip and draw the things

inside the outline of the bag. Then they

17

must place the cut-out of the bag on top of

the drawing and glue the handle of the bag

only so that the cut-out can be lifted up to

show what is inside the bag.

5 The students can then write some

sentences at the bottom of the sheet of

paper, e.g., I will take (a list of things) on

the school trip to Seabay House.

Encourage the students to use dictionaries

to help them. When all the students have

finished writing, ask a few students to read

out their sentences. Then the teacher could

display the pictures in the classroom.

Activity 2The Green Island board game

TypeA group/one-to-one activity

Preparation1 Enlarge Photocopiable Sheet 3 — one for

each group. The Photocopiable Sheets

could be stuck onto cardboard to make

them more durable.

2 Provide a dice for each group. Also provide

enough counters (small coloured buttons,

coins, student’s erasers, etc.,) for each

student.


Storybook. Ask: What island did the

children go to with Mrs Honey? (Green

Island) The teacher should talk about what

happened on Green Island, particularly the

following points:

The children went to Green Island in the

boat.

Fiona dived into the sea.

The children got out of the boat and went

to look around Green Island.

William and Nick found some drums in the

cave.

A boat came to the island.

Mrs Honey and Mr Johnson took the men’s

boat.

The police took the men off the island.

2 Tell the students that they will play a game

in which they will go to Green Island.

Show them a copy of Photocopiable Sheet

3. Explain the rules of the game to the

students. Tell them that they must each

choose a counter and put it on the START

square. Each player then takes it in turn to

roll the dice. The player to roll the highest

number can start first. Each player moves

his/her counter according to the number

rolled on the dice. If a player lands on a

square with an instruction on it, he/she

must read it out loud and then follow the

instruction. There are three instructions

used in the game: Go to (number), Go back

to (number), Roll the dice again. The

teacher needs to make sure the students

are familiar with these instructions before

they start. Then explain that the first

student to reach FINISH is the winner.

3 Divide the students into groups of six and

distribute the enlarged copy of

Photocopiable Sheet 3, a dice and counters

to each group. The teacher could go round

the class as the students are playing the

game to help and encourage the students.

The teacher should also encourage the

students to try and speak English when

playing the game, particularly when

counting.

VariationThe teacher could photocopy enough sheets

for students to play the game in pairs.

Storm CastleGuided questions

Cover1 How many children can you see?

2 Who are they?

3 What are they looking at?

18

Page 11 Why did Nick come to stay at Biff and

Chip’s house?

2 What did Nick have?

3 Look at the picture. What did Nick’s dad

give Mum?

Page 21 Where did the children go?

2 What did Nick take out of the big box?

3 What did Nick want to play with first?

Page 31 What did Nick have in his bag?

2 Did Kipper like the robots?

3 What did Biff and Chip go and get?

Page 41 Who came to play?

2 What did Kipper want to be when he

grew up?

3 What do you want to be when you grow up?

Page 51 Who played on the computer?

2 What was the name of the computer game?

3 Was it an easy game?

Pages 6 and 71 Who did everyone watch?

2 What was in every room?

3 What happened in the first room?

4 Was Nick good on the computer?

5 Who could play next?


Page 81 What did the magic key begin to do?

2 Did Biff want a magic adventure?

3 What did she want to do?

Page 91 What did Kipper ask?

2 What was Storm Castle full of?


Page 101 Where did the magic take them?

2 Where was Storm Castle?

3 Was Nick with them?

Page 111 Why did William tell everyone to run?

2 Were the robots fast?

3 Where did the children have to run to?

Pages 12 and 131 What did the children see?

2 Was this the way to the castle?

3 Could the robots cross this bridge?

4 What did Chip ask?

5 What did the bridge suddenly do?

6 What did the children have to do?

Page 141 Who was still on the other side?

2 What did he do?

3 Look at the picture. Did William need any

help?

Page 151 What did the gate of the castle do?

