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TRANSCRIPT
I Introduction 2
II Stories 5
In the garden 5Guided questions 5
Workbook answer key 6
Further activities 7
The outing 9Guided questions 9
Workbook answer key 10
Further activities 11
Land of the dinosaurs 12Guided questions 12
Workbook answer key 14
Further activities 14
Red Planet 15Guided questions 15
Workbook answer key 17
Further activities 18
Lost in the jungle 19Guided questions 19
Workbook answer key 21
Further activities 22
The lost key 23Guided questions 23
Workbook answer key 25
Further activities 26
III Photocopiable sheets 28
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
In the gardenGuided questionsCover1 Look at the picture. Where are William,
Wendy and Kipper?
2 Is the grass long or short?
3 Why is the grass so long? Do you know?
Page 11 Where did Kipper go?
2 What did Kipper pick up?
3 Was Kipper afraid?
Pages 2 and 31 What did Kipper do?
2 What did he shout?
3 Who was in the garden?
4 Look at the picture. What animal can you
see?
5 Look at the picture. What was at the top of
the sandpit?
6 Have you ever played in a sandpit?
Page 41 Was Biff angry with Kipper?
2 What did Biff shout?
Page 51 Did the children run to the magic house?
2 What began to work?
3 Did the children get smaller or bigger?
Pages 6 and 71 Where were the children?
2 Did everything look big or small?
3 What did the grass look like?
4 What did Kipper say?
5 What did Chip see?
6 Did Chip like the bee?
Pages 8 and 91 When the children came out of the jungle,
what did the children come to?
6
3 What did Biff say?
Page 181 What did the children do?
2 How did everyone feel?
3 Who wanted a drink?
Page 191 What did William see?
2 Who liked strawberries?
3 Do you like strawberries?
Page 201 What did the children do?
2 Did Kipper like this adventure?
Page 211 What began to happen?
2 Were the drops of rain big?
3 Who felt sick?
Page 221 What did the children hide under?
2 What do we usually use when it rains?
3 What began to glow?
4 Look at the picture. Who held the key?
Page 231 When the magic finished, who had the
flowerpot on his head?
2 What did Wendy say?
Page 241 What did Dad look at the next day?
2 What did Dad say?
3 Look at the picture. Was Dad happy?
Workbook answer key
Page 11 a 2 b 3 b 4 a 5 a 6 b
Page 21 c 2 e 3 a 4 b 5 d
2 Was it a big mountain?
3 Who began to climb the mountain?
4 What did Chip want to do?
5 Have you ever climbed a mountain?
Pages 10 and 111 Where did the children get to?
2 Who was the last to get to the top of the
mountain?
3 Was Kipper hot or cold?
4 What did Kipper say?
5 What did the children look at?
6 What did the sand look like?
Page 121 What did Wendy see?
2 What did she say?
Page 131 What sound did the car make?
2 Did the car go quickly or slowly down the
mountain?
3 Look at Kipper. Was he frightened?
4 Look at Wendy. Was she frightened?
Page 141 What did the car do?
2 Oh no! What did William see?
Page 151 What did the children climb inside?
2 Were the children frightened?
3 Who was very frightened?
4 Look at the picture. Who was the last to
climb inside the bottle?
Page 161 Where were the children?
2 What did the cat do to the bottle?
3 What did the children shout?
Page 171 Who came and chased the cat away?
2 What did the children do?
7
Page 31 Biff 2 Kipper 3 William
4 Chip 5 Wendy 6 Dad
Page 41 chased 2 felt 3 ate
4 wicked 5 hid
Page 5A 1 were 2 were 3 was
4 was 5 was
B
Page 61 into 2 for 3 down
4 inside 5 over
Page 7A 1 Biff was angry with Kipper.
2 ‘This is fun,’ said Wendy.
3 Kipper was frightened of the cat.
4 ‘I feel sick,’ said Chip.
B 1 bottom, top
2 up, down
3 outside, inside
4 small, big/giant
5 slowly, quickly
Page 81 a) I like (apples).
b) I like (chocolate).
2 a) I don’t like (doing my homework).
b) I don’t like (playing football).
3 a) After eating a lot of rice, I feel (full).
b) After running in the playground, I feel
(tired).
c) After getting 100 marks, I feel (happy).
d) After drinking too much lemonade, I
feel (sick).
Further activities
Activity 1Flower word game
TypeA class activity
Preparation1 Write the following words from the
Storybook onto small pieces of paper:
jungle, sandpit, flower, mountain, desert,
Whoosh, bottle, children, everyone,
strawberries, adventure, flowerpot, insect.
2 With reference to the picture below, draw
the large stem and the pollen of the flower
on the board. Do not draw the petals.
Procedure1 The teacher demonstrates to the class how
to do the activity. He/She selects a small
piece of paper with a word on it but he/she
must not show the word to the class.
2 The teacher draws short horizontal lines
on the board to represent each letter of the
word. The students have to guess the word
by calling out letters to the teacher. They
must put up their hand and ask: Is (letter
of alphabet) in the word? If the letter
called out is contained in the word, the
teacher says Yes, then writes the letter on
H R C L I M B C FO A H D R O P S LT I K A J U Y A O
M N A L U N I B WA D V E N T U R EG L O W G A T K R
I H K Z L I H E PC A T C E N N Y OV T D D E S E R T
8
the appropriate line(s). If the letter is
incorrect, he/she says No and then draws a
petal on the flower. This flower is the one
Kipper is holding on the cover of the
Storybook.
3 There should be ten petals on the flower so
if the students give ten incorrect answers,
the teacher will be able to complete the
whole flower. The students want to guess
the word before the teacher finishes
drawing the flower. If a student thinks
he/she knows what the word is, he/she can
call out the word instead of just a letter.
He/She can say: Is the word ____? The
teacher answers Yes/No. If the student is
correct, he/she can come to the front, select
a piece of paper and follow the same
procedure as the teacher.
4 If the student at the front completes the
flower, then he/she can stay at the front
and select another piece of paper with
another word. If the word is guessed before
the flower is completed, then the student
who guessed the word can come to the
front and select a piece of paper.
5 The activity continues in this way until all
the words have been guessed.
VariationThe teacher can divide the class into two
teams. Prepare flashcards for the selected
words. Show the flashcards to the class. The
first student to read the word correctly gets to
draw a petal on the flower on the board, for
his/her team. The activity continues in this
way until one of the teams has drawn ten
petals on the flower. They are the winning
team.
Activity 2Imagination activity
TypeA group activity
Preparation1 Practise reading the sentences in the
following script and practise the actions if
necessary.
