Embed Size (px)
Citation preview
I Introduction 2
II Stories 5
At school 5Extended story and guided questions 5
Workbook answer key 6Further activities 7
The library 8Extended story and guided questions 8
Workbook answer key 9Further activities 9
The haircut 10Extended story and guided questions 10
Workbook answer key 11Further activities 11
The lost teddy 13Extended story and guided questions 13
Workbook answer key 14Further activities 14
A new dog 15Extended story and guided questions 15
Workbook answer key 16Further activities 17
What a bad dog! 18Extended story and guided questions 18
Workbook answer key 19Further activities 20
III Sequencing cards 22
IV Photocopiable sheets 28
Contents
2
I Introduction
Welcome to the Oxford Story TreeThe Oxford Story Tree series has been
especially designed for young learners of
English as a second or foreign language. The
series is aimed at the general reading
comprehension levels usually found amongst
young learners of English in kindergartens
and primary schools. It is an adaptation of the
original Oxford Reading Tree series which
has been adopted by schools throughout
Britain.
The Oxford Story Tree series provides an
extensive selection of interesting reading
materials which feature colourful and
humorous real-life situations as well as
exciting and imaginative adventures. The
materials have been created to develop
students’ reading skills and to arouse their
interest in reading for enjoyment.
The approachThe series addresses the reading needs of the
learners by using the idea that, while young
learners of English may initially have
difficulty in recognizing separate words on a
page or learning words out of context, they
can learn new words and phrases through a
simple story.
The languageThe language of the stories has been carefully
selected and graded using vocabulary and
grammar structures which are recycled
throughout individual stories and throughout
the series. The introduction of new or difficult
words is restricted to manageable limits.
These new and difficult words are usually
only introduced if they appear in the detailed
illustrations on the corresponding pages.
Through the illustrations, the young learners
can come to understand the story.
The componentsThe main component of the Oxford StoryTree series is the Storybooks. In addition to
the Storybooks, this series also provides
support materials essential for a reading
series designed for learners of English as a
second or foreign language. Provided in the
support materials are the accompanying
Workbooks for each of the Storybooks, the
monolingual Cassettes and Compact Discs
and the easy-to-use Story Guides.
The StorybooksThe series contains 46 colourfully-illustrated
Storybooks which are divided into seven
different levels. The different levels are
graded by colour, the first level being the RedBooks progressing slowly to the highest level,
the Brown Books. Each level contains either
six or eight Storybooks. Each Storybook
within a level is numbered to indicate the
order in which it should be read. For
example, the first Storybook in the series is
Red Book 1. Here is a key to facilitate use of
the series.
Red Books (Level 1)
Blue Books (Level 2)
Green Books (Level 3)
Orange Books (Level 4)
Pink Books (Level 5)
Purple Books (Level 6)
Brown Books (Level 7)
Each Storybook in the series tells a complete
story. The Storybooks in the first five levels
are linked by the central characters who
appear throughout these first five levels. The
Storybooks follow a progression through the
lives of the main characters, three children —
Biff, Chip and Kipper. This enables the
readers to build a closeness between
themselves and the characters. The
Storybooks in the first five levels are all
3
written by the same original author and
illustrated by the same illustrator.
The Storybooks in the last two levels of
Oxford Story Tree are written and
illustrated by a variety of authors and
illustrators to provide children at higher
levels with a range of different writing styles
and vocabulary, a variety of narrative forms
and interesting new characters in both
familiar and unusual settings.
The WorkbooksEach Storybook in the series is accompanied
by an eight-page Workbook which provides a
wide variety of activities allowing the
learners to deepen their understanding of the
stories.
The earlier levels include activities, such as,
• matching words to pictures
• recognizing new words
• identifying new words
• practising content words and structure
words
• cloze exercises
• sequencing
• rhyme awareness
In addition to the activities listed above, the
later levels of Workbooks progress to focus on
skills, such as,
• comprehension
• characterization
• sentence building
• creative writing
The activities in the Workbooks have been
carefully divided into three types:
• those based on individual parts of the
Storybook,
• integrated activities based on two parts
and/or the whole of the Storybook, and
• extended activities
Some of the first type of activities, those
based on individual parts of the Storybook,
can be completed after reading only a few
pages of the Storybook. The theory behind
this being that young learners of English as a
second or foreign language are unlikely to be
able to complete the reading of a whole story
in one sitting. The fact that the readers are
able to read a few pages of the Storybook and
then proceed to the relevant activities in the
Workbook gives the learner a sense of
achievement even after reading only a small
part of a book.