2 How did Chip get inside?

3 What did Chip shout to the others?

Pages 16 and 171 What noise did the gate make when it

closed?

2 Did Biff like this adventure?

3 Was it fair? Why not?

4 How many doors did the children come to?

5 William wanted to go through a door. What

did the door look like?

6 What did William do?

Pages 18 and 191 What did the children see when they went

through the door?

19

2 How did the children look in each mirror?

3 Why did they all laugh?


5 Did Chip want to look funny?

6 Do you think they look funny?

1 What happened when Kipper looked in

one mirror?

2 Was it really a mirror?

3 What was it?

Page 211 What was in the doorway?

2 Who was frightened by the monster?

3 What did Kipper want?

Page 221 What did the monster try to do?

2 What did the monster ask?

3 What was Kipper’s answer?

Page 231 Was the monster friendly?

2 What did he tell the children about?

3 What did he show the children?

Page 241 Where did the children go?

2 What did they come to?

3 How did William know the way?

Page 251 What did the children come to?

2 What did some of the squares have on them?

3 Where was the doorway?

Pages 26 and 271 What did the children have to do to get to

the doorway?

2 What did William say about the wrong

square?

3 Who knew what to do?

4 What did Biff do?

5 What did the squares add up to?

6 Did Chip understand?

Page 281 Was Biff right?

2 What happened when they stepped on the

right square?


Page 291 What did the children come to?

2 What came up to them?

3 Was Kipper afraid?

Page 301 Who began to laugh?

2 What did Chip do?


4 Do you know who is inside?

Page 311 Who was inside the robot?

2 How did Chip know Nick was inside the

robot?

3 What did everyone say?

Page 321 Did Nick like the adventure?

2 Do you think Biff liked the adventure?

3 What did Biff want to play next?

Workbook answer key

Page 11 bag 2 robots 3 toys

4 Castle 5 desert

Page 21 The bridge was the only way to the castle.

Suddenly the bridge began to open in the

middle.

2 Chip rolled under the gate.

Biff did not like the adventure very much.

20

3 The children were in a room full of mirrors.

The children looked funny in the mirrors.

Page 31 a computer d 2 a spacecraft c

3 giant robots e 4 the gate f

5 a keyhole b 6 a monster a

Page 41 the monster 2 William 3 Kipper

4 Biff 5 Chip 6 Nick

Page 51 castle 2 ran 3 bridge

4 rolled 5 gate 6 mirrors

7 laughed 8 jumped 9 maze

10 robot

Page 61 out 2 through 3 under

4 in 5 into 6 inside

Page 7

Page 81 – 5 My monster is (big/small). It has

(four arms/three legs). It has big

(ears/teeth). It is (green / orange /

purple). It is (friendly / frightening).

Further activities

Activity 1Crossing the squares

TypeA one-to-one activity

PreparationMake copies of Photocopiable Sheet 4 — one

per pair of students.


Storybook. Tell them to look at pages 26

and 27 of the Storybook. Ask: What did the

children have to do to get to the door? (The

children had to cross the numbers and

stand on an empty square. The right one

took them up to the door.)


to the students and explain that they have

to try and help the children in the top left-

hand corner get to the door in the bottom

right-hand corner. Explain to students that

there are words instead of numbers on the

squares this time. Tell the students that

they must get across the squares from the

top left-hand square (run) to the bottom

right-hand square (door) by finding seven

pairs of rhyming words and colouring

them in.

3 Explain to the students that they can find

a rhyming pair by looking across or down

from the square they are on. They do not

need to look diagonally. For example, from

run, they will see fun across from it and fat

down from it. Fat does not rhyme with run

but fun does so this is the rhyming pair.

The student must colour these two squares

and continue in the same way looking for

the next rhyming pair.

4 Students must look for the rhyming pairs

until they reach the square with the word

door. They can colour all the rhyming

pairs using a different colour for each pair.