2 Re-arrange the desks and chairs in the
classroom so that students have more
space to move around freely.
Procedure1 Remind students of the content of the
Storybook and the children’s adventure in
the garden. Tell students you are going to
read out some sentences and they are going
to act out ten scenes from the adventure in
the Storybook.
2 Divide the class into five groups. Explain
that each group will act out two scenes
from the adventure while the teacher reads
the sentences. The teacher tells each group
which two scenes they must act out.
3 Read the following sentences in italics to
describe each stage of the adventure to the
students. Act out the sentences with the
students. (The actions are contained in the
brackets.) Do the actions slowly to give the
students time to copy your actions. The
other students will watch the group that is
acting out the two scenes.
Opening scene
Imagine you are getting smaller and
smaller like the children in the Storybook.
(Crouch down slowly as if you are getting
smaller.)
Jungle scene
Imagine you are in a jungle. The grass is
very long. The flowers are very big. Let’s
walk through the jungle. (Act like you are
walking through long grass. Use your
hands to push the long blades of grass out
of the way so you can walk through them.)
Mountain scene
Look! (Point to something ahead of you.)
What a big mountain. Let’s climb to the
top. (Do stepping actions as if you are
climbing something high.)
Top of the mountain scene
We are at the top now. (Act very tired and
pant a lot. Point suddenly.) Look at the
sand! It looks like a desert. Let’s go down.
9
Car scene
How are we going to get down this
mountain? (Look around.) Let’s get inside
the car and ride down. Whoosh! This is
fun! (Put your hands on an imaginary
steering wheel. Smile and laugh happily.)
Cat scene
Oh no! Look at that big cat! (Point.) Quick!
Climb into the bottle. (Look very frightened.
Act like you are climbing into a big bottle.)
Desert scene
The cat went away. Come on. Let’s walk
over the desert. It’s hot! I want a drink.
(Wipe the sweat from your face and make
panting noises.)
Strawberries scene
Look! (Point.) Giant strawberries! I like
eating strawberries. (Pretend you are
holding a giant object in your hands and
open your mouth wide to eat it.)
Oh no! I feel sick now. (Imagine you are
very full and feel sick. Put your hand on
your stomach and look like you are in pain.)
Flowerpot scene
Oh no! (Look up.) It’s raining. Let’s run
and hide under a giant flowerpot. (Pretend
to run and hide under an object. Look sad
because it is raining.)
Closing scene
Oh look! The key is glowing. (Imagine you
are holding the key. Hold out the palm of
your hand.) Now we are getting bigger
again. (Rise up as if getting bigger.) The
adventure is finished.
Variation1 For the more capable students, the teacher
could write the headings of the scenes on
the board. Then he/she could read out the
text and demonstrate to the students how
to do the actions.
2 The teacher then makes five copies of
Photocopiable Sheet 1 — one for each
group and divides the class into five
groups. The teacher distributes
Photocopiable Sheet 1 to each group. The
teacher could choose two of the more
capable students in each group to be the
readers. (One student will read one scene
and the other will read another scene.)
3 The teacher tells each group which two
scenes they must act out. Each group will
act out the two scenes in the order of the
script while the readers read the script.
The other groups watch the group that is
acting out the two scenes
The outingGuided questions
Cover1 Who is in the picture? Do you know who
the man and woman are?
2 What are the children getting on?
3 Where do you think they are going?
Page 11 What came to the school?
2 Who got on the bus?
3 What did Mrs May say?
Pages 2 and 31 What did the children shout?
2 What did Mrs May say to the children?
3 Who sat with Chip?
4 Who sat with Nick?
5 Look at the picture. Some things fell out of
a bag. Name three of the things.
Pages 4 and 51 What did the bus do?
2 What did Nick, Chip and Biff look at?
3 Where did some children go?
4 What did Mrs May say?
5 Who was the man standing by the bus?
6 How many minutes did the bus stop for?
10
Page 61 What did William kick?
2 What happened to his shoe?
3 What sound did William’s shoe make when
it fell into the water?
Page 71 Who did William go and talk to?
2 What did he tell Mrs May?
3 Was Mrs May angry?
Pages 8 and 91 Where did the children go?
2 Who went to buy the tickets?
3 What did Nick want to see?
4 What did William want to see?
5 What did Biff want to see?
6 What did Mrs May want?
Page 101 Did the rain stop?
2 Were the children happy?
3 Were the animals happy?
Page 111 Did the rain stop?
2 Where did Nick want to go?
3 What did Mrs May say?
Pages 12 and 131 Where did the children go?
2 What could they see in the museum?
3 Have you ever been to a museum?
4 Who liked dinosaurs?
5 Do you like dinosaurs?
6 What did Mrs May shout?
Pages 14 and 151 What did the children look at?
2 What was the dinosaur called?
3 What did Biff have?
4 What did she take a photograph of?
5 Look at the picture. Did everyone like the
dinosaur?
Pages 16 and 171 Where did the children go?
2 Who talked about dinosaurs?
3 What did the lady show the children?
4 Who knew the name of the dinosaur?
5 Look at the picture. What did Nick do?
Pages 18 and 191 Where did the children go next?
2 What did William buy?
3 What did Nick buy?
4 What model was it?
5 Where did Nick want to make the model?
6 Have you ever made a model? What was it?
Pages 20 and 211 Where did the bus go next?
2 What was it time to do?
3 What did the children say to Mrs May?
4 Did Chip like the museum?
5 What did Nick ask Mrs May?
6 What did Mrs May say?
Pages 22 and 231 Who went home with Biff and Chip?
2 What did they do in Chip’s room?
3 What began to glow?
4 Look at the picture. Who pointed to the
key?
5 Look at the picture. Where was the key?
Page 241 Look at the picture. Who was frightened?
2 What did Biff say?
3 Would you like to go on a magic
adventure?
Workbook answer keyPage 11 c 2 a 3 d 4 b
Page 21 to 2 on 3 with
11
4 to 5 back 6 into
Page 3A 1 elephant 2 lion 3 dinosaur
4 crocodile
B 1 Mrs May 2 Nick 3 William
4 Nick 5 Biff
Page 41 c 2 a 3 b 4 d 5 f 6 e
Page 51 A lady talked about dinosaurs.
2 The children went to the shop.
Nick bought a model.
3 The bus arrived at school.
‘Goodbye, Mrs May,’ said Nick.
4 Nick and William went home with Biff and
Chip.
They began to make the model.
