3 The Railway Children - christinalourdes.files.wordpress.com · Pn Nooraini binti Baba SMK Wakaf Tapai, Terengganu 11. Pn Ezareen bt C. Ahmad Ezanee SMK Bukit Jelutong, Shah Alam,

N O V E L

Form

3

Curriculum Development Division. Ministry of Education Malaysia 2011

The Railway Children

Table of Content

Content Page

Preface 1

Acknowledgement 4

Introduction 5

Synopsis 11

Elements 12

Activities 28

Assessment 84

Answer Key 101

Glossary 117

1

Preface

The Teacher‟s Literature Component Teaching Module

This Literature Component Teaching Module is for teachers who are teaching the Literature

Component of Language Curriculum for Malaysian Secondary Schools. This second cycle

in the implementation of the Literature Component began in January 2010 for Forms 1 and

4. The Literature Component for Form 3 is made up of a selection of creative and literary

works in two main genres, Poems and Novels. The module provides an overview of the

texts to be taught and suggested activities for the different genres found in the literature

component of the English Language Curriculum for secondary schools.

This module provides teachers with practical ideas and suggestions for making the

teaching of the literature component an interesting and exciting experience both for teachers

as well as students. Through fun-filled learning activities, students should be able to

appreciate, demonstrate understanding and express personal responses to literary and

creative works. Teachers are encouraged to adapt and modify the activities and materials in

this module to suit their students‟ learning styles and level of proficiency. This is to ensure

that the element of fun and experimentation with the language is not hampered.

Structure of the Module

The Literature Component Teaching Module for Form 3 is divided into eight sections:

Section 1 - Introduction: Provides a general overview of the novel and its elements:

- Plot

- Subplot

- Setting

- Characterisation

- Theme

- Symbols

- Irony

- Style

- Language

The author‟s background and reteller‟s background are given as

additional information.

2

Section 2 – Synopsis : This section provides a brief summary of the of the plot.

Section 3 - Elements : In this section, teachers and students will be introduced to:

- Plot summary of each chapter (17 chapters).

- Characters of the novel (main and minor characters),

characteristics of each character and the textual evidence.

- Themes or central ideas of the novel (main and minor themes).

- Values from the novel.

- Literary devices

Section 4 – Activities : This section provides some suggested learning activities and each

activity may be accompanied by activity sheets, handouts and

suggested adaptations. Each activity consists of five parts:

- Time

- Aim(s) of activity

- Material(s) for the activity

- Steps on how to conduct the activity

- Additional notes are included for further clarification,

explanation and instruction.

Section 5 –Assessment : Test students‟ performance using summative and formative types

of questions.

Section 6 -Suggested answers - The answer keys are provided for the activities in Section 4

and Section 5. The suggested answers are a guide only and other

appropriate responses are acceptable.

Section 7 – Glossary : A glossary list is provided at the end of each genre section. This list

contains some of the words/phrases and their meanings as used in

the texts.

Section 8 – Appendix.

3

Note to Teachers

This Literature Component Teaching Module for Form 3 provides suggested activities for the

teaching of the texts in the Form Three Literature Component. However, for purposes of

reinforcement and extension, teachers are encouraged to adapt, modify and adjust the

activities to suit the students‟ proficiency level. Teachers should bear in mind that in the

teaching and learning of the literature component, it is pertinent to explore students‟

creativity and potential. Thus, there is a need to provide opportunities for the students to

participate actively and express themselves without much reservation.

The Literature Component Teaching Module in the English Language Curriculum for

Malaysian Secondary Schools primarily focuses on the „fun‟ aspect of learning. Thus, much

effort should be put into sustaining interest in reading literature for fun and not learning for

examination purposes. Rather, there should be some kind of formative assessments carried

out during the teaching and learning process to help students progress to their next level of

competence. Furthermore, formative assessment could improve instruction and

effectiveness in teaching of the Literature Component in the English Language curriculum.

It is hoped that teachers will find the module handy, resourceful, helpful and

beneficial to effectively and efficiently implement the new Malaysian English Language

Curriculum for Secondary School. So this will successfully produce and create effective

English Language Lessons that will stimulate students into becoming more proficient and

adept English Language users.

4

Acknowledgement

These teaching modules were developed and compiled with the help of a group of

dedicated teachers from various schools all over the country. To them, the Ministry

of Education would like to express its sincere gratitude and thanks. Members of the

team, working in collaboration with the Curriculum Development Division are:

1. Pn Vasantha Mallar Narendran SMK Victoria, Kuala Lumpur

2. Pn Yong Wai Yee SK Brickfields 1, Kuala Lumpur

3. Pn Suhaila Ahmad Akhirudin SMK Taman Sri Muda, Shah Alam,

Selangor

4. En Khairul Anuar bin Yang Ahmad SMK King Edward VII, Taiping, Perak

5. Pn Sathiavany a/p Madhavan SMK St Paul, Seremban, Negeri Sembilan

6. En Jimmy Then Choon Jing SMK Bintulu, Sarawak

7. En Norrol Sham bin Mohd Yunus SMK Sg. Pasir, Sg. Petani, Kedah

8. En. Xavier Manickam SMK Rantau, Negeri Sembilan

9. En Au Yeong Weng Hang SMK Seri Permaisuri, Kuala Lumpur

10. Pn Nooraini binti Baba SMK Wakaf Tapai, Terengganu

11. Pn Ezareen bt C. Ahmad Ezanee SMK Bukit Jelutong, Shah Alam, Selangor

12. Pn Ingrid Sarina Rueh SMK Bukit Indah, Ampang, Selangor

13. Pn Vasanthi Sandragasam SMK Tun Habab, Kota Tinggi, Johor

14. Pn Hyacinth Foo Mook Keow SMK Seri Sentosa, Kuala Lumpur

15. Pn Norfidzah bt Mohd Nordin SMK Taman Melawati, Gombak, Selangor

16. Pn Khoo Guat Tin SMK Subang Jaya SS14/6, Selangor

17. En. Mohd Zamri bin Abu Zarin SBPI Rawang, Selangor

18. En. Adrian Robert SM La Salle, Kota Kinabalu, Sabah

19. Pn Sabina Kok SMK Assunta, Selangor

20. Pn Marina bt Mahmood SMAP Labu, Labu, Negeri Sembilan

21. Pn. Intan Hamimah bt Mamat SMK Seksyen 18, Shah Alam, Selangor

22. Pn Michelle Lim Pek Sim SMK Bandar Puchong Jaya (B), Selangor

23. Pn Elyani bt Khalid SMK Agama Kuala Lumpur, Kuala Lumpur

24. Cik Darshini Nadarajan SMK Alor Akar, Kuantan, Pahang

25. En. Mohd Redza Asyraf bin Ramlee SMK Jitra, Kedah

26. Pn Juliana Ali SBPI Jempol, Negeri Sembilan

27. Pn Diana Fatimah Ahmad Sahani Bahagian Pembangunan Kurikulum, KPM

28. Cik Masreen Wirda Mohammad Ali Bahagian Pembangunan Kurikulum, KPM

29. YM Tengku Ireneza Marina Tengku Mazlan Bahagian Pembangunan Kurikulum, KPM

30. En Ng Yew Kee Bahagian Pembangunan Kurikulum, KPM

5

THE RAILWAY CHILDREN NOVEL

A novel is a fictional piece of prose usually written in a narrative style. Novels tell stories, which are typically defined as a series of events described in a sequence.

There have been stories and tales for thousands of years, but novels must combine a few unique characteristics in order to be defined as such. First, a novel is written down, rather than told through an oral account. Secondly, novels are meant to be fictional in form, differentiating them from myths, which are said to have their basis in reality or theology. Although some modern scholars argue differently, there is no truly established guideline for length, point-of-view, or even establishment of a moral or philosophical point in novels.

Throughout the centuries, the novel stumbled along with great waxing and waning in popularity. Many modern examples held up as great novels were written throughout the 19th and 20th centuries, when novels finally gained a permanent position as an acceptable form of literature. Since that time, novels have become the most common form of published literature, far outpacing the published plays, poetry, and works of non-fiction that once held sway over the literate world.

Novels are often beloved for their creation of spectacular worlds, compassionate characters, and carefully thought-out arguments. They are often seen as a boundless realm of exploration and creativity, with sub-genres springing up to include nearly every type of subject that can be written about. A novel requires only imagination and talent to create massive worlds and detailed characters.

There are certain elements which every novel has and these are:

plot

setting

characterisation

theme

style and presentation

Introduction

6

Plot

This is what happens in the novel; it is the author's arrangement of the story.

Key points to note:

- There can be a logical development of events with a careful linking of scenes.

- There can be a series of apparently unrelated scenes which are not shown to be connected until the end of the novel - there should be a beginning, a middle and an end.

- The plot should be plausible, but there can still be room for the element of surprise.

- There should be conflict, either within the central characters or between characters, or between characters and their environment.

- The climax of the story is the highest point of interest, the moment when the conflict is most intense, the time when the consequences of a character's actions become inevitable and when all the main points of the plot merge.

- The denouement is when all the little mysteries in the plot are revealed and all the loose ends are tidied up.

- The pace of the novel slows with the denouement.

Sub-plot

This is a sequence (or sequences) of events that parallels the main plot; it can closely resemble the main plot or it can diverge in significant ways in order to highlight the main plot.

Setting

The setting of a novel encompasses a number of different, but linked elements:

- time - day or night, summer or winter, the historical period (an actual date)

- place - inside or outside, country or city, specific town and country, real or fictional

- social - the minor characters who take little part in advancing the plot, but whose presence contributes to the realism of the novel

- mood and atmosphere - eerie, dangerous, menacing, tense, threatening, relaxing, nostalgic, happy, light-hearted etc.

7

Characterisation

Characters in a novel are the vehicles by which the author conveys to us his or her view of the world.

Key points to note:

- We learn about individual characters from their own words and actions, from what other characters say about them and the way others act towards them.

- Characters help to advance the plot.

- Believable characters must grow and change in response to their experiences in the novel.

Theme

This is the central idea which runs through the novel, the author‟s purpose in writing.

Key points:

- It is the point of view from which the author is writing and there may be a moral value to the story.

- The theme gives the story focus, unity, impact and a 'point'.

- The theme becomes clear by looking at what happens to the major characters and their involvement with other elements of the story.

Symbols

These are often used to help clarify a theme and can be anything from a single object (a key, a necklace, a stone), a place (the beach, an airport, a house), a repeated type of object (a dark car, a woman in sunglasses, an eagle flying overhead), a shape (diamonds, circles, crucifixes), a gesture (wiping glasses, lighting a pipe, a hand in a pocket), a colour, a sound, a piece of music, poetry; to a fragrance (the smell of new-mown grass, cigar smoke).

- Symbols are used to give intangible ideas and emotions a visibility and solidity that makes the reader notice them.

- Symbols can help to give unity to the plot - a recurring symbol is used to link different events and characters.

Irony

This is the revelation of the unexpected consequences of actions and words.

- Irony can add interest, humour and impact to the novel. - It can give depth to characters, tighten the plot, help to define the characters and contribute

to our understanding of the author's theme.

8

Style

This is the way the story is written.

There are four main ways a story can be presented and countless combinations of these:

- The central character tells the story in his or her own words.

- A non-central character tells the story.

- The author refers to all characters in the third person, but reveals only what can be seen, heard or thought by a central character.

- The author refers to each character in the third person and describes what most or all of the characters see, hear and think; the author can also describe events which do not concern any of the characters.

The author can adopt:

- a subjective point of view, which means he or she judges and interprets the characters for the reader

- an objective view, in which the author presents events and allows the reader to make judgements

- an author can use flashbacks to fill in background

Language

The language used by the author also reveals the theme and purpose of the novel:

- The complexity of sentence and paragraph structure, the use of humour, satire and irony, imagery and other poetic devices and word choice all contribute to our appreciation of the characters and events which involve them.

- The reader can be left totally unconcerned about the fate of the characters or be moved by some tragic end to the story.

9

AUTHOR‟S BACKGROUND

Edith Nesbit was born on 15 August 1858 in London, England. She was an English author

and poet who wrote the children's novel The Railway Children in 1906. Her early years were

spent with her two brothers and sisters at the family‟s agricultural college that her

grandfather founded. After the sudden death of her father, and one of her sister's ill health,

they lived in various parts of the country before young Edith was sent to boarding school.

Later, the family moved to France and Germany, where Edith attended school.

In 1871 the Nesbits settled at Halstead Hall in Kent, England. The next few years were a

source of many happy memories and influences on Nesbit's future writing. Adventures in

and around the local pond, and in the surrounding gardens, investigating secret

passageways in their home, and walking down the railway tracks that crossed the back fields

with her brothers were events she would develop in her popular stories for children. She was

already flexing her vivid imagination in the poems she started to write around the age of

fourteen.

On 22 April 1880 Edith married Hubert Bland. Her husband was one of the founders of the

Fabian Society, a British socialist movement, whose purpose is to advance the principles of

democratic socialism. At this time Nesbit became an active socialist, cut her hair short and

embraced the new values of the "advanced" woman. She and her husband jointly edited the

Society's journal, Today, and entertained many friends and colleagues at their grand home

Well Hall, Kent. After Hubert died in 1914, Edith married Thomas Tucker.

http://en.wikipedia.org/wiki/History_of_Socialism_in_Great_Britain

http://en.wikipedia.org/wiki/Democratic_socialism

10

Nesbit then lived a colourful and active life while writing many poems, plays, short stories,

fiction and non-fiction, but some of her most enduring works are her children's stories. With

elements of fantasy, time travel and spies, fairy tales and magic, they are a reflection of her

idyllic childhood days and travels through England, France, and Germany. Some of Nesbit's

additional works include, The Prophet's Mantle (1885), Something Wrong (1886), The Story

of the Treasure Seekers (1899),The Wouldbegoods (1901),The Red House (1902), Five

Children and It (1902),The Phoenix and the Carpet (1904),The New Treasurer-Seekers

(1904),The Amulet (1906), The Enchanted Castle (1907), and The Magic World (1912).

Nesbit‟s notable work, The Railway Children (1906) has inspired television and film

adaptations. John Escott, a published adapter, is among some authors who had retold the

story under the Oxford Bookworms series.

Edith Nesbit died on 4 May 1924 and lies buried in the churchyard of St Mary's in the Marsh,

Kent, England.

Source: From the Biography written by C.D. Merriman for Jalic Inc. Copyright JalicInc 2006,

http://www.online-literature.com/edith-nesbit/ Date accessed: 4 April 2011.