The seven rhyming pairs are: run–fun,

F R I G H T E N E D

S

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2

4

3

6

7

8

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S T O R Y

R O B O T

P

A

C

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F

T

N

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U

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V

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M

I

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F

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21

hall–wall, glow–grow, can–ran, look–took,

stay–play and floor–door.

5 When the whole class has finished, the

teacher could check the students’ answers

by asking different pairs of students to

read out the pairs of rhyming words.

Alternatively the teacher could draw the

grid with the words in the squares on the

board. He/She could ask different students

to come to the front and shade in the

squares with the pairs of rhyming words.

Activity 2Making robots


Preparation1 Ask students in advance to bring in empty

boxes, plastic bottles, empty toilet rolls,

used wrapping paper or silver foil, pieces

of card, buttons, or anything else to make a

robot with.

2 Collect things to make robots with in case

there is not enough material for every

group.


Storybook. Tell them to look at the

pictures of the different types of robots:

the toy robots (page 3), the giant robots

(pages 11 and 12), and the robot Nick was

inside (pages 29–31).

2 Divide the class into groups of four to five

students. Tell students that they are going

to design and make their own robots in

groups. They can use the pictures in the

Storybook to help them. Explain that the

robots could be like Nick’s robot. Say:

Nick’s robot looks like a person. It has

arms and legs. Or the robots could be like

the giant robots. Say: They look like

animals/aeroplanes. Encourage the

students to be as creative as possible.

3 When the group has finished making their

robot, ask students to think of some

sentences to describe their robot. They can

practise saying the sentences in their

group. Then the teacher can ask each

group in turn to stand up and talk about

their robot. Each student in the group can

say one sentence, e.g., This robot is a

giant/small robot. This robot is

silver/gold/red/and blue. This robot has a

computer inside it. This robot can run very

fast., etc.

4 The teacher can display the robots in class.

He/She might like to make a background

of Storm Castle for the display.

Superdog

Guided questions

Cover1 What animal is walking in front of the cars?

2 Who is it?

3 What does Floppy have around his neck?

Page 11 What was on television?

2 What was the name of the dog on television?

3 Who wanted Pepper to win?

Pages 2 and 31 What was the next dog called?

2 Who liked Raffles?

3 Did Raffles win? Who won?

4 Who was asleep on the floor?

5 What did Biff do to wake Floppy?

6 What did Floppy do?

Page 41 Who came to play with Biff, Chip and

Kipper?

2 Where was Floppy?

3 Did Wendy like the ‘Dog of the Year Show’?

22

Page 51 What did Biff find?

2 What did she tell Floppy to do?

3 What did Floppy think?

Pages 6 and 71 What did the children make for Floppy?

2 What did they want Floppy do?

3 Look at the picture. What sort of things

did the children use to make the course?


5 What did Floppy not like?

6 What did Floppy want to do?

Page 81 What did Wendy’s mum want to do?

2 Did Kipper like swimming?

3 Was Floppy happy?

Page 91 Where did Floppy go?

2 What made him open one eye?


Pages 10 and 111 Where did the magic take Floppy?

2 What was the city full of?

3 Was it quiet in the city?

4 What took people up and down the hill?

5 Have you ever been on a tram before?

6 What did the dogs wear?

Pages 12 and 131 There was a pram outside a shop. What

was inside the pram?

2 What did the pram suddenly begin to do?

3 Did anybody see the pram move at first?

4 Where did the pram roll?

5 What did the mother shout?


Page 141 What did Floppy do?

2 Did the pram reach the main road?

3 What did the mother say?

Page 151 Who did everyone talk about?

2 What kind of dog did someone call Floppy?

3 Do you think the people liked Floppy?

Page 161 Where was the old lady’s handbag?

2 Who grabbed her handbag and ran away

with it?

3 What did the old lady shout?

Page 171 Who ran after the thief?

2 What did Floppy grab?

3 What did the thief drop?

Page 181 What did the people do?

2 Was the old lady happy? Why?


4 What did a man call Floppy?

Page 191 Where did Floppy go?