Page 61 bus 2 William 3 shoe
4 zoo 5 elephants 6 museum
7 dinosaurs 8 camera 9 photograph
10 model
Page 7
Page 81 I like to go to (the zoo) because I can (see
the animals).
2 I like to (go to the park because I can play
on the swings).
Further activities
Activity 1The apatosaurus activity
TypeA group activity
Preparation1 Write the following text about dinosaurs
on a large sheet of paper. Make sure the
writing is large enough for the students at
the back of the class to see.
Dinosaurs lived a long, long time ago. There
were many different shapes and sizes of
dinosaurs. Some of the dinosaurs ate meat
and some ate plants. The apatosaurus liked
to eat plants. It had a very long neck so it
could eat the leaves at the top of the plants.
It had four legs. It walked on four legs but
sometimes it stood on its back legs to reach
leaves at the top of the plants. It had a
small head and a very long tail. It was one
of the largest dinosaurs. It lived mostly in
the water. Its eyes and nose were high on its
head so it could breathe above water.
2 Make enough copies of Photocopiable
Sheet 2 for each group of six students. Cut
the Photocopiable Sheet into strips and
put the sets of strips into envelopes.
Procedure1 Remind students of the content of the
story. Talk about the museum and what the
children saw, particularly the apatosaurus.
2 Stick the sheet of text on the board. Tell
students to look at the text. Read the text
once to the students then ask students to
read with you.
3 Divide the class into groups of six. Give
each group an envelope and make sure
each student in the group has a strip
containing a question. (The questions are
numbered.) The students, in their groups,
then have to try to work out the answers to
all the questions starting with Question 1
and ending with Question 6. Tell the
students to help each other find the
t o m o r r o w
d i n o s a u r
s h o p
e l e p h a n t
h o u s e
c a m e r a
12
answers in the text. Each student must
write the answer to the question they are
responsible for in the blank under the
question.
4 When all the students have finished going
through the questions, the teacher can
check the answers with them. The teacher
can select a student to read out Question 1,
then select another student to answer the
question. The teacher can then ask the rest
of the class if the answer is correct or not.
All the questions can be checked in this
way.
VariationIf time allows, the teacher can ask the
students to use what they have learnt about in
the text to draw a picture of the apatosaurus
in its natural surroundings, e.g., eating leaves,
standing on its back legs to reach the leaves,
etc. Provide blank pieces of paper for the
students to draw on. Display the drawings in
the classroom.
Activity 2Designing a dinosaur
TypeAn individual activity
PreparationProvide an A4 sheet of blank paper for each
student.
Procedure1 Remind the students of the content of the
story. Ask: Where did the children go on
their outing? and What did the children
see? Tell students about dinosaurs. Say:
There are a lot of kinds of dinosaurs. They
have different names. These names often
end in ‘-osaurus’, like apatosaurus. The
teacher should write -osaurus on the
board.
2 Tell the students they are going to design
their own dinosaur and they must think of
a name for it. The teacher could draw an
example on the board first. The teacher
could draw a fat dinosaur and ask the
students to describe it. When one of the
students calls out fat, the teacher should
write fat on the board, then show how
he/she is going to call the dinosaur the
Fatosaurus.
3 Distribute the paper and ask the students
to try and design their own dinosaurs. If
students cannot think of an idea, help
them by providing adjectives on the board,
e.g., long, small, giant, happy, sad,
frightened, etc. Students can then choose
an adjective, draw the relevant dinosaur
and think of a suitable name.
4 The pictures can be displayed around the
classroom.
VariationIf time allows, the teacher could tell the class
that their pictures will be made into a book.
The teacher could collect the pictures and
staple them together to make a book called
Class ___’s dinosaurs. A student who finishes
designing his/her dinosaur early could design
a cover for the book.
Land of the dinosaursGuided questionsCover1 These are dinosaurs. Have you ever seen a
dinosaur?
2 Are there any dinosaurs alive now?
3 Do you think the children see these
dinosaurs in this story?
Page 11 Where did the children go?
2 Look at the picture. Who pushed Nick
through the door?
3 What did Nick say?
Pages 2 and 31 Where did the magic take the children?
2 Did Nick like dinosaurs?
3 What flew over the children’s heads?
13
4 Look at the picture. Who pointed to the
dragon-fly?
5 Was the dragon-fly big?
6 Which word means very big?
Page 41 What did Chip find?
2 Was it a big or small footprint?
3 What did it look like?
Page 51 What did Biff do?
2 Look at the picture. Who was in the
photograph?
Page 61 What did Nick find?
2 Were they big eggs?
3 What kind of eggs did they look like?
Page 71 What happened to one of the eggs?
2 What came out of the egg?
Pages 8 and 91 Were the children frightened?
2 Why were the children frightened?
3 What did the children do?
4 What kind of dinosaur was it?
5 Was the flying dinosaur big or small?
Page 101 What did the flying dinosaur do?
2 What did the flying dinosaur pick up?
3 What did it use to pick up the baby
dinosaur?
4 Was the baby dinosaur frightened?
Page 111 What did Biff do?
2 What did she shout?
Page 121 What did the flying dinosaur do?
2 Was Chip angry with Biff?
3 Why was Chip angry with Biff?
Page 131 Who ran up a hill?
2 What did he want to find?
3 Look at the hill carefully. Do you think it
was strange? Why?
Pages 14 and 151 Was William on a hill?
2 What was he on?
3 What did the dinosaur do?
4 How did William feel?
5 What did he do?
Pages 16 and 171 What kind of dinosaur was it?
2 Did it look like the one in the museum?
3 What did Biff do?
4 What two things on the dinosaur were
long?
5 What did Biff need?
Page 181 What did the apatosaurus do?
2 What sound did the water make?
3 How did Nick look?
Page 191 What did the children see?
2 How did this dinosaur look?
3 What did Chip tell everyone to do?
Pages 20 and 211 What did Biff do?
2 Was this dinosaur dangerous?
3 What did the children do?
4 What happened to William’s other shoe?
5 Was Chip happy about the magic key
glowing?
Page 221 Where did the magic take the children?
2 Do you think the children were frightened?
14
Page 231 What did William show the other children?
2 What dinosaur did they see?
3 Did Biff take its photograph?
4 Who did Biff want to go and tell?
Page 241 Who did Biff talk to?
2 Was there any film in the camera?
3 Do you think Dad believed Biff?
Workbook answer key
Page 11 Nick 2 Chip 3 Chip 4 Biff
5 William 6 Nick
Page 21 find 2 dinosaur 3 head
4 frightened 5 jumped 6 photograph
Page 31 c 2 a 3 d 4 b 5 f 6 e
Page 41 This dinosaur looked very angry.