RETELLER‟S BACKGROUND

John Escott was born in Somerset, England. He started writing children‟s books and comic

scripts, but now he writes for students of all ages. He is also a published adapter, author,

editor, and a narrator of children's books. Escott enjoys writing crime and mystery thrillers.

He has published many titles for the Oxford Bookworms series including Agatha Christie,

The Fly and Girl on a Motorbike. Other published credits of John Escott include the

Dominoes Series such as A Pretty Face Cassette, The Wild West and White Fang. When he

is not writing, he enjoys walking along empty beaches, watching videos and searching old

books. John Escott is married with two grown-up children and three grandchildren.

http://www.online-literature.com/edith-nesbit/

11


Synopsis

Roberta ( also known as Bobbie), Peter and Phyllis live in a comfortable home in

London with a wonderful mother and father as well as a maid. One day their father

leaves home with two men. He is actually taken away to prison but the children do not

know this at first. When he leaves and does not come back, they have to move to a

poor cottage in the country (rural area) near a railway station. The children become

familiar with the passing trains, the workers at the train station and signal-box, and life

in a small town while their mother struggles to make ends meet by writing stories.

They learn to live with what little they have and they get used to being poor. They also

learn not to steal coal from the railway station, even if they have so little to keep warm.

They have various adventures - stopping a train when a landslide covers the tracks,

finding an injured older boy in the train tunnel and getting help, while dealing with the

mystery of their father's disappearance. Sometimes they argue and have crises, but in

time they make many new friends. They also experience amusing adventures aplenty

which happen near the railway and the canal. The children develop the habit of waving

to the train as it goes past and sometimes the people in the coaches wave back. Their

friendly gestures forge a special friendship with one person in particular, who goes by

in the train. He then eventually gets to know them, and helps them out in various

ways. Then, one day a train calls at the station and the children are pleasantly

surprised to see their father. They are finally re-united.

12


CHAPTER 1 : THE BEGINNING OF THINGS One night at their home in London, Father, Mother, Roberta (also known as Bobbie), Peter

and Phyllis are talking about Peter‟s broken model engine when there is a knock on the front

door. Two gentlemen come to see Father and talk for a long time. Father speaks briefly with

Mother and mysteriously leaves home. The next morning, Mother leaves for London and

returns in the evening, looking tired. She requests the children to be good while she is away

and not to ask any question about Father. Several horrid weeks go by and one morning,

Mother tells the children that they are moving to a little white house near a railway line in the

country. They take the train and arrive at their new home in the dark.

CHAPTER 2 : PETER AND THE COAL The family do not get a decent supper as they think Mrs.Viney has not prepared it for them. Mother prepares what she can and off they go to bed. The next morning, the children wake up feeling excited in their new home. They discover that a nearby field backs onto a railway line but the railway station is too far to see from where they are. Before supper the children decides to go to the railway station. They have a lot to see and a large heap of coal catches Peter‟s attention. When Peter steals coal from the station yard, he is caught by the Station Master. Peter thinks that taking some coal from the middle of the heap is harmless. The Station Master warns them that what they have done is stealing because the coal belongs to the railway station. It is only then they realise what they have done is wrong.

Elements

PLOT SUMMARY

13

CHAPTER 3 : THE OLD GENTLEMAN By now the children know the time when the trains pass. Every morning they will wave to an

old gentleman who always waves back at them. They pretend that the old man knows their

father and takes their love to him in London. One day, their mother becomes very ill and

Bobbie resolves to do something positive to help. The children paint the words, "LOOK OUT

AT THE STATION" on a large white sheet and wave it at the 9.15 train the next day. When

the train is about ready to leave, Phyllis passes a letter to the Old Gentleman. In the

evening, a large box of supplies is delivered to the children with all the things they have

asked for.

CHAPTER 4 : BOBBIE‟S RIDE

When their mother finally recovers from her illness, they confess to her what they have done

earlier. The family later celebrates Bobbie‟s 12th birthday, all dressed in their best. Bobbie

receives various presents from the family including Peter who reluctantly has to give her the

broken half of his toy train filled with sweets. Her lovely birthday party however ends on a

sad note when she realises that her mother is very upset later that night. Bobbie secretly

wants to repair Peter‟s broken train. She goes to the station and accidentally gets into the

engine of one of the trains. Feeling scared, she seeks help from two railway workers. The

two men not only repair the toy train but also make sure she arrives home safely. Weeks

later, Bobbie introduces Peter and Phyllis to the friendly engine driver and Jim, the fireman.

CHAPTER 5 : SAVING THE TRAIN

The children witness a landslide that covers the railway line. The children prevent an imminent accident by waving the girls‟ red petticoats. The train comes to rest just in time,

at about twenty metres from where Bobbie stands on the tracks. Weeks later, a

ceremony is held at the station to commemorate the children's bravery. The Old Gentleman presents the children with a gold watch each and meets their mother at home. The children relay the eventful day to their mother.

CHAPTER 6 : A BIRTHDAY FOR PERKS The children‟s mother has just sold a story and suggests having some cakes for tea. Bobbie

requests that they have it on Perks‟ birthday and Mother agrees. Peter comes up with an

idea to ask the villagers for little gifts, confident that they will give something to a person as

nice as Perks. Some of the villagers are delighted with the idea but others, such as Mrs.

Ransome simply brushes them off. The three children, however, go home and collect

several roses for Mrs. Ransome since it is her birthday. That kind gesture touches Mrs.

Ransome‟s heart and she gives the children several apples as well as her dead grandchild‟s

pram for Perks‟ son. The children bring the gifts to Perks‟ house and wait for his arrival so as

to surprise him. In spite of this, Perks becomes upset as he sees the gifts as a form of

charity. The children explain that these gifts are given sincerely and Perks relents. He asks

the three children to stay for tea.

14

CHAPTER 7 : THE TERRIBLE SECRET Bobbie discovers the reason for her father‟s disappearance when she reads the newspaper article. Deeply upset, she refuses to believe that he is a spy and is imprisoned. Her mother attempts to explain that her father has been falsely accused of selling government secrets to another country. Bobbie believes in her father‟s innocence and decides to write to the Old Gentleman to clear his name.

CHAPTER 8 :THE BOY IN THE RED SHIRT

The boy in red goes missing during a „hare and hounds‟ game organised by their school.

Bobbie and her siblings enter the dark railway tunnel to look for him. They find him lying by

the railway track with a broken leg. Bobbie stays with the injured boy, Jim, in the dark tunnel

while Peter and Phyllis seek help from the farm. The children take Jim home for medical

attention. They later learn that Jim is the grandchild of the Old Gentleman whom they have

met earlier. The Old Gentleman visits the little white house where Jim is taken care of.

Mother offers herself to take care of Jim until he gets better. The Old Gentleman is grateful

to the family. When the Old Gentleman leaves the house, he has a private chat with Bobbie

about her father. He says that he has received the letter and has been looking into the case.

He also believes that her father is innocent.

CHAPTER 9 : THE MAN AT THE STATION

The children wave at the passing 9.15 train and all the passengers respond. At the station,

an overjoyed Mr. Perks, who has read about Bobbie‟s father in the newspapers, greets her.

A London train stops at the station and Bobbie sees her father return after serving his

sentence in prison. They return home happy and reunited.

15

CLIMAX RISING ACTION FALLING ACTION

EXPOSITION (BEGINNING) RESOLUTON (ENDING)

PLOT SUMMARY BASED ON FREYTAG‟S PYRAMID

Roberta (Bobbie), Peter and Phyllis

are children of a fairly wealthy

family. They live a happy and

stable life with their parents in

London. However, things change

when their father is mysteriously

taken away from their home. Then,

the family moves to a country

house near a railway line.

The children have various adventures. First, they

discover a heap of coal at the station yard. Peter takes

some coal home and stacks them at the back of the

house but he gets caught by the station master. The

children also sit on the fence waiting for the train to

pass by. They develop the habit of waving to the train

as it goes past. Their friendly gestures make them one

special friend in particular, a distinguished Old

Gentleman who eventually gets to know them. Then,

Mother falls sick. The children seek help from the Old

Gentleman. One day, they stop a train when a

landslide covers the tracks by creating red warning

flags to save it. These kind children even ask around

the village for birthday presents for Perks, a porter.

Perks is initially furious, but is touched when the

children convince him the gifts are a mark of respect

from the villagers.

One day, Perks gives Bobbie some old newspapers and magazines. She is

horrified to notice a newspaper headline announcing her father‟s conviction

and sentence. Knowing that he is innocent, Bobbie resolves to rescue him.

She writes a letter to the Old Gentleman.

The children continue with their adventures. One

day, they watch a „Hare and Hounds‟ game that

leads them to the dark tunnel. One of the

„hounds‟ fails to appear from the dark tunnel. The

children go in to investigate. They find the injured

„hound‟ (Jim) and rescue him.

One day, a train from London

halts and Bobbie sees a tall figure

on the platform. She embraces the

tall man who is her father. The

family is reunited.

16

Main Characters

Character Characteristics Textual Evidence

ROBERTA (BOBBIE)

A twelve-year old girl Twelve lighted candles on it, one for each of Bobbie‟s years. (p 22)

Eldest child of the family

....she was always called Bobbie, and was the oldest. (p 1)

Very determined

„Mother must have those things,‟ said Bobbie. „The doctor said so. How can we get them for her? Think, everybody, just as hard as you can‟. (p 17)

Caring

Bobbie picked up the box with Peter‟s toy engine inside it. „I…I wanted to ask if you could mend this,‟ she explained and took the engine out of the box.‟ (p 26)

„Why didn‟t you go with them?‟ he said. „Someone had to stay with you,‟ said Bobbie. „I must put out the candles or it will burn itself out.‟ (p 49)

Resourceful „You must go and get help, „ said Bobbie quickly. I‟ll stay with him. You take the longest bit of candle, but be quick.‟(p 48)

She used Peter‟s knife to cut off the boot, then she looked at the broken leg. „It needs something soft under it,‟ she thought, and then remembered her petticoat. She took it off and carefully put it under the boy‟s leg. (p 49)

CHARACTERS

17

Sensitive

It was a lovely birthday. But later that night, Bobbie came silently down the stairs to get her presents. She saw her mother sitting at the table, with a pen and some writing paper in front of her. „She‟s writing to Father,‟ thought Bobbie. (p 23) „It‟s my birthday, and she doesn‟t want me to know she‟s unhappy,‟ thought Bobbie. (p 24)

Responsible

Then Bobbie fetched coal and wood, and lit a fire. It was a strange supper – tomatoes, potato chips, dried fruit and cake. And they drank water out of tea-cups. After supper, they put sheets and blankets on the beds, the mother went to her own room.(p 7)

PETER

Second child and the only boy

Next came Peter...(p 1)

Wants to be an

engineer

...who wanted to be an engineer when he grew up. (p 1)

Courageous „Perhaps he‟s had an accident,‟ said Peter, „Let‟s go and look.‟ (p 46)

Adventurous On their last night in the house, Peter had to sleep on the floor, which he enjoyed very much. „I like moving,‟ he said. (p 4 and 5)

„Where shall we go?„ said Bobbie, although she already knew the answer. „To the railway, of course!‟ cried Peter (p 9)

„It was very exciting!‟said Peter. (p 10)

Innocent „I didn‟t think it was stealing,‟ said Peter. „There‟s so much coal here. I took some from the middle of the heap, and I – I thought nobody would mind. And Mother says we‟re too poor to have a fire...‟ (p 14)

Quick thinking „We need something red. Then we could go down on the line and wave it,‟ said Peter. „Everyone knows that red means danger, and the train would stop.‟ (p 29)

18

PHYLLIS

Youngest

And the youngest was Phyllis, who was always trying to be good. (p 1)

Insecure

They went inside the dark…Immediately, the candle went out. „Oh, I wish we hadn‟t come!‟ said Phyllis. (pgs 6,7)

There was a low noise on the railway

line… „Let me go back!‟ cried Phyllis.

(p 47)

Naïve

The boy in the red shirt was on the

ground, beside the line. His eyes were

closed and he did not move when

they reached him.

“Is...he dead?” asked Phyllis.(p 47)

MOTHER

Homely Mother was almost always at home, ready to play with the children, or to read to them to the children to them. (p 1)

Protective

We have to play „being poor‟ for a while. (p 4)

Practical

„Then we can‟t have any supper,‟ said Phyllis, unhappily. „Yes, we can. We can unpack one of the boxes. There‟s some food from the old house.‟ (p 7)

Resourceful

Mother spent every day in her room, writing stories. Sometimes she managed to sell a story to a magazine, and then there were cakes for tea. (p 12)

Caring ...ready to play with the children, or to read to them. (p 1)

Proud

„Now listen, it‟s true that we‟re poor.‟ she told them, „but you must not tell anyone. And you must never, never ask strangers to give you things.‟ (p 21)

FATHER

Tolerant ...who was never angry ... (p 1)

A civil servant/ government officer

The children knew that Father worked

in a Government office. (p 4)

Wonderful … always ready to play a game. (p 1)

Caring

Of course there‟s hope! I‟ll mend it on

Saturday (p 3)

Wrongly accused

FIVE YEARS IN PRISON FOR SPY!

And the name of the spy was her

father. (p 40)

19

OLD GENTLEMAN Friendly

… And a hand waved back! It was

holding a newspaper and it belonged

to an old gentleman.(p 15)

PERKS

Kind and Helpful

„The old gentleman asked me to bring

it,‟ he (Perks) said.

Perks left, and the children opened

the box. Inside were all the things

they have asked for… (pgs 19, 20)

„When I read about your father in the

newspaper at the time, I began trying

to find out things‟ (p 52)

A very nice and

friendly railway porter

...they spent a happy two hours with

Porter, a nice friendly man called

Perks (p 17).

and there stood Perks, the friendly

Porter,… (p 19)

“Perks is nice to everybody” (p 34)

Hardworking He says he doesn‟t keep birthdays

anymore, because he has other

things to keep – his wife and children !

(p 34)

„And other people said you were kind

and polite and hardworking.‟ said

Bobbie. (p 38)

Proud „I‟m not having any of it! We‟ve

managed all these years, asking

people for nothing, and I‟m not going

to start taking things now. We may be

poor, but we don‟t need charity.‟

(p 38)

Reasonable

„I – I won‟t,‟ said Perks, quietly…I take

every word I said. I-I don‟t know if I

were ever so pleased...not only with

the presents, but with the kind

thoughts of our neighbours.‟ (pgs 38,

39)

Responsible

„I am pleased to give something to Mr.

Perks. He always pays his bills. (p 38)

20

MRS RANSOME

Sensitive

„It‟s my birthday tomorrow,‟ said old

Mrs. Ransome at the post office.