The second and third types of activities, the
integrated activities and the more creative
extended activities, can be done once the
learner has read the whole Storybook. The
format of the Workbooks, therefore, is
arranged in such a way that the learners are
able to follow the steady progression of these
three types of activities. This format provides
the teacher with the ideal support for
teaching reading to learners for whom
English is a second or foreign language.
Each Workbook contains a contents table
explaining to the reader, the teacher and the
parent which pages of the Storybook to read
before doing each activity in the Workbook.
The Cassettes/Compact DiscsEach set of Cassettes and Compact Discs
includes stories within the same level. All 46
stories are recorded using native speakers of
English. They provide the readers with an
authentic model of pronunciation, stress and
intonation. The speed of speaking is carefully
controlled to better suit the needs of learners
who are learning English as a second or
foreign language. To help the readers follow
the story more easily, an audio signal has been
included on the recording to indicate to the
readers when to turn the page of the
Storybook. In addition, the sound effects on
the Cassettes and Compact Discs further
enhance the readers’ interest in the stories.
After the recording of each Storybook, there
is a ‘Listen and Repeat’ section in which
native speakers model some of the more
difficult words which appear in the Storybook.
4
There is a pause after each word to allow
learners to practise and improve their
pronunciation.
The Story GuidesThe Oxford Story Tree series provides one
Story Guide for each level containing a
variety of support materials for both the
teacher and the parent. All the Story Guides
contain guided questions for use with the
Storybooks, further activities plus relevant
photocopiable sheets and an answer key for
all the Workbooks in the level. The Story
Guides for lower level books include extended
stories and sequencing cards. Suggestions on
how to use these materials are given below.
Extended stories Providing support to the Red, Blue and
Green Books are the extended stories, a
longer version of the story than that given by
the simple sentences on the pages of the
Storybooks. Reading the page-by-page
description of each story to the readers
enables them to have a richer and fuller
experience of the story. These extended
stories are written in simple English,
incorporating the text from the Storybooks. It
is intended that they are read to the learner
before he/she reads the Storybook. Thus while
listening to the extended story, the learners
will learn to ‘read’ the illustrations and
develop more vocabulary. If, however, the
teacher/parent feels the language in the
extended story is too difficult for the learner,
vocabulary building can be achieved by using
some of the single words or phrases expressed
in the extended story whilst pointing to the
illustrations in the Storybook. Teachers/Parents
may also choose to use the reader’s mother-
tongue while refering to the extended story if
they feel that this will increase the learner’s
interest in the story.
Guided questionsTwo to four guided questions are provided as
support for all the Storybooks in all the levels.
These questions are intended to help the
learners to understand the stories better and
to provoke thinking. They are not meant
merely for testing comprehension. They focus
on the content of the story, the language used
and/or the illustrations. Sometimes there is
not necessarily one correct answer to the
guided questions and the learners should be
encouraged to talk freely.
Most of the questions are simple and are,
therefore, designed to be asked of young
learners of English as a second and foreign
language. Sometimes, however, slightly more
difficult questions are provided to provoke
the learner’s thinking and more in-depth
discussion. The teacher/parent may feel that
some of these questions are too difficult for
their learners. In this case, perhaps the
teacher/parent could resort to the mother-
tongue. Otherwise this type of questions could
be omitted.
Workbook answer keyA comprehensive answer key for each
Workbook is provided to make checking
easier and faster for teachers/parents.
Further activitiesTwo further activities for each Storybook are
provided in this section. These further
activities are in addition to the ones provided
in the Workbooks. They are more cross-
curricular and provide the learners with an
even more creative environment to enjoy
learning English. They are designed to offer a
variety of learning experiences to reinforce
the vocabulary and concepts covered in each
Storybook.
The activities have been devised for the
classroom setting with the teacher in mind
but could be adapted by parents to use at
home. Variations are provided for some of the
activities. These are suggested as strategies
for the teacher/parent to cope with the less
capable or more capable learner. Some of the
activities require the use of photocopiable
sheets found at the back of the Story Guide.
5
Sequencing cardsSequencing cards are provided for all the Redand Blue Book stories. These cards
summarize the story and should be used once
the whole book has been read and the readers
have gleaned an understanding of the content
of the story. There are four or six black and
white cards for each story. Each card contains
a scene from the Storybook and a speech
bubble or a sentence from the text.
These sequencing cards can be used in either
of two ways. Teachers/Parents may photocopy
the sequencing cards. The reader may then
make the two folds according to the
instructions on the page and he/she will have
a small, condensed version of each of the
Storybooks to help them retell the story.