2 How did the people feel?

3 Who suddenly saw something?

Pages 20 and 211 What noise did the water make?

2 Who fell in the water?

3 Did anybody see him fall in?


5 How did Floppy save the boy?

6 What did the man say?

Page 221 Who was the story in the newspaper about?

2 What did the newspapers call Floppy?

3 Did Floppy like this name?

23

Page 231 What did the people in the city say when

they saw Floppy?

2 What happened when Floppy crossed the

road?

3 Look at the picture. Do you think the

people liked Floppy?

1 What were the three bad dogs in the city

called?

2 Did the bad dogs like the lost dog? Why not?

3 Look at the picture. How do you think the

lost dog felt?

Page 251 Who saw the bad dogs?

2 What did Floppy say to the bad dogs?

3 Do you think the bad dogs were frightened

of Floppy?

Pages 26 and 271 Where were some men?

2 Was it dangerous working so high up?

3 What happened to one of the men?

4 Were the firemen able to help the man?

5 What did the firemen need to take to the

man?


Pages 28 and 291 How did Floppy take the rope to the man?

2 What did the man shout?

3 Did Floppy like this adventure?

4 What did the man grab from Floppy?


6 Was Floppy happy when the key began to

glow?

Page 301 Why was Biff angry with Floppy?



Page 311 Where did the children take Floppy?

2 What was it time to do?


Page 321 Where did Floppy hide?

2 Did Floppy want to be the Dog of the Year

or Superdog?

3 Who did Floppy say he was?

Workbook answer key

Page 11 The ‘Dog of the Year Show’ was on

television.

2 Floppy was asleep on the floor.

3 Biff pushed Floppy with her foot.

4 The children made a course for Floppy.

5 Floppy was almost asleep when something

made him open one eye.

Page 21 Pepper 2 Raffles 3 Biff

4 Wendy’s mum 5 Floppy

Page 31 in a big city 2 a tram

3 a pram 4 a thief

5 the harbour 6 a boy

Page 41 hero 2 coats 3 rope

4 way 5 bed 6 Year

Page 51 CITY 2 pram 3 teeth

4 handbag 5 trousers 6 water

7 girder 8 building

24

Page 6

9 SUPERDOG

Page 71 SUPERDOG STOPS PRAM, SAVES

BABY!

2 SUPERDOG STOPS THIEF!

3 SUPERDOG JUMPS IN WATER, SAVES

BOY!

4 SUPERDOG SAVES MAN ON GIRDER!

Page 81 (Students write the name of the dog.)

2 (Students draw a course for their dog.)

a) It must pick up the ball.

b) (It must jump through the hoop.)

c) (It must walk across the bridge.)

d) (It must climb up the steps.)

Further activities

Activity 1Writing the news


Preparation1 Enlarge a copy of Photocopiable Sheet 5 to

A3 size for each group.

2 Provide small sheets of paper, felt-tip pens

and/or colouring pencils for each group.


Storybook. Ask students: What brave

things did Floppy do in the story? Write

the answers on the board as the students

call them out.

He stopped a pram with his teeth.

He grabbed a thief by his trousers and the

thief dropped the handbag.

He saved a boy.

He helped a lost dog.

He took a rope to a man on a girder.

2 Divide the class into groups of five. Tell

them to look at the picture of the

newspaper with the headline Superdog is

in town! on page 22 of the Storybook. Tell

the students that they are going to write

the news for the front page of a newspaper

in groups. Each student in the group can

choose one of the things that Floppy did

and write three or four sentences about it.

Tell them to refer to the relevant pages in

the Storybook to help them when writing

their sentences. Explain to them that

newspapers are written in past tense so the

students should also write their piece of

news in past tense, too.

3 When the students have finished their

pieces of news, they can swap them in the

group so that other students can give their

ideas and comments. This way all the

students in the group are involved in all

the pieces of news.


to each group. Say: This is the front page of

the newspaper. Tell students to read the

headline on the newspaper. Explain that

they are going to re-write their pieces of

writing and arrange them on the front

page. They can also draw pictures if they

wish. Tell students to try and think of the

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5

6

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9

M I S T A K E

H A R B O U R

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T R I C K S

L A D D E R S

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25

layout of the front page. Explain that often

news is written in columns rather than long

lines to make it easier for people to read.