„Nobody will remember mine. Why

should I give anything to Perks? Go

away!‟ (p 35)

Appreciative „I want to thank you for the roses.‟ she

said. (p 36)

Generous

„And here is your box,‟ said Mrs.

Ransome, giving it back to them. It

was full of shiny red apples.(p 36)

„The Perks children will like them.

And I‟ve got a pram in the back of the

shop.‟ (p 36)

DR FOREST

Hopeful „I expect you want to be nurse,‟ Dr.

Forest said to Bobbie, after he had

seen the mother.

„Your mother is ill and must stay in

bed…‟ (p 17)

Responsible „I‟ll send some medicine for her, but

she will need fruit and milk, and some

other special things that I‟ll write down

on a piece of paper for you.‟ (p 17)

MRS. VINEY

A woman from the

village

„ Who‟s she?‟ asked Bobbie. „ A

woman from the village. I asked her to

clean the place and make our supper,‟

said Mother. (p 6)

Responsible

There‟s a letter from Mrs. Viney,‟

explained Mother. „Her son broke his

arm and she went home early. She‟s

coming again later this morning.‟ (p 8)

21

Place Setting

A home in London (pgs 1,2 )

Little white house in the country that stands in a field near the top of a hill. (p 8)

The railway station (p 10)

The railway lines (p 11)

The railway tunnel (p 43)

The village ( pgs. 34,35 ) Social Setting

Edwardian times - petticoats (p. 29), large heap of coal which steam trains used for their engines (p 10), telegraph (p 10) Cultural Setting

British setting – having tea (p 1) , tea-time (p 41), „...stay to tea‟ (p 39) make our supper (which means dinner to other cultures) (p 6), high hats and long coats (p 32)

SETTING

22

The Importance of a Family 1. There is a strong bond in the family.

Mother was almost always at home, ready to play with the children, or read to them…(p 1)

they also had a wonderful father who was never angry, and always ready to play a game (p 1)

the children did not forget their father, ... (p 12)

2. The children are always together - at the railway line, railway station and even when

they collect gifts for Perks. „Let‟s go and look at the railway,‟ said Peter. (p 8) …the children went to fetch the presents which other people had promised… (p 36)

Hope and Optimism 1. Father is always positive with his children that everything shall be fine.

„Of course, there‟s hope!‟ said Father, smiling. „I‟ll mend it on Saturday, and you can all help me.‟ (p 3)

2. Bobbie has high hopes that the old man can help her seek the truth about her father‟s innocence.

But Bobbie did think about it. She did not talk to Peter or Phyllis, but she wrote a letter – to the old gentleman. (p 42)

3. The old man believes that Bobbie‟s father is innocent.

„I haven‟t done much yet but I have hopes, my dear – I have hopes.‟ (p 52) The Joys of Childhood 1. The family is fortunate to move to a country house that many would dream of living

in. They do not go to school; hence, they fully enjoy their privileged freedom and have some adventures at their neighbouring railway line. The three siblings have more adventures than they ever did in London. They spend a lot of their time on their own as their mother has to work. They have a freedom they never had before.

The children did not go to school now …and Mother spent every day in her room, writing stories. (p12)

The children could not keep away from the railway... (p 15)

THEMES

23

Kindness Brings Reward 1. As a note of appreciation to Perks for being nice, his birthday is celebrated with much

kindness and benevolence from the children as well as the villagers

But other people gave things – a pipe, a tin of tea, a walking stick – and others promised to give small presents too. (p 35)

The Loss of Innocence 1. The children have been formerly sheltered from a life of hardship and led a comfortable life. However, after their circumstances change, they have to learn and, over time, discover the harsh truth of poverty.

„Mother must have those things,‟ said Bobbie. „The doctor said so. How can we get them for her? Think, everybody, just as hard as you can.‟ (p 17)

„We have to play “being poor” for a while.‟ (p 4)

„Can we light a fire?‟ asked Bobbie. „We can‟t have fires in June,‟ said Mother. „Coal is very expensive.‟ (p 12)

Justice Shall Prevail 1. The father of Bobbie, Peter and Phyllis is an innocent man being falsely imprisoned

for spying. He is finally vindicated with the help of the Old Gentleman.

He held her hand and said, „You must go in by yourself, and tell Mother very quietly

that it‟s all right. They‟ve caught the man who did it. Everyone knows now that your

Daddy isn‟t a spy.‟ „We always knew you weren‟t,‟ said Bobbie. (p 57)

Coping with Hardship

1. The characters in this novel are resilient and courageous as they go through hardship and difficulties without complaints or despair.

„We can‟t take everything,‟ Mother told them. „Just the necessary things. We have to play “being poor” for a while.‟ On their last night in the house Peter had to sleep on the floor, which he enjoyed very much. „I like moving,‟ he said. (pgs 4,5)

Then Bobbie fetched coal and wood, and lit a fire. It was a strange supper – tomatoes, potato chips, dried fruit and cake. And they drank water out of tea-cups.

2. Despite being thrown into poverty, the children‟s mother does not use it as an excuse

to deprive the children of having one or two pleasures in life.

„I‟ve sold another story, darlings,‟ she said. „We can have cakes for tea.‟ (p 34)

3. The children are deprived of school, and Mother has to write stories to put food on the table. Yet they are told that they are not to depend on others.

The children did not go to school now, and Mother spent every day in her room, writing stories. Sometimes she managed to sell a story to a magazine, and then there were cakes for tea. (p 12)

„Mother said we weren‟t to ask people for things.‟ (p 34)

24

Resourceful and Innovative

1. The children send danger signals to stop the train by making flags from red petticoats.

2. Bobbie uses her petticoat to support Jim‟s broken leg in the tunnel while waiting for

help.

They cut the petticoats into six pieces and put them on to sticks (p 29)

Bobbie uses her petticoat to support Jim‟s broken leg in the...

„It needs something soft under it,‟ she thought, and then remembered her petticoat. She took it off and carefully put it under the boy‟s leg. (p 49)

Naivety

1. Peter is naive to think that no one would notice if he takes coal from the middle of the heap.

Taking coal from the middle of the heap goes unnoticeable.

Peter denies he is stealing the coal when caught by the Station Master. He isn‟t sure that he is stealing. (pgs13, 14)

„I‟m not a thief,‟ said Peter, but he did not sound very sure about it. (pgs 13, 14)

Bravery

1. The children risk their lives to prevent a train accident.

They try to stop the train by standing on the railway line (pgs 30,31)

The children enter the dark tunnel to look for the last „hound in a red shirt‟ (p 46) 2. Mother is being brave and patient with the children.

Bobbie saw her face when she turned away. „Oh, Mother,‟ she thought. „How brave you are! How I love you!‟ (p 5)

3. Bobbie was determined to make the train stop at the risk of her own life.

She ran on to the line, waving her two flags (p 30)

Bobbie did not move from the line. She waved and waved her flags, shouting, „Stop, stop!‟ as the big black engine came towards her. (p 31)

4. Bobbie writes a letter to the Old Gentleman to seek justice for her father.

My Dear Friend, You see what is in this newspaper. It is not true. Father never did it… (p 42)

25

The novel teaches us to be responsible 1. The children are very responsible.

All day, they helped Mother to unpack and arrange everything in the rooms. (p 9)

2. The mother is responsible in taking care of her children‟s welfare.

…Mother spent every day in her room, writing stories. Sometimes she managed to sell a story to a magazine, and then there were cakes for tea. (p 12)

3. Mrs Viney is a responsible person in the sense that she prepares the meals and cleans the house as instructed.

There was a table in the little square room, and on the table was their supper. (p 8) The novel teaches us to be able to stand proud even when we are poor. 1. The Mother has a very strong sense of moral conviction that she does not see

the need to seek help from others as long as she can hold the fort.

„Now listen, it‟s true that we‟re very poor,‟ she told them, „but you must not tell anyone. And you must never, never ask strangers to give you things.‟ (p 21)

2. Perks may be poor, but he does not want charity.

“I‟m not having any of it. We‟ve managed all these years, asking people for nothing and I‟m not going to start taking things now. We may be poor, but we don‟t need charity.” (p 38)

The novel teaches us to be benevolent and generous 1. G.P (The Old Gentleman) is very benevolent when he responds to their pleas for the things that the doctor said their mother required. He gave the children more than what they have actually asked for.

Here are the things you need. Your mother will want to know where they came from. Tell her they were sent by a friend who heard she was ill (p. 20)

2. The villagers gave various presents to Perks for his birthday.

But other people gave things – a pipe, a tin of tea, a walking stick – and other promised to give small presents, too. (p 35)

VALUES

26

The novel teaches us to be helpful. 1. When Jim hurts his leg in the tunnel during the paper chase, the children help

him.

„The others came out, but you didn‟t. So we came to look for you.‟ (p 47) The novel teaches us that we must show our appreciation. 1. The children are given an invitation from the Secretary of the Railway Company as appreciation for their brave act as in the following letter:

Dear Sir and Ladies – we would like to say thank you for saving the train and stopping a very bad accident. Please come to the station at the three o‟clock on the 30th of the month, if this is a suitable day. (p 31)

It was a very special day indeed… Then everybody sat down and an important man got up to speak. He said nice things about the children – how brave and clever they were - … (pgs 31,32)

The novel teaches us that we must be honest 1. The children admit to their mother about writing to the Old Gentleman despite

knowing that she would be upset about it.

Then it was time for the children to tell Mother what they had done. It was not easy, but they had to do it...

„We‟re sorry,‟ said Phyllis and Peter, crying too.(p 21) 2. The children admit to stealing the coal.

„We did it too,‟ Bobbie told the Station Master. (p 14)

27

Narrator

The novel is being told in the third person‟s point of view.

Simile

Then a noise seemed to come from inside the walls of the house. It sounded like small animals running up and down.(pgs 6,7)

„Oh!‟ said Bobbie, when it had gone. „ It was like a great wild animal going by!‟ (p 10)

„Oh! my Daddy, my Daddy!‟ cried Bobbie. That scream went like a knife into the heart of everyone on the train. (p 57) Onomatopoeia

But after three days, the engine went BANG! (p 2) Foreshadowing

In the opening chapter, the writer gives the reader what will happen later on in a novel .

„ Is there not hope?‟ said Peter „Of course there’s hope!‟ said Father, smiling. „I‟ll mend it on Saturday, and you can all help me.‟ (p 3) Personification

The next moment, the railway lines began to shake and the train came screaming out of the tunnel. (p 10)

But the trees and the flowers all seemed to be waiting for something to happen. (p 55) Imagery

He put his large hand over her small one. (p 49)

POINT OF VIEW

As the narrator, I am the master storyteller! It's up to me to keep the story alive and interesting with exciting detail. So, I tell everything with expression and excitement!

LITERARY DEVICES

28

THE RAILWAY CHILDREN PRE-ACTIVITY 1

Time : 80 minutes

THE RAILWAY CHILDREN ACTIVITY 1

Judging the book cover

STEPS ……………………………………………………………………………………………… 1. Divide students into groups. 2. Distribute the various covers of the novel „The Railway Children‟ (refer to Worksheet 1). 3. Ask students to predict what the story is about in five sentences based on the book covers. 4. Distribute the mahjong papers and coloured markers to each group and ask students to illustrate a new cover for the book based on their predictions. 5. Students present this to the class.

MATERIALS ……………………………………………………………………………………………… 1. Worksheet 1 3. Coloured markers 2. Mahjong papers

AIMS ……………………………………………………………………………………………… 1. To encourage students to predict the plot of the story 2. To design a suitable cover for the short story

For Lower English Proficiency (LEP), teachers can either:

a) brainstorm words, phrases or sentences to help them write out the

sentences

b) provide students with guide words, phrases or sentences to describe the covers.

29

THE RAILWAY CHILDREN WORKSHEET 1

Predict what the story is about in five sentences.

_____________________________________________________________ _____________________________________________________________

_____________________________________________________________ _____________________________________________________________

_____________________________________________________________ _____________________________________________________________

_____________________________________________________________ _____________________________________________________________

_____________________________________________________________ _____________________________________________________________

Judging the book cover

30


Time : 40minutes

Guess what?

STEPS ………………………………………………………………………………………………

1. Divide the class into groups of 5 2. Distribute worksheet to each member of the groups. 3. Ask students to read and look for the meanings of the words provided in the worksheet using the dictionary. 4. Get students to discuss and guess the title and what the story is about. 5. Get a representative from each group to present their prediction. 6. Discuss the predictions from all the groups with the class.

MATERIALS ……………………………………………………………………………………………… 1. Worksheet 2

AIMS ………………………………………………………………………………………………

1. To give one‟s opinion 2. To make predictions

Groups can present their work in graphic form or using illustrations.

31


1. Find the meanings of the words in the clouds below. 2. Discuss and answer the questions that follow.

1. Guess what the story is about.

___________________________________________________________________________

2. Suggest a suitable title of your choice for the novel.

___________________________________________________________________________

3. Explain to the class why you have chosen this title.

___________________________________________________________________________

telegraph wires railway

lines

steam engines

engine driver tunnel

fireman

Station master

porter

Guess what?

32


Time : 40 minutes

I Wonder…

STEPS ………………………………………………………………………………………………

1. Discuss the different types of trains. 2. Distribute Worksheet 3 to each student. 3. Tell students to write sentences that describe why the children are there

(reasons) and what will happen (prediction) based on the picture. 4. Ask students to share their reasons and predictions with the class. 5. Discuss students‟ answers. 6. Tell students to retain Worksheet 3 with them. Compare their answers after

reading Chapter 5.

MATERIALS ……………………………………………………………………………………………… 1. Worksheet 3

AIMS ………………………………………………………………………………………………

1. To make predictions about what is found in the story based on the picture given 2. To participate in a discussion by suggesting, agreeing, and defending one‟s point

of view

.

If the class consists of Low Proficiency students, teachers may assist

by asking “WH” questions that will lead to the answers.

33


Study the picture below and answer the questions that follow.

I Wonder…

Why are the children there?

1. _______________________________ _______________________________

2. _______________________________ _______________________________

3. _______________________________ _______________________________

What do you think will happen?

1. _______________________________ _______________________________

2. _______________________________ _______________________________

3. _______________________________ _______________________________

34


Time : 40 minutes

Brain Train

STEPS ………………………………………………………………………………………………

1. Prepare sets of word/vocabulary taken from the text. 2. Cut out the sets of words and put them in a box. 3. Tell students to pick up the words at random. 4. Tell students to construct a sentence using the words they have picked.