Readers may also be encouraged to colour the
pictures.
Teachers/Parents may also want to use the
sequencing cards to ascertain the learner’s
grasp of the story sequence. By enlarging and
cutting up the cards, and jumbling them up,
the teachers/parents can then ask the learner
to arrange the cards in the correct order to
retell the story. If possible, the cards can be
placed on coloured card and laminated to
make them easy-to-use and durable.
Photocopiable sheetsThese are fully-photocopiable sheets that are
for use in the further activities. They are
clearly marked to indicate to the
teacher/parent which further activities they
belong to.
II Stories
At schoolExtended story and guidedquestions
CoverDo you remember your first day at
kindergarten? How did you feel? Were you
happy or sad?
This story is about Kipper’s first day at
kindergarten. Do you think he is excited and
wants to go to school? Let’s read the story and
find out.
Page 1Kipper is going to kindergarten/nursery school
for the first time. Oh no! He is holding onto the
gatepost very tightly. He does not want to go
inside.
‘Come on, Kipper,’ says Mum. ‘You’ll like it
when you get inside. There are a lot of toys.’
The teacher comes out with a teddy and says,
‘Good morning. Here is a teddy. You can play
with it. Come in and play with us.’
But Kipper still does not want to go in. He
says to Mum, ‘No, Mum! No!’
1 Where is Kipper?
2 Does Kipper want to go inside?
Pages 2 and 3At last Kipper goes inside but he is very shy.
He hides. The teacher shows him a toy and
says, ‘A dog, Kipper?’ A girl shows him a car
and says, ‘A car?’ She wants to be Kipper’s
friend.
Kipper is still shy. He says, ‘No.’ Kipper does
not want to be at school.
1 What toys do the teacher and the girl show
Kipper?
2 Why does Kipper hide?
6
B
Page 4(a tracing and colouring activity)
Page 51 No, Mum! No! 2 A car?
3 I can cook.
Page 61 b 2 a 3 d 4 c
Page 71 Good morning. 2 Come on, Kipper.
3 No, Mum! No! 4 Come and play, Kipper.
5 I can cook!
Page 8
Pages 4 and 5The teacher takes Kipper to another room. It
has a lot of toys in it. The teacher says, ‘Comeand play, Kipper.’ There is a toy cooker with
toy pots and pans. There is a toy washing
machine, a toy sink, a toy ironing board and
even a toy iron. All the children are playing
happily. Kipper looks at all the toys and
smiles. He wants to play, too.
1 How many children can you see?
2 What toys do you like?
Pages 6 and 7Kipper is pretending to cook. He puts cubes
of different colours into the pan. He stirs
them. ‘I can cook!’ says Kipper. Everyone in
the room is playing. They like the toys. It is so
much fun.
1 What is Kipper doing?
2 Is Kipper happy or sad now?
Page 8It is time to go home. Mum comes to take
Kipper home. Look at Kipper. He is holding
onto the gatepost again. The teacher says,
‘Goodbye,’ but Kipper does not want to go
home. Mum says, ‘Come on, Kipper.’
Kipper says, ‘No, Mum! No!’ He likes school.
1 Does Kipper want to go home?
2 Are Mum and the teacher happy?
Workbook answer key
Page 11 c 2 a 3 d 4 b
Page 2A 1 Kipper 2 Mum
B b
C (a smiling mouth)
Page 3A b
7
Further activities
Activity 1A song — Every day
Every day I …
wash my face
wash my hands
brush my teeth
eat my breakfast/lunch
drink my milk
put on my clothes
read my books
… before I come to school.
TypeA class activity
Preparation1 Write the following on the board.
Every day I …
… before I come to school.
2 Photocopy the song on Photocopiable
Sheet 1 — one copy per student.
Procedure1 Explain to the students that they are going
to sing a song about what they do every
day before they come to school.
2 Ask students to name one thing they do
before they come to school. Write the
answer on the board. (Try and make sure
the answer is an action, like the ones on
Photocopiable Sheet 1.) Make sure
students understand it and can
pronounce it.
3 While using actions, slowly sing a verse of
the song using the action named by a
student. Ask students to join in.
4 When they have mastered the first verse,
ask another student to name another thing
they do before coming to school. Sing the
new verse and then sing with the class.
5 Continue adding verses with new
suggestions from students.
6 If the students cannot think of anything
they do before coming to school, use the
suggestions on Photocopiable Sheet 1.