Biff took a photograph.
2 The children were back in Biff’s bedroom.
William opened his book about dinosaurs.
3 Dad did not put a film in the camera.
Dad was sorry.
Page 51 over 2 out 3 up
4 down 5 into 6 off
Page 61 a dragon-fly 2 a giant footprint
3 a dinosaur’s eggs 4 a stick
5 Chip 6 a long neck
Page 71 film c 2 water a 3 hill b
4 bedroom f 5 baby d 6 footprint e
Page 81 I saw a (tiger).
2 I saw it (in a zoo/on television).
3 It was (big/small). It looked (angry).
4 (Students draw a picture of the dangerous
animal.)
Further activities
Activity 1Whose footprint?
TypeAn individual activity
Preparation1 Photocopy and enlarge the footprints on
Photocopiable Sheet 3. Cut the footprints
out.
2 Prepare a piece of paper (half A4 size) for
each student.
Procedure1 Remind students what a footprint is. Tell
them to look at the pictures of a dinosaur’s
footprints on pages 4 and 5 of the
Storybook. Tell students that animals and
people often leave their footprints in sand,
mud or on floors.
2 Distribute a piece of paper to each student.
Ask students to write the numbers 1 to 5
on the left-hand side of their pieces of
paper.
3 The teacher writes the following words on
the board: man, duck, dog, horse, bird. Tell
the students to look at the words on the
board. Tell them you have five different
types of footprints belonging to the things
on the board. Stick one pair of footprints
on the board (away from the answers) and
ask students to select their answer from
the board and write it next to number 1 on
their piece of paper.
4 When all the students have finished, the
teacher sticks the next set of footprints on
the board. Ask students to write their
15
answer next to number 2. Continue in this
way until all footprints have been shown.
5 The teacher then checks the answers with
the students. He/She selects a student and
asks him/her what they have written on
his/her piece of paper. The teacher writes
the correct answer below the footprint on
the board. When all the answers have been
checked, the teacher can ask if any
students guessed all the footprints
correctly.
VariationThe teacher could ask students to make
footprints of their own. Tell the students to
take off their shoes and socks, and draw the
outline of their foot on a piece of paper. Then
they can paint their footprints. When the
footprints are dry, the teacher could display
them in the classroom. The teacher might like
to arrange the display so that the footprints
are in order of size, from the smallest to the
biggest.
Activity 2Matching dinosaurs
TypeA group activity
Preparation1 Make enough copies of Photocopiable
Sheet 4 and Photocopiable Sheet 5 for
each group.
2 Provide enough pairs of scissors, felt-tip
pens and/or colouring pencils for each
group.
Procedure1 Remind students of the content of the
story. Talk about the three different
dinosaurs in the story: the flying dinosaur,
the apatosaurus and the angry dinosaur.
Tell students: Today we are going to learn
more about these three dinosaurs and learn
about two more interesting dinosaurs.
2 Divide the class into groups of five.
Distribute the two Photocopiable Sheets to
each group. Ask one student from each
group to cut up Photocopiable Sheet 4 to
separate the pieces of text. Then ask
him/her to give each student in the group a
piece of text. Ask another student to cut
Photocopiable Sheet 5 and place the five
pictures of dinosaurs in the middle of the
desks so everyone in the group can see.
3 The students must take it in turns to read
their piece of text to the other students in
the group. Then they must try to match
each piece of text with the relevant
dinosaur, in their groups.
4 When all the groups have finished
matching the text and the dinosaurs, the
teacher can select a student to read out
his/her piece of text. Then the student
must say which dinosaur goes with it. The
teacher can ask the rest of the class
whether the student is correct or not.
VariationIf time allows, the teacher can provide a large
blank piece of paper for each group. The
students can colour the dinosaurs then stick
them onto the piece of paper with the piece of
text describing the dinosaur next to them.
They can also draw and colour surrounding
trees and water. The pictures can be displayed
in the classroom.
Red PlanetGuided questions
Cover1 How many people are looking out of the
window? Do you know who they are?
2 They see something big and red. What
shape is it?
3 Do you know what it is?
Page 11 Who came to play with Chip?
2 What did they make?
3 What did they use to make the rocket?
16
Pages 2 and 31 Where did William and Chip play?
2 What did they pretend to be?
3 Who ran to the rocket?
4 What did Floppy want to do?
5 What did Chip tell Floppy?
Pages 4 and 51 Who came to play?
2 What did Nick have?
3 Look at the picture. Who was inside the
rocket?
4 What did it begin to do?
5 Could all the boys get in the rocket?
6 What did they decide to do?
Page 61 What did Chip, William and Nick play on
the computer?
2 What was the game called?
3 Do you like playing computer games?
Page 71 What began to glow suddenly?
2 What did Chip, William and Nick do?
3 Look at the picture. Who went with them?
Pages 8 and 91 Where did the magic take the boys and
Floppy?
2 Who wanted to look inside the rocket?
3 Who did not want to go inside the rocket?
4 What did Chip say?
5 Do you think the rocket was dangerous?
Page 101 Was there anybody inside the rocket?
2 What did Nick see inside the rocket?
3 What did Floppy do?
Page 111 What did the rocket do?
2 Where did it go?
3 What did Chip ask?
Page 121 What happened to Chip, William and
Floppy inside the rocket?
2 What did Nick find?
3 What did he do?
Page 131 What did they look out of?
2 What did they see out of the window?
Pages 14 and 151 Who landed the rocket?
2 Was Nick good or bad at landing the
rocket?
3 What colour was the planet?
4 Name three things on the planet.
5 Did Floppy like the red planet?
6 What did Floppy do?
Pages 16 and 171 What did the boys want to do?
2 What did they find in the boxes?
3 What did the boys do with the spacesuits?
4 Look at the picture. What colour were the
spacesuits?
5 What did Chip ask?
Page 181 When the boys went outside, what did they
drive?
2 What flew up when they were in the space
car?
3 Did Floppy like the space adventure?
Page 191 Oh no! What happened to the ground
suddenly?
2 Were the boys frightened?
3 Where did the space car fall?
Page 201 Did the boys and Floppy fall a long way
down?
2 What did Floppy want to do?
17
Page 211 What happened when the space car
landed?
2 When the space car broke into pieces, what
sound did it make?
3 When the boys landed, what sound did
they make?
4 Where were the boys?
Pages 22 and 231 Who looked at the space car?