MATERIALS ………………………………………………………………………………………………

1. Sets of word cards (Worksheet 4)

AIMS ………………………………………………………………………………………………

1. To use words in context

.

Word cards must consist of words taken from the novel. Teacher can guide students with Lower English Proficiency by asking a few questions pertaining to unfamiliar words. Alternatively, the teacher may change the words to the level of the students‟ proficiency and level.

35


TRAIN

PETTICOAT SPY TUNNEL

THIEF

PASSENGERS APPLE PIE PIPE

WALKING

STICK

PRAM PORTER ENGINE

CHARITY

BILLS PRISON STATION

NEWSPAPER

LETTER FLAG ACCIDENT

GENTLEMAN

SECRET PRESENTS HONEST

CHILDREN

BIRTHDAY HANDKERCHIEFS PLATFORM

STEAM

MAGIC SUPPER POOR

Brain Train

36

THE RAILWAY CHILDREN (CHAPTER 1) WHILE ACTIVITY 1

Time : 40 minutes

Getting to know

STEPS ……………………………………………………………………………………………… 1. Ask students to retell what the chapter is about. 2. Tell students to look up the meanings of five difficult words in Chapter 1 using the dictionary. 3. Distribute Worksheet 1 and ask students to complete Task 1 4. Get students to compare the house in London and the little white house near the

railway line and complete Task 2. 5. Read Chapter 1 again and identify compound nouns. 6. Complete Task 3 of Worksheet 1.

MATERIALS ……………………………………………………………………………………………… 1. Worksheet 1 3. Text ( Chapter 1) 2. Dictionary

AIMS ……………………………………………………………………………………………… 1. To retell what the chapter is about 2. To compare and contrast two settings 3. To form new words by combining two words

Some new words in Chapter 1 that the students may not know are: wonderful awful excitement country cart supper doorstep telegraph Students can do Post-Activity 13 as an enrichment exercise.

37

THE RAILWAY CHILDREN (CHAPTER 1) WHILE ACTIVITY – WORKSHEET 1

Task 1 Read Chapter 1. Look up new words and find the meaning in a dictionary. Choose two

words that you like the most and write them below with a meaning.

Word

Explanation

Task 2 THE BEGINNING OF THINGS

Answer the questions below.

1. Write down two sentences about the children‟s lives before Father went away.

i. ________________________________________________________________

ii. ________________________________________________________________

2. Write down two sentences about their new home, the little white house.

i. ________________________________________________________________

ii. ________________________________________________________________

Task 3 Match the word in the columns to make five compound nouns used in the first chapter. The

first one has been done for you.

rail - - day door - - men birth - - thing some - - way

up - - step gentle - - stairs

Getting to know

38


Time : 40 minutes

Peter and the coal

STEPS ……………………………………………………………………………………………… 1. Distribute a copy of the worksheet to each student 2. Students read the questions carefully and answer them by providing textual evidence.

MATERIALS ……………………………………………………………………………………………… 1. Worksheet 2 2. Text (Chapter 2)

AIMS ……………………………………………………………………………………………… 1. To read and identify details in the story

Read and answer questions based on Chapter 2.

39

THE RAILWAY CHILDREN WHILE ACTIVITY - WORKSHEET 2

Answer these questions based on Chapter 2 that you have read. For answers 1 to 4, provide textual evidence from the novel and indicate the page number as well. 1. Why are the children very excited in the morning?

Answer: ___________________________________________________________________ ___________________________________________________________________ Textual evidence: ___________________________________________________________________ ___________________________________________________________________

2. What do they have for breakfast? Do they enjoy it?


Peter and the coal

40

3. What do they do after breakfast? Answer: ___________________________________________________________________ ___________________________________________________________________ Textual evidence: ___________________________________________________________________ ___________________________________________________________________

4. Why do Bobbie think that the train was like a wild animal going by?


5. Why do the Station Master let them off for taking the coal? Tick ( ) the statement or

statements that you think are correct.

a) He is a kind man

b) He feel sorry for them being poor

c) The children don‟t know that stealing was wrong

41

THE RAILWAY CHILDREN (CHAPTER 3) WHILE - ACTIVITY 3

Time : 40 minutes

Shout Out!

STEPS ………………………………………………………………………………………………

1. Distribute Worksheet 3 to each student. 2. Read the statements in Section A. 3. Identify the statements in Section A and match them with the characters in

Chapter 3 of the novel. 4. Write the statements in the graphic organiser in Section B.


AIM ……………………………………………………………………………………………… 1. To identify characters by matching them with the statements given

Read and answer questions based on Chapter 3.

42

THE RAILWAY CHILDREN (CHAPTER 3) WHILE ACTIVITY - WORKSHEET 3

Read the statements in Section A . Match the statements to the characters in Chapter 3. Section A

A. “I haven‟t seen you at the station recently…”

B. “After the trouble with the coal…”

C. I expect you want to be a nurse….. your mother is ill and must stay in bed.”

D. “Impossible!... we can‟t buy all those things! We‟re poor remember?”

E. “Mother must have those things, the doctor said so. How can we get them for her? Think , everybody, just as hard as you can”

F. “I thought I was going to miss you!”

G. “I think we were right.”

H. “Of course, we were right”

I. “I hope Mother thinks we were right, too.”

Section B – Graphic Organiser E.g.

Shout Out!

Peter (i) “After the trouble with the coal…”

(ii)

Who Said what?

(i)

(ii)

(i)

(ii)

(i)

(i)

(i)

43

THE RAILWAY CHILDREN (CHAPTER 4) WHILE – ACTIVITY 4

Time : 80 minutes

ChooChoo... Corner

STEPS ……………………………………………………………………………………………… 1. Ask students to talk about their own blogs or Facebook. 2. Ask students to explain some of the things that they post in their blogs or

Facebook. 3. Distribute Worksheet 4(a). 4. Ask students to complete Worksheet 4 (a) based on Chapter 4. 5. Distribute Worksheet 4(b). 6. Ask students to post their status in the Choo Choo... Corner Facebook

MATERIALS ……………………………………………………………………………………………… 1. Worksheets 4(a) and 4(b) 2. Text (Chapter 4)

AIMS ………………………………………………………………………………………………

1. To recall an event in the story

Teachers should make sure that students use standard language when posting their status in the Facebook.

44

THE RAILWAY CHILDREN WHILE ACTIVITY - WORKSHEET 4(a)

Complete the table below on how Bobbie celebrated her birthday by referring to Chapter 4.

Who were there?

What happened?

What did I receive?

How did I feel?

Choo Choo… Corner

45

THE RAILWAY CHILDREN WHILE ACTIVITY - WORKSHEET 4(b)

Imagine that you are Bobbie. Based on Chapter 4, complete your Choo Choo… Corner Facebook below by writing out how you celebrated your birthday and your feelings on that day .

Cho Choo… Corner What‟s on your mind?

ChooChoo… Corner

It was a wonderful day today. I celebrated my…………...............

………………………………………………………………………….

………………………………………………………………………….

We were ………………………………………………………….......

………………………………………………………………………….

…………………………………………………………………………

I received wonderful…………………………………………………

………………………………………………………………………….

………………………………………………………………………….

Unfortunately, a wonderful day…………………………………..…

…………………………………………………………………………

Share

46


Time : 40 minutes

Saviours of the train

STEPS ……………………………………………………………………………………………… 1. Get students to work in pairs. 2. Read Chapter 5 “Saving the Train” silently. 3. Let each pair of students sequence the events in Handout 5. 4. Cut the boxes in Handout 5. 5. Paste the events according to the sequence onto the coaches of the train in

Worksheet 5. 6. Display work on the notice board.

MATERIALS ……………………………………………………………………………………………… 1. Worksheet 5 3. Text (Chapter 5) 2. Handout 5 4. Scissors and glue

AIMS ……………………………………………………………………………………………… 1. To identify and sequence events in the story

Teachers may add more coaches if the students can manage more details of the events that are found in Chapter 5 – Saving the Train

47

The driver

managed to stop

the train just in

time

The children

wave flags made

from the sisters‟

red petticoats.

While they were there, they saw

some of the trees moving.

The three

children have saved the day.

A ceremony is

held at the station to commemorate

the children‟s bravery.

One day, Bobbie, Peter and Phyllis

are walking beside the railway

line.

After several minutes, the train

finally approaches and

luckily, the engine driver spots them.

A few seconds

later, everything at the hillside

crashes down on the railway line.

THE RAILWAY CHILDREN (CHAPTER 5) WHILE ACTIVITY - HANDOUT 5

Read the events in the boxes below. Cut the boxes and paste them onto the coaches of the train given in the Worksheet 5 according to the sequence of events.


48

THE RAILWAY CHILDREN (CHAPTER 5) WHILE ACTIVITY– WORKSHEET 5

Cut the boxes in Handout 5 and paste them onto the coaches of the train below.


1 2

3 4 5

7 6 8

49


Time : 40 minutes

Railway Lines

STEPS ……………………………………………………………………………………………… 1. Get students to work in pairs. 2. Distribute Worksheet 6(a) and 6(b) to each pair. 3. Rewrite the dialogue in the speech bubbles and match them according to the

characters in Chapter 6.

MATERIALS ……………………………………………………………………………………………… 1. Text (Chapter 6) 2. Worksheet 6(a) and (b)

AIMS ……………………………………………………………………………………………… 1. To identify characters from the novel by matching them according to their

dialogues 2. To rewrite the dialogues in speech bubbles

This activity is to be used specifically after reading Chapter Six of The

Railway Children.

50

`THE RAILWAY CHILDREN WHILE ACTIVITY -WORKSHEET 6(a)

Match the dialogues below with the characters from the novel.

No

Lines from the novel

Characters

1

“…And we‟ve brought some presents for him”

2

“I want to thank you for the roses.”

3

“What‟s that pram doing here?”

4

“I‟ve sold another story, darlings,”

5

“There must be lots of people in the village who will want to help us give him a nice birthday. Let‟s ask everybody.”

6

“Oh, yes please!”

7

“I - I‟ll never be kind to anyone again!”

8

“It‟s not charity! People were happy to give you birthday presents.”

9

“Perks has never had a birthday like it!”

10

“I showed him my brooch – the one you gave me for my birthday – and I asked him about his birthday. He says he doesn‟t keep birthdays any more, because he has other things to keep – his wife and children!”

Railway Lines

51

THE RAILWAY CHILDREN WHILE ACTIVITY -WORKSHEET 6(b)

Write the dialogues from Worksheet 6(a) in the speech bubbles below.

Railway Lines

Mother

Mrs. Ransome

Mrs. Perks

52

Peter

Perks

Phyllis

Bobbie

53


Time : 40 minutes

Criss Cross Away!

STEPS ……………………………………………………………………………………………… 1. Distribute Worksheet 7 to each student. 2. Find answers from Chapter Seven. 3. Discuss the answers.


AIMS ……………………………………………………………………………………………… 1. To recall details of a text

This activity is specifically designed for Chapter 7 of The Railway Children.

54

THE RAILWAY CHILDREN (CHAPTER 7) WHILE ACTIVITY- WORKSHEET 7

Criss Cross Away!

55

Across

3. What was Bobbie's reaction during tea-time?

4. Bobbie's mother asked her to be _______ and patient about her father's situation.

7. Where did the police find the incriminating letters that showed that Bobbie's father was selling Government secrets?

9. Mother said that Bobbie's father was ______

10. Who did Bobbie write a letter to?

12. Who packed the magazines for Bobbie?

14. How did the children's mother feel when they asked questions about their father?

15. The headline, „FIVE YEARS IN PRISON FOR SPY‟ refers to the children‟s ______ .

16. Why did Bobbie stop to rest on her way home from the railway station? Because the magazines were too ________

17. A place for the confinement of persons convicted of crimes.

Down

1. Who did Bobbie pass her letter to?

2. How many years will the children‟s father have to serve in prison?

4. Who found out about the secret?

5. How did Bobbie find out about her father's whereabouts?

6. Who is Bobbie's sister?

8. What is the name of the children's house?

11. What is Perks' occupation?

13. The children's father was falsely accused of being a ______

56


Time : 40 minutes

From A to Z

STEPS ……………………………………………………………………………………………… 1. Ask students to read Chapter 8. 2. Distribute Worksheet 8 to each student. 3. Ask students to write the events in the frames titled „First‟, „Next‟, „Then‟, „Finally‟ 4. Get students to paste or draw pictures in the space provided to illustrate the

events.


AIMS ……………………………………………………………………………………………… 1. To sequence events using sequence connectors.

For Step 4, students may draw a picture to illustrate the events.

57


Write the events in Chapter 8 using the frames below.

From A to Z

First

The children watch the schoolboys

______________________________

______________________________

______________________________

______________________________

Paste or draw picture

Next

One of the „hounds‟ ____________

______________________________

______________________________

______________________________

______________________________

Then

The children enter the dark tunnel

______________________________

______________________________

______________________________

______________________________

Finally

The children rescue ____________

______________________________

______________________________

______________________________

______________________________




58


Time : 40 minutes

Search and Match

STEPS ……………………………………………………………………………………………… 1. Display the word cards (Handout 9) all around the classrooms prior to the lesson. 2. Divide the class into small groups of 3 or 4. 3. Provide Worksheet 9 to each group. 4. Tell students to search for words that match the questions in the Worksheet 9 and

complete Worksheet 9.

MATERIALS ……………………………………………………………………………………………… 1. Sample Word Cards 3. Text (Chapter 9) 2. Worksheet 9

AIMS ……………………………………………………………………………………………… 1. To read and understand the text provided. 2. To match words with questions based on the information in the text

Teacher can use many word distracters to make the activity for Chapter 9 more challenging. Students can do Post Activity 17 as an enrichment exercise.

59


Fill in the box with the correct answers.

1. What do the passengers use to wave at the children from the windows of the train?

2. What message do the children send as they wave at the passengers in the train?

3. “I wonder if the railway misses us.” Who says that?

4. What is the Father being accused of?

5. Besides Bobbie and Mother, who else believes that Father is innocent?

Search and Match

60

Sample word cards Handout 9

Spying

Hands

Phyllis

Porter

Newspapers

Handkerchief

Old Gentleman

‘Take our love to Father’

Flag

‘LOOK OUT AT THE STATION’

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THE RAILWAY CHILDREN CHARACTER - ACTIVITY 10

Time : 40 minutes

Declare it’s me!

STEPS ……………………………………………………………………………………………… 1. Explain that the personality traits of a character are often revealed through

dialogues. 2. Discuss the personality traits of some characters in the story. 3. Distribute a copy of Worksheet 10 to each student. 4. Get students to look for dialogues in the story that reveal the personality traits of a

character. 5. Complete the tasks in Worksheet 10. 6. Get students to present their work.