5 When all the groups have finished their

front pages, the teacher could ask some

students from different groups to read out

their pieces of writing. Then the teacher

can display them in the classroom.

Activity 2Superheroes


Preparation1 Collect some pictures of superheroes, e.g.,

Superman, Supergirl, Batman, Japanese

Ultraman, etc.

2 Provide a sheet of paper, felt-tip pens

and/or colouring pencils for each student.


Storybook. Ask students: What brave

things did Floppy do in the story? (He

stopped a pram with his teeth./He grabbed

a thief by his trousers and the thief

dropped the handbag./He saved a boy./He

helped a lost dog./He took a rope to a man

on a girder.) Also ask: What did the people

in the Storybook call Floppy when he did

all these brave things? (Superdog)

2 Ask the students: Do you know of any

other superheroes? Write the students’

answers on the board. Stick the pictures of

the superheroes on the board. Point to the

pictures of the superheroes and talk about

their superpowers. Write about some of the

superpowers on the board, e.g., He/She can

fly. He/She can jump very high. He/She is

strong. He/She can see a long way away.

3 Ask students to imagine they are a

superhero. Ask: What superhero are you?

What superpowers do you have? Distribute

a sheet of paper to each student. Tell them

to draw themselves as a superhero, then

write some sentences about what they can

do in a speech bubble coming from their

superhero’s mouth.

4 When the students have finished their

pictures, ask a few students to stand up

and show the class their pictures. They can

talk about their superhero and their

superpowers. Then the teacher can display

all the pictures around the classroom.

The Litter QueenGuided questions

Cover1 Where are the people?

2 Does the park look clean?

3 Does the boy look happy?

Page 11 Where did William and Wendy’s mum and

dad take the children?

2 What season was it?

3 Have you ever been for a picnic in the

countryside?

Pages 2 and 31 What did Wendy’s mum have?

2 Where did they have their picnic?

3 What did everyone sit on?

4 Did Kipper like the picnic?

5 What did Wendy say?

6 What did Wendy’s dad say?

Page 41 Where did the children want to go after the

picnic?

2 What did Biff and William both want to do?

3 What did Wendy’s mum shout?

Page 51 What did Wendy’s mum make the children

do?

26

2 Where did they put the litter?

3 Do you leave your litter behind after a

picnic?

Pages 6 and 71 Where did they take the litter and the

picnic things?

2 Where did they walk?

3 How did the houses and cars look from the

top of the hill?

4 What flew past?

5 What did the microlight look like?

6 Did Chip want to fly in one? Why not?

Page 81 What did Floppy run through?

2 What happened to Floppy?

3 What was there on Floppy’s paw?

Page 91 What did Wendy’s mum look at?

2 What did William find?

3 Why was Wendy’s mum angry?

Page 101 What game did the children want to play?

2 Could Floppy play with the children? Why

not?

3 What games do you like to play?

Page 111 What was it time to do?

2 What made Wendy’s dad hungry?

3 What did William’s dad want to do?

Pages 12 and 131 What did everyone want to eat?


3 What did Wendy’s dad say?

4 What did Chip and William look for after

finishing their food?

5 What did Chip do?


Page 141 How did the children feel after the picnic?

2 Who was happy to get into bed?

3 Did Chip want a magic adventure? Why not?

Page 151 Where did the magic take Chip?

2 What did Chip feel himself doing?

3 Did Chip want to go on the adventure alone?

Pages 16 and 171 Where did the magic take Chip?

2 What kind of place was the Litter Queen’s

palace?

3 Where was the Litter Queen?

4 What was by her side?

5 When did the Litter Queen want Chip to

start work?