2 Was the space car broken?
3 What did Floppy do?
4 What did Floppy see?
5 Look at the picture. What colour were the
strange little people?
Page 241 Who looked at the boys?
2 What did they pull out of the broken space
car?
3 What did one of them do to Floppy’s
spacesuit?
Page 251 What happened to Floppy’s spacesuit?
2 What happened to Floppy?
3 Look at the picture. Do you think Floppy
was frightened?
Page 261 What did William ask the strange little
people?
2 Could the strange little people help the
boys?
Page 271 Who had a good idea?
2 What did he do?
3 What happened to the spacesuit?
Page 281 What did William shout?
2 Look at the picture. Who was on top of the
floating spacesuit?
Page 291 Where did they float to?
2 What did William do?
3 What happened to the spacesuit?
Pages 30 and 311 Where did the boys and Floppy go?
2 What did Nick do?
3 What did Nick say?
4 What did Chip have in his hand?
5 Did Floppy like space adventures?
6 Do you want to go on a space adventure?
Page 321 Where did the magic take the boys?
2 Did William like the adventure?
3 What did Nick have in his hand?
Workbook answer keyPage 11 garden, rocket, spacemen
2 computer, rocket
3 game, computer, Planet
Page 21 The magic took Floppy, too.
The rocket door was open.
2 The boys went inside the rocket.
Floppy put his paw on a button.
3 The rocket went into the sky.
4 The rocket went into space.
Page 31 He put on some boots.
2 They saw a big red planet.
3 He began to bark and bark.
4 They found some spacesuits.
5 The space car.
Page 41 played 2 rain 3 worry
4 cracked 5 broke
18
Page 51 the space car b
2 the strange little people c
3 air a
4 the rocket e
5 the computer d
Page 61 Chip 2 William 3 rocket
4 landed 5 sand 6 rocks
7 mountains 8 cracked 9 cave
Page 7A 1 strange 2 broken
3 dangerous 4 old
B good, bad safe, dangerous
big, little take off, land
Page 8(Students draw a picture of a planet.)
1 I put on (boots and a spacesuit).
2 I saw (blue sand on the planet). I saw (blue
rocks on the planet).
3 The planet was called (Blue Planet).
Further activities
Activity 1Compound words
TypeA group activity
Preparation1 Make enough copies of Photocopiable
Sheet 6 for each pair of students.
2 Cut along the dotted line to separate the
words then put the word cards into
envelopes. There should be 14 cards in
each envelope.
Procedure1 Divide the class into small groups of four
to five students.
2 Write two examples of compound words
from the Storybook on the board, e.g.,
spacemen and spacesuit. Explain that
these words are made from the words
space + men, and space + suit. Explain to
the students that sometimes new words
can be made by joining two words
together. Tell the students that today they
are going to do an activity where they will
be joining words to make new words.
3 Tell students that you will give each group
an envelope containing 14 words. Tell them
that seven new words can be made by
matching the cards with a number to the
cards with a letter. Explain that the cards
with numbers are the first part of the new
words and the cards with letters are the
second part of the new words. Tell students
they are going to have a competition to see
which group can match the words the
fastest.
4 Distribute the envelopes containing the
word cards to each group. Tell students
that when you say Go, they must try to
make the seven new words as fast as they
can. When a group has finished, the
members must stand up and say the name
of the Storybook: Red Planet. When all
groups have finished, the teacher can ask
different students to call out words they
have made.
VariationFor the more capable students, the teacher
can include more word cards per envelope.
Other compound words that could be used
are: bookshop, workbook, minibus, timetable,
toothache, watermelon and pineapple.
Activity 2Making a rocket
BA C
D
19
TypeAn individual activity
Preparation1 Provide enough empty toilet rolls for each
student or ask students to bring in an
empty toilet roll in advance. Also provide
Sellotape/glue, scissors and felt-tip pens
and/or colouring pencils for each student.
2 Make enough copies of Photocopiable
Sheet 7 for each student. You might like to
copy the picture of a rocket on the board
for students to refer to. (See above.)
Procedure1 Remind students of the rocket that Chip
and William made in the story. Then
remind the students of the rocket on page 9
of the Storybook which the boys went in.
Tell students that today they are going to
make their own rockets. (Point to the
picture on the board.)
2 Demonstrate how to make the rocket to the
students. Show the students Photocopiable
Sheet 7 with the parts of the rocket on.
Colour in the parts then cut them out. Take
part A and roll it into a tube shape to make
the extended body of the rocket. Insert this
slightly into the toilet roll and attach with
glue/Sellotape. Take part B and roll it into
a cone shape to make the tip of the rocket,
glue it and then attach it to the end of part
A with Sellotape. Cut two slits about 6 cm
long on each side of the toilet roll. Insert
parts C and D into them to make the
rocket’s tail fins.
3 Tell students it is their turn to make a
rocket. Distribute an empty toilet roll and
a copy of Photocopiable Sheet 7 to each
student.
4 Whilst the students are making their
rockets, the teacher can make a
background of space for the rockets.
He/She could draw stars on sheets of black
paper using a white or silver marker.
Students who finish making their rockets
early can help the teacher with this
background. They could colour the Red
Planet to put on the display, too.
5 When all students have finished, the
teacher can put up the background and
display the rockets.
VariationFor the more capable students, the teacher
could ask them in advance to collect things
that could be used to make a rocket. The
students could bring these things in and then
the teacher could ask them to make a rocket.
This enables the students to be even more
creative.
Lost in the jungleGuided questions
Cover1 How many people are in the boat?
2 Where do you think they are?
3 What animals can you see in the picture?
Page 11 What did Chip say?
2 What did Chip have for Mum?
3 What did Kipper have for Mum?
4 What did Biff have for Mum?
Pages 2 and 31 What did Biff want to buy Mum?
2 Who did she ask to help her buy a plant?
3 Where did they go?
4 Was it warm or cool in the greenhouse?
5 What did the greenhouse look like?
6 Did Biff find a plant for Mum?
Page 41 When did the children give Mum their
presents?
2 Did Mum like the presents?
Page 51 What did Dad give Mum?
20
2 How did Dad feel?
3 What did Mum say?
Page 61 Who came to play?
2 What did Anna say?
3 Who brought Mum a plant, too?
Page 71 Where did the children go to play?
2 What did Anna do?
3 What did Kipper shout?
Pages 8 and 91 Where did the magic take the children?
2 Look at the picture. Were the plants big or
small?
3 What did they see in the tree?
4 What did the monkey do?
5 Was the monkey happy?
6 Who did the monkey look like?
Page 101 Did the monkey like the children?