MATERIALS ………………………………………………………………………………………………

1. Worksheet 10 2. Text

AIM ………………………………………………………………………………………………

1. To analyse characters in the story

This activity can be done individually, in pairs or in groups.

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THE RAILWAY CHILDREN CHARACTER - WORKSHEET 10

1. Name the character that you like. 2. Choose a dialogue from any chapter, and write the whole dialogue of about 3 to 5

lines in the quote balloon in the graphic organiser below. 3. Describe what the character‟s words tell about him or her.

Character

What does the character say?

What does this dialogue reveal about

the character?

Declare it’s me!

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THE RAILWAY CHILDREN SETTING - ACTIVITY 11

Time : 40 minutes

Some Places Speak

STEPS ……………………………………………………………………………………………… 1. Ask students to state some of the places mentioned in the novel. 2. Get students to write descriptions of each place written on the board. 3. Introduce the literary term „setting‟ to the class. 4. Give out the worksheet and let students use the text to fill in the blanks given. 5. Get students to complete Worksheet 11 with reference to the text.

MATERIALS ……………………………………………………………………………………………… 1. Worksheet 11 2. Text

AIMS ……………………………………………………………………………………………… 1. To identify and describe the settings in the novel

Notes for teacher: Settings in The Railway Children

A house in London (pgs 1, 2)

Little white house in the country (that stands in a field near the top of a hill) (pgs 4,6)

The railway station (p 10)

The railway lines (p 10)

The tunnel (p 10)

The village (pgs 34, 35)

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THE RAILWAY CHILDREN SETTING - WORKSHEET 11

Write what the story says about these places using the words given in the box below.

clothes

fire

louder

lucky

Mother

house train warm line angry wonderful candle steam white kitchen

railway London dark telegraph game

A HOUSE IN LONDON Bobbie, Peter and Phyllis lived with their Father and

(1)_______ in an upper middle class suburban home in

(2) __________ . They were (3) ___________ children

who had everything that they needed. Pretty

(4)_________, a (5)__________house, and lots of toys.

They had a (6)__________ father who was never

(7)_______, and always ready to play a (8)________

A LITTLE WHITE HOUSE IN THE COUNTRY

The children and Mother have to move to a little white

(9)_________ in the country near a railway (10)

________. There was a large (11)______with a stone

floor, but there was no (12)______, and the room was

cold. There was a (13)______ on the table, and the

cart man lit it.

Some Places Speak

65

THE RAILWAY STATION There were a great many (14)_________lines at the

station. On one side of the big station yard was a large

heap of coal, which the (15) ______ trains used for their

engines. There was a (16)______ line on the wall

behind, near the top of the heap.

THE TUNNEL At the bottom of the hill there was a wooden

fence. And there was the railway, with its shining

lines, (17)________wires and post, and signals.

They all climbed on to the top of the fence.

Suddenly, the children heard a noise, which grew

(18)_________ every second. They looked along

the line towards the (19)________ opening of the

tunnel. The next moment, the railway lines began

to shake and a (20)________ came screaming out

of the tunnel.

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THE RAILWAY CHILDREN OVERALL-ACTIVITY 12

Time : 80 minutes

Bookworms

STEPS

………………………………………………………………………………………………

1. Make copies of the Bookworm templates. 2. Divide the class into nine groups. 3. Give each group copies of the template. 4. Assign a chapter to each group to work on. 5. Tell students to discuss and identify main events of the chapter allocated. 6. Let students write the main event/ action on the lines of the body segments of the

Bookworm. 7. Cut out the segments and paste them in sequential order to create a bookworm

for each chapter.

MATERIALS

………………………………………………………………………………………………

1. Worksheet 12 2. Text

AIMS

………………………………………………………………………………………………

1. To identify and sequence the main events in the novel

Students can create a long bookworm by combining all the main events of each chapter.

67

THE RAILWAY CHILDREN OVERALL-WORKSHEET 12

Write the main events of each chapter in the body segments of this Bookworm. Then, cut

and paste them behind the head to form a Bookworm.

Bookworms

68

69

THE RAILWAY CHILDREN POST - ACTIVITY 13

Time : 80 minutes

THE RAILWAY CHILDREN WORKSHEET

Predictions

STEPS ……………………………………………………………………………………………… 1. Read Chapter 1 in class. 2. Form groups of 4. 3. Distribute Worksheet 13 to students. 4. Let students discuss who the main characters are, what they are like, and state a

main problem faced by them. 5. Let students predict what will happen to the rest of the story. 6. Tell students to fill in Worksheet 13.


AIMS ……………………………………………………………………………………………… 1. To give personal response to the text 2. To predict what will happen in the preceding chapters 3. To write out the sequence of events

This activity can be done as a post-activity after reading Chapter 1 or the end

of the novel. If the students have read the whole novel, let students come up with

a new plot (the way they want it to be).

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THE RAILWAY CHILDREN POST - WORKSHEET 13

In your group, discuss who the main characters are, what they are like, and state a main problem. Predict what will happen in the rest of the story. Answer the questions that follow.

Your name : _____________________ Author / Reteller : _____________________ Title : _____________________

1. Who are the main characters?

2. What can you say about them? Describe them briefly.

3. What problem are the children facing now?

4. What do you think will happen after this?

Predictions

Read the first chapter, then stop!

71

THE RAILWAY CHILDREN POST -ACTIVITY 14

Time : 80 minutes


Lights,camera, action

STEPS ………………………………………………………………………………………………

1. Discuss what students normally tell their parents when they talk about things that they do every day.

2. Put the students into groups of four. 3. Distribute Worksheet 14. 4. Ask students to role-play the conversations between the children and their father

after he comes home. 5. Get the students to take turns to play the roles of the children and the father.


AIMS ………………………………………………………………………………………………

1. To identify important events in the novel 2. To role-play the events

Teachers can guide students by getting them to ask WH-questions.

72


Use the following questions to guide you. You may add your own questions.

1. How did the landslide occur?

2. Where were you during the landslide?

3. What happened after the landslide?

4. What did you do to stop the train?

5. What happened after that?

Now try to come up with your own questions for the second situation.

Lights ,camera , action

In groups of four, role-play the following conversations between the children and their father after he comes home. Take turns to be one of the children and the father. The children tell their father about the following

I. The landslide II. The boy in the tunnel

1. ______________________________ 2. ______________________________ 3. ______________________________ 4. ______________________________ 5. ______________________________

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THE RAILWAY CHILDREN CHARACTER-POST ACTIVITY 15

Time : 80 minutes


Character Factsheet

STEPS ………………………………………………………………………………………………

1. Give Worksheet 15 to each student. 2. Discuss in pairs and tick character traits that are relevant. 3. Choose their favourite character and give reasons for their choice.


AIMS ………………………………………………………………………………………………

1. To identify and describe characters in the story

Include students‟ suggestions for other character traits.

74


The following is a list of traits for the major and minor characters. Tick (√) the appropriate

trait(s) for each character.

Traits

Bobbie

Peter

Phyllis

Mother

Father

Perks

Mrs. Ransome

Old

Gentleman

determined

empathetic

courageous

innocent

afraid

homely

loving

optimistic

patient

friendly

proud

hardworking

sensitive

hopeful

responsible

appreciative

Who is your favourite character? Why?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Character Factsheet

75

THE RAILWAY CHILDREN POST-ACTIVITY 16

Time : 80 minutes

Bobbie’s Wall

STEPS ……………………………………………………………………………………………… 1. Divide students into groups and distribute Worksheets 16(a) and 16(b). 2. Get group members to take up the role of being Mr. G.P, Bobbie, Peter or Phyllis. 3. Write out their responses to Bobbie‟s plea for help in the empty boxes provided. 4. Let group members present their responses. 5. Get other groups to peer check grammatical errors.

MATERIALS ……………………………………………………………………………………………… 1. Worksheets 16(a) and 16(b)

AIMS ……………………………………………………………………………………………… 1. To give personal responses to the text by writing to the characters 2. To use social networking sites as a platform for writing practice

Encourage students to write using standard English to reply to the characters.

Usage of text messaging language (e.g. „u‟, „lol‟, „pls‟) is prohibited.

Teachers have the option of pasting the students‟ responses in the classroom or create a „Bobbie‟s Wall‟ in Facebook and get students to post their comments in their own time or in the ICT room.

The responses may be witty or serious, depending on the students‟ creativity.

76

THE RAILWAY CHILDREN WORKSHEET 16(a)

Bobbie desperately needs the help of Mr.G.P (also known as the Old Gentleman) and has

posted her plea on Facebook. Imagine you are Mr. G.P, Peter or Phyllis. Write out your

replies to Bobbie‟s message in the empty boxes provided.

Bobbie

Bobbie’s Wall

Mother

Mother

Phyllis

Sister

Peter

Brother

77

THE RAILWAY CHILDREN WORKSHEET 16(b)

Bobbie’s Wall

78

THE RAILWAY CHILDREN POST-ACTIVITY 17

Time : 40 minutes

Hare and the Hounds

STEPS ……………………………………………………………………………………………… 1. Get students to read chapters 8 and 9 of the novel. 2. Ask students to answer the WH-questions in Worksheet 17. 3. Discuss the answers with reference to textual evidence.


AIMS ……………………………………………………………………………………………… 1. To identify details in the text 2. To express opinion

Low Proficiency students can answer the questions by referring to the text.

79

THE RAILWAY CHILDREN POST ACTIVITY – WORKSHEET 17

Answer the questions below.

1. What injury did the boy have?

___________________________________________________________________

2. Why did Peter want Jim to stay?

___________________________________________________________________

3. Why was Phyllis afraid to enter the tunnel?

___________________________________________________________________

4. In the schoolboys‟ game, what was the job of the „hare‟?

___________________________________________________________________

5. How did Peter know that one boy was still in the tunnel?

___________________________________________________________________

6. In what ways did the old gentleman, Jim‟s grandfather, help?

___________________________________________________________________

7. How were the children able to see once they went into the dark tunnel?

___________________________________________________________________

8. Do you think Bobbie and the old gentleman were right to keep the secret from her

mother? Explain your answer.

___________________________________________________________________

___________________________________________________________________

Hare and Hounds

80

THE RAILWAY CHILDREN EXTENSION - ACTIVITY 18

Time : 40 minutes

The Railway Times

STEPS ……………………………………………………………………………………………… 1. Get students in groups of four. 2. Give each group of students a set of newspaper front page. 3. Let them read the headlines and the fine prints. 4. Give each group Handout 18. 5. Let students discuss how they are going to design their own newspaper front page with the headline, „FIVE YEARS IN PRISON FOR SPY!‟ 6. Allow students to complete their work using the computer or in collage form.

MATERIALS ……………………………………………………………………………………………… 1. The front page of different newspapers 2. Newspapers or magazines

AIMS ……………………………………………………………………………………………… 1. To compose short prose. 2. To give personal response to the text.

Teacher may conduct this activity as a competition within the class or among classes. Display their work on the notice board.

Teacher should expose students to the features of writing a front page for a newspaper.

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THE RAILWAY CHILDREN HANDOUT 18

Look at the front page of the following newspapers. What is the headline of each

newspaper? Give comments on the pages.

Based on the old newspaper that Bobbie read (p. 40), create a front page of a newspaper

with the headline,„FIVE YEARS IN PRISON FOR SPY!‟ Include the following:

Give a name to your paper.

Display your work on the notice board for others to read.

The Railway Times

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THE RAILWAY CHILDREN EXTENSION - ACTIVITY 19

Time : 80 minutes

Poetry in Motion

STEPS ………………………………………………………………………………………………

1. Introduce students to different types of poems for e.g. haiku, cinquain and acrostic poems (Look at the examples in Handout 19)

2. Let students choose a character or an event from The Railway Children. 3. Students write the name of a character or a description of an event from the novel

on the A4 sized paper. 4. Let students create a haiku, cinquain or acrostic poem based on the character(s)

or event chosen. 5. Display students‟ work on the notice board.

MATERIALS ……………………………………………………………………………………………… 1. Handout 19

AIMS ………………………………………………………………………………………………

1 To give a personal response to the text. 2. To enable students to write simple poetry using key words found in the text.

HAIKU is a Japanese poem of seventeen syllables, in three lines of five, seven, and five.

CINQUAIN /sIŋeIn/ is a five-line poems

Line 1: pattern of syllables 2 Swimming Line 2: pattern of syllables 4 An awesome dive Line 3: pattern of syllables 6 A fast turn off the wall Line 4: pattern of syllables 8 A struggle to the finish line Line 5: pattern of syllables 2 A win

ACROSTIC POEM

The simplest form is to put the letters that spell your subject down the side of your page.

When you have done this then you go back to each letter and think of a word, phrase or sentence that starts with that letter and describes your subject

83

THE RAILWAY CHILDREN EXTENSION ACTIVITY -HANDOUT 19

Look at some examples of haiku, cinquain and acrostic poem below. Then, create your own haiku, cinquain or acrostic poem based on the plot of The Railway Children. Add appropriate graphics to make your poem interesting. HAIKU

A magic railway

( Pattern of syllables 5 )

Trees moving slowly downwards


Everything crashes


Created based on Chapter 5 – Saving the Train of pages 27 and 28

CINQUAIN

Birthday

Pattern of syllables 2

Presents for Perks


A pram and walking stick


A pipe and a tin of tea too


Surprise


Created based on Chapter 6 – A birthday for Perks

ACROSTIC POEM

B Brave

O Oldest

B Bold

B Bubbly

I Innovative

E Empathetic

Created based on the character of Roberta in this novel.

Poetry in Motion

84

THE RAILWAY CHILDREN ASSESSMENT

Note: This assessment section serves as a guide for Low English Proficiency (LEP)

students. For other students, the teacher may give the QUESTIONS only and allow

them to write the answer as creatively as possible.

A. SETTING

You may use the step by step outline to guide your students to answer the question above.

1

2

Assessment

QUESTION :

You are advised to spend about 20 minutes on this question.

The following are the novels studied in the literature component

in English Language

1. The Railway Children – Edith Nesbitt

2. Around the World in Eighty Days – Jules Verne

3. How I met myself – David A Hill

Based on the novel you have read, choose a place mentioned in the

story. Write about what you find to be interesting there. Give evidence

from the novel to support your answer. Your response should be not

less than 50 words.

Fill in the blanks with the most appropriate answers

STEP 1

State the novel of your choice.

For example:

The novel that I have chosen is __________ written by __________ .

State the place you find is the most interesting.