6 What was Chip’s job?

Pages 18 and 191 Where did the Litter Queen take Chip?

2 What did Chip say about the Litter Centre?

3 What did the Litter Queen give Chip to put

on?

4 What did the Litter Queen tell Chip to do?

5 How did Chip feel?

6 Do you like the Litter Queen?

Pages 20 and 211 Where did the Litter Queen take Chip and

some boys?

2 What did the Litter Queen tell them to do?

3 How did the park soon look?

4 Did Chip want to spoil the park?

5 Where did Chip want to throw all his litter?

6 Who was Chip frightened of?

Pages 22 and 231 Where did the Litter Queen take Chip next?

2 What did she use the microlights to do?

3 Did Chip want to spread litter all over the

countryside?

27

4 What did the Litter Queen shout?

5 Was Chip frightened of the Litter Queen?

6 What did Chip do?

Pages 24 and 251 What did the microlight fly over?

2 What six things could Chip see below him?

3 What did Chip think?

4 Which hill did Chip see?

5 What did Chip have to do?

6 Did Chip want to drop the litter?

Pages 26 and 271 What did Chip hate?

2 Did Chip like this adventure?

3 What happened to Chip’s bag of litter?

4 What happened to Chip?

5 What litter did Chip fall with?

6 What flew out of Chip’s pocket?

1 What did Chip shout?

2 Where was Chip?

3 Who came into Chip’s room?

Page 291 What did Mum say to Chip?

2 What did Dad say to Mum?

3 Have you ever had a bad dream?

Page 301 Who did Chip speak to the next day?

2 What did he tell Mr Johnson to look at?

3 What did Mr Johnson ask?

Page 311 What did Chip say?

2 What did the children in Mr Johnson’s

class do?

3 What competition did Mr Johnson put the

children’s work in?

Page 321 Who won a special prize?

2 What was Chip’s story about?

3 Who came to give out the prizes?

4 What did Chip say about his story?

Workbook answer key

Page 11 Wendy’s mum 2 Kipper

3 Wendy’s mum 4 Wendy

5 Wendy’s dad 6 Chip

7 William 8 Biff

Pages 2 and 31 Everyone wanted chicken and chips.

The litter bin was full.

Chip threw his litter on the ground.

2 The Litter Queen’s palace was a horrible

place.

There were two giant rats by the Litter

Queen’s side.

The Litter Queen wanted Chip to help her

spread litter everywhere.

3 Chip had a large bag. It was filled with litter.

Chip did not want to spoil the park.

Chip wanted to throw all his litter in a

litter bin.

4 The Litter Queen used microlights to

spread litter.

The Litter Queen wanted Chip to fly in

the microlight.

Chip was very frightened of the Litter

Queen.

Page 41 At White Horse Hill. e

2 It broke. d

3 Cans, bottles, bags and paper. a

4 It flew out of Chip’s pocket. f

5 He was in bed. b

6 They made posters. c

28


story. Tell them they are going to do an

activity about the Litter Queen. Talk about

how the Litter Queen told Chip to do a lot

of things. Tell students you are going to see

if they can remember what the Litter

Queen said. Say that you are going to read

out some sentences. You will start each

sentence with: The Litter Queen said …

The students must listen and decide if the

Litter Queen said the sentence in the

Storybook or not.

2 Tell all of the students to stand up. They

must listen carefully to the sentences that

you will read out. If the sentence is true and

the Litter Queen did say such a thing, they

must put up their hands immediately. If the

sentence is false and the Litter Queen did

not say such a thing, they must not do

anything. The students who do not put up

their hands when the sentence is true must

sit down. They are out. The students who

put up their hands when the sentence is

false must also sit down. They are out, too.

(The Litter Queen said all of the sentences

except for sentences 3, 7 and 10.)

3 The student(s) who is/are still standing

when the teacher has finished reading all

of the questions is/are the winners.

VariationThe teacher could increase the students’

participation by asking those who are out to

come up to the front and read out some of the

sentences to the rest of the class.