2 What did the monkey do?
Page 111 What did the children do?
2 Why did the children suddenly stop?
3 Are you afraid of snakes?
Page 121 What did the children come to next?
2 What was by the river?
3 Look at the picture. How many crocodiles
were there?
4 Were the crocodiles awake or asleep?
Page 131 Oh no! What did the children fall into?
2 What did Anna shout?
Pages 14 and 151 What was the net for?
2 What did the children shout?
3 How did Kipper feel?
4 Who came out of the trees?
5 Who did the man and woman see in the net?
6 Did the man and woman want to help the
children?
Pages 16 and 171 What did the man ask the children?
2 When did the man and woman get lost?
3 What did the woman show the children?
4 What was the picture of?
5 Have you ever got lost before? How did you
feel?
Pages 18 and 191 What did the children want to do?
2 What kind of bridge did they see?
3 Have you ever seen a rope bridge before?
4 Who began to cross the bridge?
5 What did Kipper ask?
6 Do you think the rope bridge looked safe?
Page 201 What did they find when they went across
the bridge?
2 What was inside the boat?
3 Why were the man and woman happy?
Page 211 What did they get in?
2 Look at the picture. How many animals
can you see?
Page 221 What did they come to?
2 What happened to the oar?
3 Could the man stop the boat?
Page 231 What did the boat go through?
2 Did Anna like getting wet?
3 What was Chip afraid of?
21
Page 241 What was behind the waterfall?
2 Look at the picture. Were there a lot of
steps?
Page 251 Look at the picture. Who climbed the steps
first?
2 Was it dark or light?
3 What flew past them?
Pages 26 and 271 What did they find?
2 Were the man and woman happy?
3 What did they do?
4 Was there anybody in the city?
5 What did Biff do?
Pages 28 and 291 What did they do next?
2 What colour was everything inside the
building?
3 Name four things that were gold.
4 Did Anna like this place?
5 Do you like this place?
Page 301 Who sat on the gold throne?
2 What jumped down behind Kipper?
Page 311 When the key began to glow, what was it
time to do?
2 Look at the picture. What did Kipper have
in his hand?
3 What would the man like?
4 Would you like a magic key, too?
Page 321 Where did the magic take the children?
2 What did Biff still have in her hand?
3 What did Biff want to do with the plant?
Workbook answer key
Page 11 d 2 e 3 a 4 b 5 c 6 f
Page 21 a monkey 2 a snake
3 a crocodile 4 a net
Page 31 e 2 a 3 b 4 f 5 c 6 d
Page 41 There were some steps behind the
waterfall.
Some bats flew past them.
2 It was the Lost City.
There were plants and trees everywhere.
3 They went to a big building.
The floor and the walls were gold.
Page 5
Page 61 jungle 2 boat 3 river 4 steps
5 waterfall 6 bats 7 throne 8 monkey
Page 71 To a jungle.
2 It threw things at them.
3 A man and a woman.
4 The oar.
5 Monkeys, bats, crocodiles and a snake.
Page 81 To Magic Island.
10
2
3
4
5
6
7
8
9
1
w o m a n
s n a k e
n e t
g r e e n h o u s e
c r o c o d i l e s
c h o c o l a t e s
p l a n t s
b a t s
f l o o r
22
2 We took a boat. We went across the sea.
3 We saw funny little people and tree houses.
4 We went across on rope bridges.
Further activities
Activity 1Riddles
TypeA group activity
Preparation1 Make enough copies of the cards on
Photocopiable Sheet 8 for each group to
have a set.
2 Cut along the lines of the Photocopiable
Sheet to separate the cards, then put each
set of cards into an envelope.
Procedure1 Explain to the students what a riddle is.
Say: A riddle is a guessing game using
sentences. Tell the students you will read
out a riddle and they must guess what it is.
Tell them the riddle is about something
from the Storybook. If a student thinks
that he/she knows the answer, he/she
should put up his/her hand and say: Is it
___? Say the riddle: It is long and thin. It
has a long tongue. It is often in trees or in
the grass. (a snake)
2 Tell the students you have a set of riddles
on cards for them to guess in groups. Tell
them that they must read the riddle to the
rest of the group and the other students
have to guess what it is.
3 Divide the class into groups of four. Give
each group a set of cards. Ask students in
each group to take two cards without
showing them to the other students in the
group.
4 The students in the group take turns to
read out the riddles on their cards. The
other students in the group listen and
guess the answer to the riddle. If they
think they know the answer, they must
ask: Is it ___? The student reading the card
answers Yes/No. If the student has guessed
correctly, he/she can take the card. Then
he/she can read the clues on his/her own
card for the other students to guess. If
none of the students can guess the answer,
the reader can keep the card. When all
cards have been read, the student with the
most cards is the winner.
VariationFor the more capable students, the teacher
could ask them to choose their own word
from the Storybook. They can make up their
own riddles and ask the other students to
guess.
Activity 2Jungle poems
TypeA one-to-one activity
PreparationProvide two A4 sheets of paper, felt-tip pens
and/or colouring pencils for each pair of
students.
Procedure1 Remind students of the content of the
Storybook. Ask students what the children
in the Storybook saw in the jungle. The
students should look at the pictures in the
Storybook to help them. They can call out
words and the teacher can write these on
the board. The students can suggest things
like: plants, monkey, snake, waterfall,
gold, crocodiles, etc. Encourage students to
use words that are not in the Storybook,
e.g., butterfly, birds, etc. The teacher can
write these words on the board, too. Next
ask students how the children in the
Storybook felt when they were going
through the jungle, e.g., afraid, happy, etc.
Then ask students for words to describe
the jungle, e.g., wet, wonderful, beautiful,
etc. Write all of the words on the board.
You might like to write the words in
groups.
23
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. Write the
following example of a poem on the board:
Crocodiles
Big teeth
I am afraid
Oh no!
Help!
3 Tell the students to look at the example you
have written on the board. Go through the
poem with the students. 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, then the fourth
line has two words and the fifth line has
one word. Tell the students that their poems
must have the same pattern as this poem.
4 Create another example of a poem with the
whole class. Select a jungle 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 this example to help prompt the
students.
Monkey
Very angry
In a tree
Throw things
Run!
5 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 to use full stops because it is a
poem.
6 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. They can
decorate these pieces of paper by drawing
things from the jungle, e.g., leaves, trees,
waterfalls, etc. The teacher can display the
poems in the classroom.