For example:

The place that I like most in the story is the __________ . (railway station, suburban home in London, little white house)

85

1

2

3

Complete the outline with at least 3 reasons or points as to what you find interesting in the place (for e.g. the railway station). Elaborate on each reason or point and support it with evidence from the text.

STEP 2

What do you see?

Elaboration Textual evidence

The trains use coal/ steam engine Shining lines, telegraph wires and signals The railway line running toward the opening of the dark tunnel

On one side of the big station yard was a (1)________________which the steam trains used for their engines. (p 10) They looked (2)____________the dark opening of the tunnel. (p 10)

What do you hear?


The sound of the train coming out from the tunnel

Suddenly they heard a (3)__________ which grew louder every second. (p. 10)

What do you feel?


The railway lines shaking when the trains come out of the tunnel The train is like a great wild animal A magic train

The next moment, the railway lines began to shake. (p.10) ‘Oh!’ said Bobbie, when it had gone. ‘It was like a (4)___________ going by!’ (p. 10) Perhaps it’s a magic train and it can take our love to Father. (p 15)

86

1

Conclusion

STEP 3

Answer the following questions to help you to write a conclusion.

1. What do you like most about this place?

2. Would you like to be there?

Using all the exercises from STEPS 1-3, write a

complete answer to the question below by filling the

blanks provided.

STEP 4

Based on one of the novels above, choose a place mentioned in the

story. Write about what that you find to be interesting there. Give evidence from the novel to support your answer. Your response should be not less than 50 words.

The novel that I have chosen is „The Railway Children‟ by Edith

Nesbit.The place that I like most in the story is the (1) ____________. There

are many interesting things at the railway station.

Besides the (2) __________railway lines, telegraph wires and signals,

reading about trains that use (3) ___________for their engines is really

interesting.

It is also fascinating to see the railway line leading towards the „dark

opening of the (4)___________‟. This is because when the railway lines begin

„to shake‟, a train will come „(5)____________out of the tunnel‟. According to

Bobbie, when the train is gone, it is „like a great wild animal going by!‟

Just like Bobbie, Peter and Phyllis, I like this place as it is their place of

„hope‟. This is the place where the 9.15 train will go to London. They believe

that this train is a (6)_________train and it can send their love to their

(7)___________.

The railway station and the lines leading to it make this the most

interesting place for the children. I wish I can be there with them to experience

all the adventures around the railway station.

87

B. MORAL VALUE / LESSON


1

2

QUESTION :



in English Language




Based on the novel that you have read above, write on a lesson you

have learnt. Give evidence from the text to support your answer. Your

response should be not less than 50 words.


STEP 1


For example:


State a lesson that you have learnt.

For example:

The lesson that I have learnt is that we must _________________. This can be seen through the deeds of the children in the novel.

Complete the outline with at least 3 reasons/ points to the lesson learnt (e.g the children have to tell the truth). Elaborate on each reason/point and support it with evidence from the text.

STEP 2

88

1

2

3

1

Peter admitted to stealing the coal


The children steal coal from the station yard because they are too poor to light a fire in June. They are caught by the Station Master. Phillip reveals that it is his idea to steal the coal.

“No you didn’t,” said Peter, angrily. “____________________.” (p 14)

The sisters admitted to conspiring with Peter


Bobbie and Phyllis also admit that they too are involved in the conspiracy. They know where the coal come from but pretend not to know.

“We ______________,” Bobbie told the ________________ (p 14)

Revealing to Mother about seeking help from the Old Gentleman


They finally admit to their Mother that they have asked the help of the Old Gentleman to get several things that the Doctor orders for their Mother. They tell their Mother the truth although it is hard. Their Mother is very angry.

Then it was time for the children to tell____________________. It was not easy, but they had to do it. “We’re sorry,” said Phyllis and Peter, crying too. (p 21)

Conclusion

STEP 3

Answer the following question to help you write a conclusion.

1. What lesson have you learnt from this novel? 2. Why is it important to be truthful?

Learning to tell the truth

89


complete answer to the question below by

completing the blanks provided.

STEP 4

Based on the novel that you have read above, write on a lesson you have

learnt. Give evidence from the text to support your answer. Your response

should be not less than 50 words.

The novel that I have chosen is (1)____________________by

(2)______________. The (3) ____________ that I have learnt is that we should

always have the courage to speak the (4)___________. This can clearly be

seen through the deeds of the children.

Despite getting into many unsavoury situations the children have always

been ready to admit their mistakes. This is evident when the children are caught

(5)_____________ coal. Since they are too poor to have a (6)_________ in

June, the children have to steal some coal from the (7)___________.

Unfortunately, they are caught by the (8)________. When questioned, Philip

reveals that it is his (9)___________ to steal the coal.

Not wanting Peter to be blamed for stealing, the two sisters,

(10)_________ and (11)___________step forward to admit that they too have

conspired with him. The sisters tell the Station Master that they do know where

the coal comes from but they (12)__________ not to know. This incident

eventually allows them to get to know the friendly railway workers.

Another incident where the children have taken up the courage to reveal

the truth is when they finally admit to their Mother that they have sought the help

of the Old Gentleman. When their Mother is taken ill, the Doctor has ordered

them to acquire several (13)______________ for her. Since they are unable to

get those things, they have asked the help of the Old Gentleman. Some weeks

later, they know that it is time to tell their (14)_______________the truth

although it is hard. When their Mother comes to know about it, she is very

(15)__________but later appreciates the Old Gentleman‟s kind gesture.

In conclusion, the lesson that I have learnt is to always tell the truth. This

is important because telling the truth will make people trust you.

90

C. PLOT / EVENT


1

2

QUESTION :



in English Language




Based on the novel that you have read, describe an event that touches

your heart most. Give evidence from the text to support your answer.

Your response should be not less than 50 words.


STEP 1


For example:


State an event that touches your heart most.

For example:

The event that touches my heart most is _____________________

91

1

2

3

4

Based on the four points given, find the textual evidence. Write them in the columns provided.

STEP 2


Bobbie asks if they can have the cakes on Thursday instead as it is Perks’ birthday. Their mother agrees and the children set off to plan a surprise birthday tea for him.

Find evidence on p. 34

Appreciate Perks‟ kindness towards others


Peter comes up with an idea to ask the villagers for little gifts, confident that they will give something to a person as nice as Perks.


Ask for gifts from the villagers as birthday presents to Perks


The children want to shower Perks with a much grander gesture than just having a birthday tea as their mother suggests.


The children going around the village to collect gifts for Perks‟

birthday

The children intend to celebrate Perks‟ birthday

The children show kindness to Old Mrs. Ransome


The three children collect some roses for Mrs. Ransome since it is her birthday.


92

1

Conclusion

STEP 3

Complete the following passage to help you to write a conclusion.

The event above is so memorable because Perks who does not

keep track of his (1)_________________and only cares for his

(2)_______________, is touched by the children‟s gesture. All

these are done out of (3)______________ for Perks. This event is

indeed very touching.


complete answer to the question:

STEP 4

Based on the novel that you have read, describe an event that touches your

heart most. Give evidence from the text to support your answer. Your response

should be not less than 50 words.

The novel that I have chosen is (1)_________________by

(2)_________________. An event that touches my heart most in this novel is

when the children go around the village to collect (3)_________________for

Perks to surprise him on his birthday.

Old Mrs. Ransome initially refuses to give anything because she claims

that nobody remembers her (4)_________________. Bobbie and Phyllis give

Mrs.Ransome some roses as her birthday present. This gesture of love from the

children touches her heart. In return she fills the gift box with

(5)_________________as her gift for Perks. She also gives away a

(6)_________________which is meant for her late grandchild.

The children bring the presents that they have collected to Perks‟ house.

They want to give Perks a surprise by jumping out and saying, (7)

„_____________________.‟ Perk is initially furious, but is touched when the

children convince him the gifts are a mark of respect from the

(8)____________________ . The people appreciate his kindness, diligence and

politeness.

All these are done out of love for Perks who does not keep track of his

birthday and only cares for his family. This event is indeed very touching.

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D. THEME


1

2

QUESTION:



in English Language




Based on the novel that you have read, write on any ONE theme that is

interesting. Give evidence from the novel to support your answer. Your



STEP 1


For example:


State an interesting theme in the novel.

For example:

The theme that I like most in the story is _____________________.

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1

2

3

Complete the outline with at least 3 reasons / points as to why you find this theme interesting. Elaborate on each reason/point and support it with evidence from the text.

STEP 2

The children went around collecting gifts from the villagers for Perks


The children decide to forego their rare luxury of having cakes for tea in order to throw Perks a proper birthday tea. They are big-hearted enough to go around the village collecting gifts from the villagers. They decide to do so because they feel that Perks deserves it since he is “nice to everybody”.

Then Peter had an idea. ‘Perks is (1)________________,’ he said. ‘There must be (2)_____________ in the village who will want to help us give him a (3) ______________. Let’s ask everybody.’ (p34)

The Old Gentleman was kind enough to help the children in securing a

release for their father.


Despite being near strangers, the Old Gentleman is kind enough to help the children. Apart from that, he also responds to the children’s plea for help when their mother is sick by sending a box full of goodies. He is very benevolent as he gives them more than what they have actually asked for.

‘Here are the (4)______________. Your mother will want to know where they came from. Tell her they were (5)_________________ who heard(6)______________’ (p. 20) Inside were all the things (7)_____________ for, and some they had not - ... (pgs 19-20)

Kindness is visible through the children’s actions in rescuing an injured

boy in the tunnel


They helps the boy, Jim, unselfishly without expecting any returns and bring him to their home. There, they help to nurse Jim back to health although they themselves are facing plenty of hardship.

‘You must go and (8)__________ ‘ said Bobbie quickly. ‘I’ll stay with him.’ (p.48)

Acts of kindness

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1

Conclusion

STEP 3

Answer the following questions to help you to write a conclusion.

1. What is your opinion on the theme of kindness shown in the novel?

2. How can you relate it to your own life?


complete answer to the question.

STEP 4

Based on the novel that you have read, write on any ONE theme that is

interesting. Give evidence from the novel to support your answer. Your


The novel that I have chosen is „(1)__________ by (2)____________.

One of the themes that I find to be interesting is (3) ____________.

The theme of (4) ________ is sprinkled generously throughout the story

and can be seen clearly from the various instances involving the children and

the people around them. One such instance is when the (5)________ go around

collecting (6)______ from the villagers for (7) __________, the porter. They

even decide to forego their rare luxury of having (8)_________ for tea in order

to throw Perks a proper (9)__________ tea. They are big-hearted enough to go

around the village collecting gifts from the (10)__________. They decide to do

so because they feel that Perks deserves it since he is “(11)_____________ to

everybody”.

On (12)__________ of that, acts of kindness can also be found in

various other characters. One character who displays such kindness is the

(13)__________. He is kind enough to help the children in securing a release

for their (14)___________ despite being near strangers. Apart from

(15)___________, he also responds to the children‟s plea for help when their

(16)___________ is sick by sending a box full of goodies. He is very benevolent

as he gives them more than what they have actually asked for.

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Furthermore, kindness is also visible through the children‟s actions in

rescuing an injured (17)_________ in the tunnel. They help the boy,

(18)______________, unselfishly without expecting any returns and bring him

to their home. There, they help to nurse Jim back to (19)__________ although

they themselves are facing plenty of hardship.

I am touched by these acts of kindness because they show the beauty of

(20) _________________. These acts inspire me to be the same as well.

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E. CHARACTER


1

2

QUESTION :



in English Language




Based on the novel that you have read, write about your favourite

character. Give evidence from the novel to support your answer. Your



STEP 1


For example:


State the character that you like most.

For example:

The character that I like most in the story is __________________.

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1

2

Complete the outline with at least 3 reasons or points as to why you like this character. Elaborate on each reason or point and support it with evidence from the text.

STEP 2

Courageous and quick thinking


Peter shows great courage in helping a boy called Jim in the train tunnel. Another instance is when the train almost has a horrible accident. It is his idea to warn the oncoming 11.29 train because they know that they will not have time to warn the Station Master.

‘Perhaps he’s had an (1)________,’ said Peter ‘Let’s go and look’. (p.46) ‘We need something (2)________. Then we could go down on the line and wave it,’ said Peter. ‘Everyone knows that red means (3) ________, and the train would (4)______.’ (p 29)

Adventurous


Just like any other 10-year-old boy, he likes anything that is different from their usual routine. When they first arrive at their new house, it is Peter who asks them to visit the railway station because he is very excited to see it.

On their last night in the house, Peter had to sleep on the (5)_______, which he enjoyed very much. ‘I like moving,’ he said. (p 5) ‘Where shall we go? ‘ said Bobbie, although she already knew the answer. ‘To the (6) ________, of course!’ cried Peter. (p 9) ‘It was very (7)________!’ said Peter. (p 10)

Personality traits of Peter

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3

1

Innocent


Peter takes coal from the middle of the heap at the station that goes unnoticed. He brings them home to share with his family. He is unaware of the fact that he is actually stealing coal until the Station Master catches him red handed. Peter denies stealing the coal when caught by the station master. He isn’t sure that it is stealing.

‘I didn’t think it was (8)________,’ said Peter. ‘There’s so much (9) __________ here. I took some from the (10)____________ of the heap, and I – I thought nobody would mind. And Mother says we’re too poor to have a fire...’ (p 14) ‘I’m not a thief,’ said Peter, but he did not sound very sure about it. (pgs 13, 14)

Conclusion

STEP 3

Answer the following questions to help you write a conclusion.

1. What personality traits do you like most about this character?

2. Do you share any similar characteristic(s) with the character

you have chosen?


complete answer to the question.

STEP 4

Based on the novel that you have read, write about your favourite character.

Give evidence from the novel to support your answer. Your response should be

not less than 50 words.

The novel that I have chosen is (1)_________________________ by

(2)_____________. The character that I like most is (3) ________________.

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I like this character because he is (4)______________, (5)_____________, (6)

_________________ and (7) ____________.

Peter shows great (8)______________ when he suggests to Bobbie and

Phyllis to enter the dark (9)_________ to search for the boy in a (10) _______

shirt. He also suggests that if a (11)____________ comes they should stand

flat against the wall.

In another instance when the train almost meets with a horrible (12)

_______________ , it is Peter‟s idea to (13)___________ the train by waving

something (14)___________. He knows that red means (15)_____________

and that the train will (16)_____________. This shows that Peter is a quick –

thinking boy.

Peter is also very (17)____________like any other (18)_________

year-old boy. He likes anything that is (19)____________ than their usual

routine. This can be seen on their last night in the house where Peter has to

sleep on the (20)___________, which he enjoys very much. When they first

arrive at their new house, it is Peter who asks them to visit the railway station

because he is very (21)________________ to see it.