Variation1 Using the same action words as suggested
in the song on Photocopiable Sheet 1,
prepare small cards for the students. The
cards could also include small pictures to
help less capable learners.
2 Choose a student to come up to the front of
the class. He/She reads the action word on
the card without telling the rest of the
class. The student then acts out the action.
The rest of the class guesses what it is. The
student who guesses correctly comes up to
the front to act out the next card.
Activity 2Making a school
TypeAn individual/one-to-one/group activity
Preparation1 Photocopy the outline of a school on
Photocopiable Sheet 2 — one per student.
2 Draw an enlarged version of the outline of
a school and write the sentences that
appear at the bottom of Photocopiable
Sheet 2 on the board.
Procedure1 Ask the students what things they do at
school. (play, listen to stories, sing, read,
write, draw, eat, etc.) Write the suggestions
on the board for the students to use later
on.
2 Show the students the outline of a school
on the board. Say: This is a big school but
there is no one in it.
3 Ask the students what they think students
in your school do. Then ask a student to
come up to the board and draw the answer
in your school. If this is too time-
consuming, draw the answer yourself.
4 Read the sentence on the board, This is my
8
school. Get the students to help you finish
the sentence, At school we ___________.
describing whatever the student or you has
drawn in your school.
5 Explain that each student will be given a
piece of paper with an outline of a school
on it. They can choose what to draw and
colour. Then they can finish the sentence at
the bottom of the picture. Remind students
that they can use the words on the board to
help them finish the sentence.
6 Display the students’ drawings around the
classroom.
Variation 11 Enlarge Photocopiable Sheet 2, the picture
of the school to A3 size and make enough
copies for pairs of students.
2 Let two students work together to design
their school as in the original version of
the activity.
Variation 21 Students can make a whole school by
forming groups. Using large pieces of
paper, each group draws a different room
in their school, e.g., the music room, the
sports hall, some classrooms, etc.
2 Then the groups combine all their rooms to
make a big school on the classroom wall.
The students could then put a frame round
all the pictures to show the shape of a
school.
The libraryExtended story and guidedquestions
CoverDo you like books? Kipper does. Look at
Kipper. He is reading an interesting book.
What is the book about? What books do you
like to read?
This story is about Dad and Kipper and the
library. Kipper wants some new books to read
so Dad takes him to the library. Do you think
Kipper finds a lot of books to read? Let’s read
the story and find out.
Page 1Dad needs to return some books. He goes to
the counter to return them. The librarian
says, ‘Sorry. They are late.’ Dad must pay
some money. Oh no!
‘Come on, Dad,’ says Kipper. ‘I want to find
some books.’
1 Do you go to the library?
2 Why must Dad pay some money?
Pages 2 and 3After Dad pays the money, Kipper goes to the
children’s corner. There are a lot of books and
small chairs for children. Dad says, ‘Find abook, Kipper.’ There is only one girl reading
a book. There are a lot of chairs left. Kipper is
very happy. He runs to find some books for
himself. ‘I like books,’ he says.
1 How many children are reading books?
2 Why is Kipper happy?
Pages 4 and 5Kipper finds some books. He takes off his
jacket and sits down to read.
The library is very quiet. ‘I like this book,’says Kipper quietly. Dad is looking for some
books for himself and Mum.
1 What colour is the book Kipper is reading?
2 What is Dad looking for?
Pages 6 and 7Dad goes to the counter to check out his
books for two weeks. He has two books.
Kipper comes, too. Oh no! He has so many
books — one, two, three … fifteen books!
Dad says, ‘Sorry, Kipper. Only four books.’Kipper wants all the books but he finally
chooses four books. Dad tells Kipper, ‘After
you finish these four books, you can come
back again to choose more books.’ Kipper is
happy.
9
1 How many books can Kipper borrow?
2 If Kipper does not return the books in two
weeks, what must he do?
Page 8Dad and Kipper go home. Kipper is very
happy. He says, ‘Thank you, Dad. I like thelibrary!’ He wants to come back again.
1 Does Kipper want to go back to the
library?
2 What is the librarian doing? Is he happy?
Why?
Workbook answer key
Page 11 c 2 c 3 c 4 b 5 b
Page 21 a book 2 Kipper
3 Dad 4 books
Page 31 Yes 2 No 3 No 4 Yes
Page 41 No 2 Yes 3 No 4 No
Page 51 book 2 Dad 3 Kipper
4 four 5 library
Page 61 Sorry. They are late.