VariationIf the teacher feels the students’ level of
language is not high enough to write a whole
poem, then the students could create a jungle
display. The students could cut out long
blades of grass or large leaves from green
paper to create big jungle plants. They could
make exotic flowers from coloured tissue
paper and butterflies from blot-paintings
folded in half. They could also draw and cut
out the animals, too. Then everything could
be arranged on a green background to display
in the classroom.
The lost keyGuided questions
Cover1 What are William and Wendy doing?
2 What do you think William and Wendy are
looking for?
3 Biff looks unhappy. Do you know why?
Page 11 What did Kipper want?
2 Look at the picture. How many toys were
with Kipper?
3 Did the magic key glow?
Page 21 What did Mum want to do?
2 What did Mum want to buy?
3 Look at the picture. Where was the key?
Page 31 What did Kipper do on the way to the
shops?
2 What did Kipper want to play on?
3 What happened to the key?
24
Page 41 Look at the picture. Where were Kipper
and Mum?
2 Look at Kipper’s face. Was he happy?
3 Was the key in any of Kipper’s pockets?
Page 51 What did Kipper want to do?
2 What did Mum say?
3 Look at the picture. Where was the key?
Page 61 What did the man come to do?
2 What did he cut the grass with?
3 What sound did the mower make when it
ran over the magic key?
Page 71 What did the key do to the mower?
2 Was the man angry?
3 Where did he throw the magic key?
Page 81 How many boys came to play?
2 What did one of the boys find?
3 Look at the picture. Did the man see the
boys?
Page 91 What did the boy tie the key to?
2 What did he do with the key?
3 Do you think it was dangerous to spin the
key like that? Why?
Pages 10 and 111 What happened to the string?
2 What did the key hit?
3 What did the key break?
4 Where did the key hit the man?
5 Was the man angry?
6 What did the boys do?
Page 121 Who did Kipper talk to?
2 What did Kipper tell them about?
3 What did Chip want to do?
Page 131 Who helped Biff, Chip and Kipper to look
for the key?
2 Who did Biff ask about the key?
3 Have you ever lost something? What did
you lose?
Page 141 Who did the children see?
2 What did the children ask them?
3 Did the boys still have the key?
Page 151 Who did the children see next?
2 Who asked the man about the key?
3 What did the man say?
Pages 16 and 171 Where did the children go?
2 Look at the picture. Were the things in the
shop old or new?
3 Did the lady have the key?
4 What did the lady say?
5 Where did the man have a shop?
Pages 18 and 191 Where did the children go next?
2 What was in the window?
3 Who looked inside the shop?
4 Why could the children not go in the shop?
5 Where did Biff want to go?
6 What did she want to get? Why?
Pages 20 and 211 Who went to the shop with the children?
2 What did Mum ask the man?
3 What did the man say?
4 Look at the picture. What did Kipper see
in the box?
5 What did the man use the keys to make?
6 Could the children see the magic key?
25
Page 221 What did Biff say?
2 Who saw the little picture with the key in it?
3 Look at the picture. Was Kipper happy?
Page 231 What did Biff and Chip give Mum?
2 What did Mum do?
3 Look at the picture. Was Chip happy? Why
not?
Pages 24 and 251 What did the children do to the key?
2 Did the key glow?
3 What did Biff say?
4 What four things happened to the key?
5 What did Wendy say?
Page 261 What did the children want the key to do?
2 Who picked up the key?
3 What did she ask?
Page 271 Did the key glow?
2 What did Kipper want?
3 Did the magic work?
Pages 28 and 291 Who came to the house the next day?
2 Were the children happy?
3 Look at the picture. What was on the
table?
4 Who had an idea?
5 What did Anna want to do?
6 Do you think her idea will work?
Page 301 Did the key glow?
2 Was it late or early?
3 What did Mum tell the children to do?
Page 311 How did Kipper feel about the key?
2 What did Kipper begin to do?
3 What did Chip say?
Page 321 Where did Kipper take the key?
2 What did the key begin to do when Kipper
was asleep?
3 What kind of adventure do you think
Kipper will have?
Workbook answer keyPage 11 pocket 2 shopping 3 rocket
4 rubbish bin 5 string
Page 21 c 2 a 3 b 4 e 5 d
Page 31 trainers 2 Kipper 3 a mower
4 a greenhouse 5 a second-hand shop
6 pictures and paintings
Page 41 Biff and Chip gave Mum their pocket
money.
Mum paid the man.
2 The children rubbed the paint off the key.
They looked at the key.
3 Anna had an idea.
The key did not glow.
Page 5
2 38
4
5 6
7
1 O K E MC
R
Y
T
I
E
D
P
A
R
K
M
O
W
E
R
S
P
U
N
K
E
Y
G
R
E
E
N
H
O
U
S
E
26
Page 61 fell 2 threw 3 rubbish bin
4 found 5 string 6 broke
7 greenhouse 8 broke 9 stuck
10 picture
Page 71 pocket, rocket 2 grass, glass
3 shop, stop 4 rain, train
5 park, bark 6 string, ring
Page 81 I lost a (pen/ball/toy).
2 I lost it (in the supermarket/at school/at
home).
3 Yes/No
4 Yes/No
5 I found it (in the Lost Property Office/
under my bed).
6 (Students draw a picture of the thing they
lost.)
Further activities
Activity 1Rhyming words
TypeA group activity
Preparation1 Make flashcards for the following words:
round, glass, pocket, cut, sold, took, shop,
know, still, man (This is Set A.)
2 Make enough copies of Photocopiable
Sheet 9 for each group of five students. Cut
along the dotted lines to make word cards
then put each set into an envelope. (This is
Set B.)
Procedure1 Explain to the students that today they are
going to learn about rhyming words, i.e.,
words that sound the same, like me and he.
Say: There are a lot of rhyming words in
the Storybook. We are going to do an
activity using some of these rhyming words
today.
2 Hold up the flashcards from Set A one at a
time for students to read so they become
familiar with the words.
3 Divide the class into five groups. Then
distribute the envelopes containing the
word cards from Set B to each group. Let
the students read the word cards together
in their groups. Then make sure each
student has two word cards that he/she is
responsible for.
4 Explain that you will hold up the
flashcards from Set A one at a time and
the students must look for the rhyming
words on their word cards. The students
who have the rhyming word must stand up
and show the word card to the teacher and
the rest of the class. The fastest student to
stand up is asked to read the rhyming pair
out loud, e.g., found, round. If he/she reads
the rhyming card correctly, he/she can go
to the front and select the next flashcard
from Set A to hold up and show the rest of
the class. If he/she reads the rhyming word
incorrectly, then the teacher asks another
student to read. The game continues in this
way until all flashcards have been shown.