Furthermore, Peter is also (22)___________ in his action. One night,

Peter takes a pile of coal from the station yard to start a fire in the house. He

thinks that taking some (23) __________ from the middle of the heap is

harmless. He is (24)______________ of the fact that he is actually

(25)_________________ coal until the Station Master caught him red-handed.

The Station Master (26) _____________ them what they have done is stealing

because the coal belongs to the railway station. Only then does Peter realise

that what he has done is (27)_____________.

(28)_____________ is my favourite character because I wish I could be

as (29)__________________ and (30)________________ as him so that I can

help others in distress.

101

THE RAILWAY CHILDREN ANSWER KEY

PRE – ACTIVITY 1: JUDGING THE BOOKCOVER

The story is about three children and how a train affects their lives.

This story is probably set in the United Kingdom.

The three children are probably poor and their source of entertainment is the train.

Some terrible events may have happened which force the children to stop the train

using red cloth.

The train may be a ghost train that does not exist and the poor children do not realise

this.

(Accept any reasonable answers)

PRE – ACTIVITY 2: GUESS WHAT?

1. The Railway Children 2. Railway Station/ train/ derailment/ Life of a station master/ engine driver 3. Accept any suitable answers PRE – ACTIVITY 3: I WONDER Why are the children there?

1. They are there because they are lost in the jungle.

2. They are trying to stop a train.

3. They wanted to go somewhere but do not have enough money to pay for the train fare. (Accept any reasonable answers)

What do you think will happen?

1. The train driver will stop the train and take the children to their destination.

2. The train may run over the children as it is difficult to stop a moving train.

3. The train may derail in an attempt to avoid the children.

(Accept any reasonable answer)

Suggested answers

102

PRE – ACTIVITY 4: BRAIN TRAIN The trains pass through that tunnel daily.

I want to be a spy like Jason Bourne.

There are many passengers on the LRT every day.

I ate fried noodles for supper yesterday.

There was a nasty accident on the highway last week.

( Accept any logical responses )

WHILE-ACTIVITY CHAPTER 1: GETTING TO KNOW

Task 1

awful Extremely unpleasant

mend To make usable by repairing something

Task 2

1. Write down two sentences about the children‟s house before Father went away.

i. They lived with their father and mother in London.

ii. They had pretty clothes, a warm house and lots of toys.

2. Write down two sentences about their new home, the little white house.

i. There are no lights in any of the windows.

ii. There is a large kitchen with a stone floor, but there is no fire and the room is cold.

Task 3

Match the word in the columns to make five compound nouns used in the first chapter.

rail day door men birth thing some way up step gentle stairs

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WHILE-ACTIVITY CHAPTER 2: PETER AND THE COAL

1. Why are the children very excited in the morning?

The children are excited because they are happy in their new home. They want to explore their surroundings. Textual evidence: „Wake up,‟ she said. „ We‟re in the new house don‟t you remember?‟…but first they went to look outside. (p 8)

2. What do they have for breakfast? Do they enjoy their breakfast? a) cold meat and apple pie. b) Yes, they do.

Textual evidence:

a) „Cold meat and apple pie for breakfast,‟ laughed Peter. (p 8) b) But their supper made a wonderful breakfast.(p 8)

3. What did they do after breakfast?

They help their mother to unpack and arrange things in their house. Later they go to the railway Textual evidence:

- All day they helped Mother to unpack and arrange everything in the rooms. (p.9) - Where shall we go?‟ said Bobbie, although she already knew the answer. „To the

railway, of course!‟ cried Peter. (p 9)

4. Why does Bobbie think that the train is like a wild animal going by? The noise from the tunnel becomes louder and the railway lines begin to shake and a train comes screaming out of the tunnel.

Textual evidence: Suddenly, they heard a noise, which grew louder every second. They looked along the line towards the dark opening of the tunnel. The next moment, the railway lines began to shake and the train came screaming out of the tunnel „Oh!‟ said Bobbie, when it was gone. „It was like a wild animal going by!‟ (p. 10)

5. Why does the Station Master let them off for taking the coal? (Tick any you think are right) Yes to all answers.

Textual evidence:

“I won‟t do anything this time. But remember, this coal belongs to the railway, and

even from the middle of the heap, it‟s still stealing.” (p 14)

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WHILE-ACTIVITY CHAPTER 3: SHOUT OUT!

WHILE-ACTIVITY CHAPTER 4 (a) : CHOO CHOO... CORNER Who were there? Mother, Peter and Phyllis What happened? - We were dressed I our best. - They light candles on my birthday cake and there were interesting little boxes on the table. - We were having a birthday party. What did I receive? - A pretty handkerchief from Phyllis. - A silver brooch from mother. - Two blue glass vases from Mrs. Viney. - 3 birthday cards. - Sweets from Peter. - Half a toy steam engine from Peter. How did I feel? - Happy but sad.

Peter B, I

Who Said what?

Bobbie E, H

Phyllis F,G

Mother D

Dr Forrest C

Perks A

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WHILE-ACTIVITY CHAPTER 4 (b) : CHOO CHOO... CORNER What is on your mind?

WHILE-ACTIVITY CHAPTER 5 : SAVIOURS OF THE TRAIN 1. One day, Bobbie, Peter and Phyllis are walking beside the railway line.

2. While they are there, they see some of the trees moving.

3. A few seconds later, everything at the hillside crashes down on the railway line.

4. The children wave flags made from the sisters‟ red petticoats.

5. After waiting for several minutes, the train finally approaches and luckily, the engine driver spots them.

6. The driver manages to stop the train just in time.

7. The three children have saved the day.

8. A ceremony is held at the station to commemorate the children‟s bravery.

WHILE-ACTIVITY CHAPTER 6: RAILWAY LINES

No

Lines from the novel

Charaters

1

“…And we‟ve brought some presents for him” Peter

2

“I want to thank you for the roses.” Mrs. Ransome

3

“What‟s that pram doing here?” Perks

4

“I‟ve sold another story, darlings,”

Mother

5

“There must be lots of people in the village who will want to help us give him a nice birthday. Let‟s ask everybody.”

Peter

6

“Oh, yes please!” Bobbie, Peter and Phyllis

It was a wonderful day today. I celebrated my twelfth birthday.

We had a birthday party at home tonight.

I received wonderful presents from Mother, Phyllis and Peter.

Unfortunately, a wonderful day ended with Mother feeling sad. My mother was

unhappy as she missed Father. I was unhappy too as Father was not there to

celebrate my twelfth birthday.

106

7

“I - I‟ll never be kind to anyone again!” Phyllis

8

“It‟s not charity! People were happy to give you birthday presents.“

Bobbie

9

“Perks has never had a birthday like it!” Mrs.Perks

10

“I showed him my brooch – the one you gave me for my birthday – and I asked him about his birthday. He says he doesn‟t keep birthdays any more, because he has other things to keep – his wife and children!”

Bobbie

WHILE-ACTIVITY CHAPTER 7: CRISS CROSS AWAY!

Across 3. QUIET 4. BRAVE 7. DESK 9. HONEST 10. OLD GENTLEMAN 12. PERKS 14. UNHAPPY 15. FATHER 16. HEAVY 17. PRISON

Down 1. STATION MASTER 2. FIVE 4. BOBBIE 5. NEWSPAPER 6. PHYLLIS 8. WHITE HOUSE 11. PORTER 13. SPY

WHILE-ACTIVITY CHAPTER 8 : FROM A TO Z

1. FIRST :

The children watch the school boys playing a „hare and hounds‟ paper-chase game.

The boys pass through a dark tunnel.

2. NEXT: One of the „hounds‟ in a red shirt fails to appear from the railway tunnel

3. THEN: The children enter the dark tunnel to investigate. They find the „hound in a red shirt‟

lying on the ground with a broken leg.

4. FINALLY: The children rescue the boy and take him to their house to seek treatment.

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WHILE-ACTIVITY CHAPTER 9 :SEARCH AND MATCH

1. HANDKERCHIEFS 2. TAKE OUR LOVE TO FATHER 3. PHYLLIS 4. SPY 5. OLD GENTLEMAN

WHILE-ACTIVITY 10: DECLARE IT‟S ME

Character‟s name Peter

What does the character say? „I didn‟t think it was stealing,‟ said Peter. „There‟s so much coal here. I took some from the middle of the heap, and I – I thought nobody would mind. And mother says we‟re too poor to have a fire, but there was always fires at our house, and ...‟ (p14)

What does this dialogue reveal about the character?

It shows that Peter is naïve because he thought that taking some coal from the heap is not considered stealing. It also shows his innocence. He innocently says that they used to have fires at their house but now his mother says they are too poor to have fires.

WHILE ACTIVITY 11: SOME PLACES SPEAK

1 Mother 5 warm 9 house 13 candle 17 telegraph 2 London 6 wonderful 10 line 14 railway 18 louder 3 lucky 7 angry 11 kitchen 15 steam 19 dark 4 clothes 8 game 12 fire 16 white 20 train WHILE ACTIVITY 12: BOOKWORMS Chapter 1 Roberta ( Bobbie), Peter and Phyllis come from a fairly wealthy family. They live a happy and stable life with their parents in London. However, things change when their father was mysteriously taken away from their home. The family moves to a country house near a railway line. Chapter 2 The adventurous children explore the country life. They discover a heap of coal at the station yard. Peter takes some coal home and stacks them at the back of the house. One night, he gets caught by the Station Master. Chapter 3 The children sit on the fence waiting for the train to pass by. They wave at the passengers in the train. A distinguished Old Gentleman waves back at them. Mother falls sick. The children seek help from the Old Gentleman.

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Chapter 4 Bobbie takes Peter‟s toy steam engine to the fireman to get it repaired. Chapter 5 The children witness a landslide along the railway line. They create red warning flags to save the train. They manage to bring the train to a halt. A ceremony is held at the station to commemorate the children‟s bravery. Chapter 6 The children ask around the village for birthday presents for Perks. Perks is initially furious, but is touched when the children convince him the gifts are a mark of respect from the villagers. Chapter 7 Perks gives Bobbie some old newspapers and magazines. She is horrified to notice a newspaper headline announcing her father‟s conviction and sentence. Knowing he is innocent, Bobbie resolves to rescue him. She writes a letter to the Old Gentleman. Chapter 8 The children watch a „Hare and Hounds‟ game that goes through the dark tunnel. One of the hounds fails to appear from the dark tunnel. The children go in to investigate. They find the injured „hound‟ (Jim) and rescue him. Chapter 9 The children wave at the train and the passengers wave back as if in celebration. Bobbie is greeted by an overjoyed Perks. A train from London halts and Bobbie sees a tall figure on the platform. She embraces the tall man who is her father.

POST ACTIVITY 13 : PREDICTIONS

1. Who are the main characters?

Roberta ( Bobbie), Peter, Phyllis, and Mother

2. What can you say about them? Describe them briefly.

The children Bobbie, Peter, Phyllis are young but well-mannered and obedient.

Mother is a homemaker who is very close to the children.( or any acceptable

answers )

3. What problem are the children facing now?

Their father has been taken away and they have to move to the country. They have to face poverty. They are going to be very poor.

4. What do you think will happen after this?

The children will not be able to live happily in the country.

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POST ACTIVITY 14 : LIGHTS, CAMERA, ACTION

I)

1. We heard a loud noise and saw the trees, grass, stones and finally a big rock

came crushing down the railway line.

2. We were walking by the fence along the top of the hill beside the railway line.

3. We tried to stop the 11.29 train from crashing onto the landslide.

4. Bobbie used the girls‟ petticoats as warning flags.

5. Bobbie managed to stop the train in time.

II)

1. Why were you in the tunnel?

We were searching for the red shirt boy.

2. What was the tunnel like?

It was dark and scary.

3. What happened to the boy?

He had broken his leg.

4. What did Bobbie do while waiting for help to arrive?

She cut off the boot with a knife and used her petticoat and put it under the boy‟s

leg.

5. How did you manage to save the boy?

Peter and Phyllis went to a farm to get help from the men. They came and carried

Jim on a flat wood and carried him to our house.

POST ACTIVITY 15 : CHARACTER FACTSHEET

Suggested answer Traits Bobbie Peter Phyllis Mother Father Perks Mrs. Ransome Old

Gentleman

determine √ empathetic √ √ √ courageous √ √ innocent √ √ afraid √ homely √ loving √ √ √ √ √ optimistic √ √ √ √ patient √ √ friendly √ proud √ √ hardworking √ √ sensitive √ √ √ hopeful √ √ responsible √ √ √ appreciative √ √ √ √ √ √ √

110

My favourite character

My favourite character is Bobbie. I like her because she is determined to get things

that the doctor has asked for when her mother is ill. Bobbie is also responsible. This is

shown when she helps to fetch coal and wood to light a fire and prepare supper when they

first arrive at the village.

POST ACTIVITY 16: BOBBIE‟S WALL

Definitely, my dear! I’ll send a nice little surprise for her as well as all three of

you. All of you should be applauded for being such brave and loving children.

Take care and send my best wishes to your mother.

I know it is a horrible thing to read! Please be brave and strong. Your mother

needs all of you to be courageous during this difficult time. I will do my very

best to help you. In fact, I have already been trying to find out things long

before you asked for my help. I have hopes, my dear. Take heart!

111

Accept any reasonable answers to the comment sections of the above Facebook Wall.

POST- ACTIVITY 17: HARE AND HOUNDS

1. A broken leg 2. Being the only boy in the family, he wanted a friend to play with. 3. Phyllis was afraid of the oncoming train and it was dark inside the tunnel. 4. In the game the „hare‟ had to run ahead of other people and drop pieces of paper to show the others where to run. 5. He noticed that the last boy in the red shirt did not appear at the other end of the

tunnel. 6. He employed a maid to cook the meals for Jim while the children‟s mother nursed

him. 7. They lit a candle. 8. Accept any relevant answers. EXTENSION ACTIVITY 18: THE RAILWAY TIMES

Accept any newspaper front page created by students.

EXTENSION ACTIVITY 19: POETRY IN MOTION

Accept any haiku, cinquain or acrostic poem written by students in the context of The

Railway Children.

Oh thank you, thank you Mr. G.P Something! I promise to pay you back. I will

honour my word no matter what happens. This is such joyful news, Bobbie and

Phyllis! I am excited. We have not met Father in such a long time. I miss him

terribly. Perhaps, we should share the news with Mother.

Oh yes, Peter! I agree. Mother would be overjoyed to hear this news. Do you

know what I think? Remember those times when we sent our love to Father by

waving at the 9.15 train? I think it must have reached him and now we have

Mr. G.P who has agreed to help us. I am thrilled!