Activity 2Making new things from litter


Preparation1 Ask students in advance to bring in

unwanted boxes, empty bottles/cans,

wrapping paper, paper bags, etc.

Page 5

12 COUNTRYSIDE

Page 61 Litter Queen 2 throne 3 rats

4 litter 5 litter bin 6 fly

7 spin 8 broke 9 litter

Page 71 top 2 full 3 horrible

4 loudly 5 small 6 hungry

Page 8(Students draw and colour a poster.)

1 (Don’t drop litter.)

2 (Put cans and bottles in the litter bin.)

3 (Pick up bags and paper.)

Further activities

Activity 1The Litter Queen said …

TypeA class activity

PreparationMake a copy of Photocopiable Sheet 6 and

cut along the dotted lines to separate the

sentences.

1

2

3

4

5

6

7

8

9

10

11

12

P I C N I C

B O T T L E

C L O U D S

S A N D W I C H E S

T H R O N E

H U N G R Y

R A T S

L I T T E R

B L O O D

P R I Z E

M I C R O L I G H T

29

2 Put some of the things that the students

have brought in into a large rubbish bag.

3 Provide some glue/Sellotape, paint, felt-tip

pens and/or colouring pencils for each

student. The teacher should also provide

some stickers, dry pasta shapes, buttons,

etc., for students to decorate their objects

with.

Procedure1 Hold up the rubbish bag full of empty

boxes, paper, etc. Remind students of the

content of the Storybook. Tell students to

look at page 4 of the Storybook. Ask: What

litter can you see? (plastic bottles/plastic

cups/paper, etc.) Ask students: What do the

children have to do with the litter? (Throw

it in a bin.) Explain to students that we

need to do this to keep a place clean and

tidy. Also mention that leaving litter

behind could hurt people or animals.

Remind them of what happened to Floppy.

(See pages 8 and 9.)

2 Open the rubbish bag and take out various

items of litter. Tell the students that litter

can sometimes be re-used and made into

something new. Hold up items of litter and

give examples: bottles can be made into

vases for flowers, boxes can be made into

pencil holders, jewellery boxes, folders,

etc. Plastic cups can be made into holders

or plant pots. Other items of litter can be

made into musical instruments with rice,

pasta or beans.

3 Tell students that they are going to make

something from the litter. Ask students to

choose an item of litter and decide what

they are going to make it into. Encourage

students to use their creativity to make the

litter into something new. Go round the

class as the students are making their

things and help students where necessary.

4 While the students are making their things

the teacher can write the following

sentence on the board for students to refer

to. I made a ____. I used ____ and ____.

When the students have finished making

their things, ask a few students to stand up

and tell the rest of the class what they

have made using the model sentence on the

board. Then the teacher can display the

things in the classroom.

30

Sheet 1 (The kidnappers Further Activity 1)

Dear Kipper,

How are you? Thank you for helping us at

the Teddy Bears’ Picnic last week.

We were very afraid when the bad bears

pushed us into a car.

The bad bears drove very fast but luckily you

followed us in the honey van.

You were very clever to pour honey onto the ground.

The bad bears were very angry when we drove away

in the honey van.

We were very happy because we could go back

to the Teddy Bears’ Picnic.

Thank you again! We hope to see you at

the Teddy Bears’ Picnic next year.

From the famous bears

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Sheet 5 (Superdog Further Activity 1)

SUPERDOG IS IN TOWN!

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1 Take a large bag and fill it with litter.

2 Spoil a few pretty parks and playgrounds.

3 I want you to clean up this room.

4 Welcome to my palace.

5 Your job is to help me spread litter everywhere.

6 If you don’t do a good job, I’ll get very angry!

7 Go and pick up all the litter in the park.

8 I want this park to look a big mess.

9 If you don’t do it, I will lock you up with my

giant rats.

10 The Litter Centre looks horrible and it smells.

11 You will fly in this microlight.

35

Sheet 6 (The Litter Queen Further Activity 1)

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