VariationFor the more capable students, the teacher
could hold up a flashcard from Set A then ask
students (either in groups/individually) to
check their Storybooks for the rhyming word.
Activity 2Making a key mobile
27
TypeA group activity
Preparation1 Ask students in advance to bring in old
keys that they no longer use. Tell them
they must ask an adult before taking the
keys.
2 Write the following questions on the board:
Where did you find the key?/ Who gave you
the key?
What did it open?
3 Provide one wire coat-hanger, some paint,
some ribbon/paper, Sellotape, scissors and
some string for each group.
4 Copy the picture of the key mobile on the
board for students to refer to. (See above.)
Procedure1 Remind students of the man with the shop
full of keys in the Storybook. (See pages
20–23.) Ask students: What did he do with
the keys? (The man used the key to make
pictures.) Tell students that they are going
to make something with their keys, too.
Say: Today we are going to make a key
mobile. Tell students to look at the picture
on the board. Explain that a mobile is
something that you can hang up in a room.
It has parts that move around when the air
moves.
2 Tell students to look at the questions on
the board. The teacher can hold up a key
and give examples of the answers: I found
this key in my living-room. The key opened
my desk. Then the teacher can select a few
students and ask them the questions.
3 Explain to students that they are going to
make their mobiles with a coat-hanger and
their keys. Tell them that they could paint
their keys like the man in the shop did.
When their keys are dry, they will tie them
to pieces of string like the two boys in the
Storybook did. Then they will tie the string
to coat-hangers. Tell them that each
student in the group should use a different
length of string so that the keys will all
hang at different lengths.
4 Divide the class into groups of five to six
students. Distribute a coat-hanger, some
paint, some ribbon/paper, Sellotape,
scissors and some string to each group. Tell
the students that now they are going to
make a key mobile in their groups. They
must take it in turns to attach the piece of
string to the coat-hanger. Students can
decorate the mobiles with the extra ribbon
and paper. Encourage them to be creative.
5 When all the groups have finished making
their mobiles, the teacher can display them
in the classroom.
Opening scene
Imagine you are getting smaller and smaller.
Jungle scene
Imagine you are in a jungle. The grass is very long.
The flowers are very big. Let’s walk through the jungle.
Mountain scene
Look! What a big mountain. Let’s climb to the top.
Top of the mountain scene
We are at the top now. Look at the sand!
It looks like a desert. Let’s go down.
Car scene
How are we going to get down this mountain? Let’s get inside
the car and ride down. Whoosh! This is fun!
Cat scene
Oh no! Look at that big cat! Quick! Climb into the bottle.
Desert scene
The cat went away. Come on. Let’s walk over the desert.
It’s hot! I want a drink.
Strawberries scene
Look! Giant strawberries! I like eating strawberries.
Oh no! I feel sick now.
Flowerpot scene
Oh no! It’s raining. Let’s run and hide under a giant flowerpot.
Closing scene
Oh look! The key is glowing. Now we are getting bigger again.
The adventure is finished.28
III Photocopiable sheets
Sheet 1 (In the garden Further Activity 2 Variation)
© O
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Sheet 2 (The outing Further Activity 1)©
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1 When did dinosaurs live?
2 What did the apatosaurus eat?
3 Why did the apatosaurus have a long neck?
4 How many legs did it use to walk?
5 When did it stand on its back legs?
6 Where did it live?
30
Sheet 3 (Land of the dinosaurs Further Activity 1)
© O
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✄
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© O
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Ltd
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✄
Sheet 4 (Land of the dinosaurs Further Activity 2)
✄
A This dinosaur had a very long tail. It had a long pointed
mouth with a lot of sharp teeth. It had two long, thin legs.
Its legs were not very strong so this dinosaur could not
walk for a long time. It had very big wings and could fly.
✄
B This dinosaur ate plants. It had four legs. It walked on
four legs. It had a very long neck to reach leaves.
Sometimes it stood on its back legs to reach leaves at
the top of plants. It had a small head and a long tail.
✄
C This dinosaur ate plants. It walked on four legs. It had
a big head. It also had three horns and a big hard frill
behind its head. The horns and frill stopped other
dinosaurs eating this dinosaur.
✄
D This dinosaur ate meat. It walked on its two back legs.
Its front legs were very small and had claws. The dinosaur
did not use its front legs for walking. It had a big head and
a big mouth. The dinosaur also had very big sharp teeth.
✄
✄
E This dinosaur ate plants. It walked on four legs and moved
very slowly. It was very heavy. It had a small head and
small brain. Other dinosaurs liked to eat this dinosaur so
it had big spikes on its back and tail to stop them.
✄ ✄
31
32
Sheet 5 (Land of the dinosaurs Further Activity 2)
c
a b
d e✄✄✄
© O
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33
Sheet 6 (Red Planet Further Activity 1)✄
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© O
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home
7
pot
shop
6
keeper
news
5
man
flower
4
police
3
work
play
2
paper
foot
1
g
f
e
d
c
b
a
ground
A
glu
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ere
BC D
glue
here
34
Sheet 7 (Red Planet Further Activity 2)
cutfold
© O
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35
Sheet 8 (Lost in the jungle Further Activity 1)
✄✄©
Oxfo
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It is g
reen.
It h
as leaves.
We c
an g
row
it
insi
de o
r outs
ide.
(a p
lant)
It c
an b
e b
ig.
It c
an b
e s
mall.
We g
et
one o
n
our
birth
day a
nd
at
Christ
mas.
(a p
rese
nt)
It is
a p
lace.
There
are
many
trees
and p
lants
.
There
are
als
o
many a
nim
als
.
(a jungle
)
It is a
n a
nim
al.
It c
an c
limb
trees.
It lik
es b
ananas.
(a m
onkey)
It is long.
People
walk
on
it t
o c
ross
rivers
.
(a b
ridge)
There
is a
lot
of
wate
r.
It falls
dow
n fro
m
the m
ounta
ins.
(a w
ate
rfall)
They a
re a
nim
als
.
They a
re s
mall.
They c
an f
ly in
the d
ark
.
They liv
e in c
aves.
(bats
)
It is e
xpensiv
e.
It is o
ften a
rin
g
or
a n
eckla
ce.
It is h
eavy.
(gold
)
© O
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36
Sheet 9 (The lost key Further Activity 1)✄
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can
stop
look
old
found
will
glow
but
rocket
grass