Oh no! No, we must not tell Mother! This is our little secret. Hold on to it a little

longer and when the time is right, we will tell her together. Mr. G.P said that we

must keep it a secret. He will help us but we must also help him by listening to

him. Let’s continue waving at the 9.15 train and sending our love to Father.

112

ASSESSMENT

A. SETTING

STEP 1 - FILL IN THE BLANKS The novel that I have chosen is „The Railway Children‟ by Edith Nesbit STEP 2 - TEXTUAL EVIDENCE The place that I like most in the story is the railway station. (1) „On one side of the big station yard was a large heap of coal which the steam trains usedfor their engines.‟ (2) „They looked along the line towards the dark opening of the tunnel.‟ (3) „Suddenly they heard a noise, which grew louder every second.‟ (4) „Oh!‟ said Bobby, when it had gone. „It was like a great wild animal going by!‟ STEP 3 - CONCLUSION

1. There are many interesting things to see around the railway station. 2. I would love to be there. I‟m sure I will have a lot of adventure there.

(Accept any suitable answers)

STEP 4 1. railway station 2. shining 3. coal 4. tunnel 5. screaming 6. magic 7. father

113

B MORAL VALUE / LESSON

STEP 1 1. The novel that I have chosen is “The Railway Children” by Edith Nesbit 2. The lesson that I have learnt is that we must have the courage to speak the

truth STEP 2 a. “No you didn‟t,” said Peter, angrily. “It was my idea.” b. “We did know,” Bobbie told the Station Master. c. Then it was time for the children to tell Mother what they had done. It was not easy, but they had to do it.

STEP 3

1. I have learnt to always tell the truth. 2. Telling the truth will make people trust you.

(Accept any other reasonable answers) STEP 4 1. The Railway Children

6. fire

11. Phyllis

2. Edith Nesbit

7. station yard

12. pretend

3. lesson

8. Station Master

13. things

4. truth

9. idea

14. Mother

5. stealing

10. Bobbie

15. angry

Suggested answer in continuous writing

The novel that I have chosen is „The Railway Children‟ by Edith Nesbit.The place that I like most in the story is the railway station. There are many interesting things there.

Besides the shining railway lines, telegraph wires and signals, seeing trains that use coal for their engines is really interesting. It is also fascinating to see the railway line leading towards the „dark opening of the tunnel‟. This is because when the railway lines begin „to shake,‟ a train will come „screaming out of the tunnel‟. According to Bobbie, when the train is gone, it is „like a great wild animal going by!‟

Just like Bobbie, Peter and Phyllis, I like this place as it is their place of „hope‟. This is the place where the 9.15 train will go to London. They believe that this train is a magic train and it can send their love to their father. The railway station and the lines leading to it make this the most interesting place for the children. I wish I can be there with them to experience all the adventures around the railway station.

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C EVENT

STEP 1 The novel that I have chosen is “The Railway Children.” The event that touches my heart most is when the children go around the village to collect gifts for Perks‟ birthday. STEP 2 a. The three children looked at each other. Then Bobbie said, ‟Can we

have the cakes on Thursday instead of today? It‟s Perks‟ birthday... (p 34)

b. „He‟s been very good to us... Perks is nice to everybody.‟ (p 34) c. Then Peter had an idea. „Perks is nice to everybody,‟ he said. „There

must be lots of people in the village who will want to help us give him a nice birthday. Let‟s ask everybody.‟ (p 34)

d. Early the next morning, Bobbie and Phyllis went into the garden and cut some roses ...put it inside the box. (p 35)

STEP 3 1. birthday 2. family 3. love


The novel that I have chosen is “The Railway Children” by Edith Nesbit. The lesson that I have learnt is that we should always have the courage to speak the truth. This can clearly be seen through the deeds of the children.

Despite getting into many unsavoury situations the children have always been ready to admit their mistakes. This is evident when the children are caught stealing coal. Since they are too poor to have a fire in June, the children have to steal some coal from the station yard. Unfortunately, they are caught by the Station Master. When questioned, Philip reveals that it is his idea to steal the coal. Not wanting Peter to be blamed for stealing, the two sisters, Bobbie and Phyllis step forward to admit that they too have conspired with him. The sisters tell the Station Master that they do know where the coal comes from but they pretend not to know. This incident eventually allows them to get to know the friendly railway workers. Another incident where the children have taken up the courage to reveal the truth was when they finally admit to their Mother that they have sought the help of the Old Gentleman. When their Mother is taken ill, the Doctor has ordered them to acquire several things for her. Since they are unable to get those things, they have asked the help of the Old Gentleman. Some weeks later, they know that it is time to tell their Mother the truth although it is hard. When their Mother comes to know about it, she is very angry but later appreciates the Old Gentleman‟s kind gesture. In conclusion, the lesson that I have learnt is to always tell the truth. This is important because telling the truth will make people trust you.

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D THEME

STEP 1 The novel that I have chosen is “The Railway Children.” The theme that I like most in the story is kindness. STEP 2 1. nice to everybody

5. sent by a friend

2. lots of people

6. she was ill

3. nice birthday

7. they had asked

4. things you need STEP 3

8. get help

STEP 4 1 The Railway Children

5. red apples

2. Edith Nesbit

6. pram

3. gifts

7. „Happy Birthday‟

4. birthday

8. villagers


The novel that I have chosen is „The Railway Children‟ by Edith Nesbit. An event that touches my heart most in this novel is when the children go around the village to collect gifts for Perks to surprise him on his birthday.

Old Mrs. Ransome initially refuses to give anything because she claims that nobody remembers her birthday. Bobbie and Phyllis give Mrs. Ransome some roses as her birthday present. This gesture of love from the children touches her heart. In return she fills the gift box with red apples as her gift for Perks. She also gives away a pram which is meant for her late grandchild.

The children bring the presents that they have collected to Perks‟ house. They want to give Perks a surprise by jumping out and saying „Happy birthday‟. Perks is initially furious, but is touched when the children convince him that the gifts are a mark of respect from the villagers. The people appreciate his kindness, diligence and politeness.

All these are done out of love for Perks who does not keep track of his birthday and only cares for his family. This event is indeed very touching.

1. I am touched by these acts of kindness because they show me the beauty of

human nature.

2. These acts inspire me to be the same as well.

116

E CHARACTER

STEP 4 1. The Railway Children

6. gifts

11. nice

16. Mother

2. Edith Nesbit

7. Perks

12. top

17. boy

3. kindness

8. cakes

13. Old Gentleman

18. Jim

4. kindness

9. birthday

14. father

19. health

5. children

10. villagers

15. that 20. human nature


The novel that I have chosen is “The Railway Children” by Edith Nesbit. One of the themes that I find to be interesting is kindness.

The theme of kindness is sprinkled generously throughout the story and can be seen clearly from the various instances involving the children and the people around them. One such instance is when the children go around collecting gifts from the villagers for Perks, the porter. They even decide to forego their rare luxury of having cakes for tea in order to throw Perks a proper birthday tea. They are big-hearted enough to go around the village collecting gifts from the villagers. They decide to do so because they feel that Perks deserves it since he is “nice to everybody”.

On top of that, acts of kindness can also be found in various other characters. One character who displays such kindness is the Old Gentleman. He is kind enough to help the children in securing a release for their father despite being near strangers. Apart from that, he also responds to the children‟s plea for help when their Mother is sick by sending a box full of goodies. He is very benevolent as he gives them more than what they have actually asked for.

Furthermore, kindness is also visible through the children‟s actions in rescuing an injured boy in the tunnel. They help the boy, Jim, unselfishly without expecting any returns and bring him to their home. There, they help to nurse Jim back to health although they themselves are facing plenty of hardship.

I am touched by these acts of kindness because they show me the beauty of

human nature. These acts inspire me to be the same as well.

STEP 1

The novel that I have chosen is “The Railway Children.” The character that I like most in the story is Peter.

STEP 2

1. accident 5. floor 9. coal 2. red 6. railway 10. middle 3. danger 7. exciting 4. stop 8. stealing

117

STEP 3 1. I like Peter because he is courageous, adventurous and innocent 2. Yes, I do. I am also very adventurous. (Accept any other suitable answer) STEP 4 1. The Railway Children 2. Edith Nesbit 3. Peter 4. courageous 5. quick-thinking 6. adventurous 7. innocent 8. courage 9. tunnel 10. red

11. train 12. accident 13. warn 14. red 15. danger 16. stop 17. adventurous 18. ten 19. different 20. floor

21. excited 22. innocent 23. coal 24. unaware 25. stealing 26. warns 27. wrong 28. Peter 29. courageous 30. adventurous


The novel that I have chosen is „The Railway Children‟ by Edith Nesbit. The

character that I like most is Peter. I like this character because he is courageous,

quick thinking, adventurous and innocent.

Peter shows great courage when he suggests to Bobbie and Phyllis to enter

the dark tunnel to search for the boy in a red shirt. He also suggests that if a train

comes they should stand flat against the wall.

In another instance when the train almost meets with a horrible accident it is

Peter‟s idea to warn the train by waving something red. He knows that red means

danger and that the train will stop. This shows that Peter is a quick-thinking boy.

Peter is also very adventurous like any other 10 year-old boy. He likes

anything that is different than their usual routine. This can be seen on their last night

in the house when Peter has to sleep on the floor, which he enjoys very much. When

they first arrive at their new house, it is Peter who asks them to visit the railway station

because he is very excited to see it.

Furthermore, Peter is also innocent in his actions. One night, Peter takes a

pile of coal from the station yard to start a fire in the house. He thinks that taking

some coal from the middle of the heap is harmless. He is unaware of the fact that he

is actually stealing coal until the Station Master catches him red handed. The Station

Master warns them that what they have done is stealing because the coal belongs to

the railway station. Only then does Peter realise that what he has done is wrong.

Peter is my favourite character because I wish I could be as courageous and

adventurous as him so that I can help others in distress.

118

THE RAILWAY CHILDREN GLOSSARY

CHAPTER 1

THE BEGINNING OF THINGS

awful extremely unpleasant

cart a vehicle designed for transport, using two wheels and normally pulled by one

or a pair of animals such as horse(s), donkey(s) or cows

excitement a feeling of great enthusiasm and eagerness

mend repair

steam engine a train that is powered by boiling water and steam

supper an evening meal, typically a light or informal one. In Britain, It is the main

meal eaten anytime between 6:30 and 8:00 p.m. A typical British meal for

supper is "meat and two types of vegetables". One of the vegetables is almost

always potatoes

CHAPTER 2 PETER AND THE COAL

coal a black rock composed largely of carbon and burned as a fuel

courage The ability to do things which one finds frightening

empathy to understand another person's thoughts, feelings and point of view

fetch bring or get within reach

journey to travel or to make a trip or voyage

Glossary

http://en.wikipedia.org/wiki/Vehicle

http://en.wikipedia.org/wiki/Transport

http://en.wikipedia.org/wiki/Wheel

http://en.wikipedia.org/wiki/Draught_animal

http://en.wiktionary.org/wiki/carbon

http://en.wiktionary.org/wiki/point_of_view

119

suppose to take for granted; to conclude, with less than absolute supporting data; to believe

tunnel an underground passageway,

CHAPTER 3 THE OLD GENTLEMAN

fence human-constructed barrier which separates two pieces of land or a house

perimeter

gentleman a man of noble breeding or higher class

hurry to do things quickly

impossible not able to be done

midnight the middle of the night; 12:00 am; on a 12-hour clock, 12:00 at night

pretend Behave so as to make it appear that something is the case when in fact it is

not

promise to commit to something or action; an oath; a vow

sheet a thin bed cloth used as a covering for a mattress or as a layer over the

sleeper.

strange not normal; odd, unusual, surprising, out of the ordinary

CHAPTER 4 BOBBIE‟S RIDE

adventures exciting experiences

brooch an ornament or decorative piece pinned to clothing

engine driver the operator of a railway locomotive

fireman a man who keeps the fire burning in a steam engine

railway men the porters, signalmen, guards, railway engineers, or drivers who work at the

railway station

silver the colour of greyish-white metal

strangers people who are unknown to us

tidy neat

wonderful delightful

http://en.wiktionary.org/wiki/take_for_granted

http://en.wiktionary.org/wiki/conclude

http://en.wiktionary.org/wiki/believe

http://en.wiktionary.org/wiki/barrier

120

CHAPTER 5 SAVING THE TRAIN

magic mysterious and supernatural power

crashing falling and hitting the ground

heap an untidy collection of objects

frightened afraid or scared

petticoats undergarments that women or girls wear under their dresses

killed caused death

immediately at once

flags pieces of cloth attached to a pole or rope and used as symbols ( especially of

countries)

waving moving one‟s hand to and fro

suitable right, appropriate

sensible done in a practical way

CHAPTER 6 A BIRTHDAY FOR PERKS

brooch a piece of jewellery with a pin on the back that you fasten to your clothes

charity money or food that is given to people who are poor or ill so that they can live

managed to succeed in doing something especially in a difficult situation

pipe a hollow cylinder for the combustion of tobacco and a thin stem (shank)

ending in a mouthpiece

pound a unit of money used in the UK, its symbol is £

pram a large object with four wheels that a baby can lie in while you push it around

surprise to cause a feeling of being amazed at something that is unexpected

walking stick a stick that some people use to help them to walk

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CHAPTER 7 THE TERRIBLE SECRET

dream a situation that is unbelievable

explain to tell someone something in a way that helps them understand it better

government the people who control a country, region, or town and make decisions about

its laws and taxes

heap a large pile of something

secrets a piece of information that is known by only a small number of people, and is

deliberately not told to other people

spy someone whose job is to find out secret information about a country or an

organization

tea-time the time in the late afternoon or early evening when you have tea and a light

meal in the UK

terrible used for emphasizing the degree to which something bad is true

waiting room a room where people wait for a train

worried felt nervous and upset because one kept thinking about a problem

CHAPTER 8 THE BOY IN THE RED SHIRT

boot a type of shoe that covers all of your foot and part of your leg

hare an animal similar to a rabbit but with a bigger body and longer ears and legs

that can run very fast

hound a dog used for hunting other animals or for racing

paper chase a game in which someone runs ahead of other people and drops pieces of

paper to show the others where to run

CHAPTER 9 THE MAN IN THE STATION

difficult not easy

handkerchief a small square piece of cloth used for wiping your nose or eyes

platform a raised structure along the side of a railway track where you stand to wait for

a train

suitcase a bag used for carrying clothes and other personal possessions

ungrateful not showing thankfulness

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