2 Find a book, Kipper.
3 I like this book.
4 Sorry, Kipper. Only four books.
5 Thank you, Dad. I like the library!
Page 7A 1 two 2 three 3 five 4 six
B 1 (7 books) 2 (4 books)
Page 8 (Students draw and colour some animals.)
Further activities
Activity 1Book memory game
TypeA class activity
Preparation1 Collect eight books from the school/class
library. (These can be any kind of books as
long as they are of interest to the students.)
2 Find a large cloth/towel to put over the
books to hide them.
Procedure1 Look at and talk about the books with the
class. Ask the students questions:
What is the name of this book?
What can you see on the cover?
What is this book about?
Are their any pictures?
Who reads this kind of book?
2 Cover the books with the cloth/towel.
Remove one of the books without the
students seeing which one it is. Then take
off the cloth/towel and let the children
look at the books again.
3 Ask the students to guess which book is
missing. They can either give the title of
the book or talk about its contents. The
student who guesses correctly can remove
the next book with the teacher’s help.
Variation 1Start with only four or five books for less
capable students. For more capable students,
add more books.
Variation 2A simpler version of this activity would be to
use books with no book title on the back
cover. Then the teacher can simply turn the
books over, put them on the ledge of the
blackboard and ask the students to remember
the names and/or contents of the books.
10
Activity 2Making a book
TypeA class/group activity
PreparationCut A4 paper into halves — one half per
student.
Procedure1 Show the students some books. Ask
students what books they like to read.
2 Explain that the class will make its own
alphabet book and everyone will make one
page.
3 Hold up a sheet of paper and write a word
on it. Then draw a picture of the word.
Explain that your picture is a page in the
class book and that all the students will do
the same.
4 Distribute the paper. Give each student a
letter of the alphabet and ask them to
think of a word beginning with the letter
they have been given that they can draw
for the book. (If there are more than 26
students in the class, use numbers, too.
Then students can draw their object as
many times as the number they have been
given, e.g., 7 cars.) Let students draw and
colour their pictures and write their words
underneath.
5 If they cannot think of a word, tell the
students to ask for your help. Help
students with spelling, if necessary.
6 Ask students who finish early to make a
cover for the book.
7 After all the pages are finished, staple the
cover and the pages together. Display the
book in the classroom.
Variation 1More capable students can write sentences
under their pictures rather than just words.
Variation 2Divide students into groups and have each
group make a book on a different topic:
animals, toys, food, colours, clothes, etc.
The haircutExtended story and guidedquestions
CoverDo you have long hair or short hair?
Sometimes you need a haircut. Does your
Mum cut your hair? Does your Dad cut your
hair? Do you go to a hair salon? Do you like
having your haircut?
This story is about Kipper’s first haircut at a
hair salon. Does he want to go? Let’s read the
story and find out.
Page 1One day Dad is combing Kipper’s hair. He
says to Kipper, ‘Kipper, your hair is toolong. You need a haircut.’
‘Ouch! Don’t pull, Dad,’ says Kipper. Dad is
hurting Kipper. Kipper does not like having
his hair combed or cut. Mum usually cuts
Kipper’s hair. Last time it was very difficult.
Mum does not want to cut Kipper’s hair
anymore. She asks Dad to do it.
1 Does Kipper like Dad combing his hair?
2 Who cuts your hair?
Pages 2 and 3Dad wants to take Kipper to a hair salon. At
first Kipper does not want to go to the hair
salon. This is his first time and he is nervous.
Then Dad tells Kipper that he will have his
haircut, too. ‘OK,’ Kipper says. ‘Let’s go.’
When they arrive, Dad says, ‘Go in, Kipper.’Kipper says, ‘OK, Dad.’
1 Where do Dad and Kipper go?
2 Do you go to the hair salon?
Pages 4 and 5Dad and Kipper have their hair washed. A
man is washing Dad’s hair. A woman is
washing Kipper’s hair.
11
Dad is not happy. He says, ‘I have shampooin my eyes.’ He does not like it. Kipper is
enjoying having his hair washed. He says, ‘Ilike this, Dad.’
1 Why is Dad unhappy?
2 Who is washing Kipper’s hair? Who is
washing Dad’s hair?
Pages 6 and 7After having their hair washed, both Kipper
and Dad have their hair cut. Dad says, ‘Iwant short hair.’ Kipper says, ‘I want shorthair, too.’ Cut, cut, cut — their hair is getting
shorter and shorter.
1 How many people can you see?
2 Is Dad happy? Is Kipper happy?
Page 8After paying for the haircuts, Dad and Kipper
go home to show Mum. Kipper asks Dad, ‘Do
you think Mum will like our haircuts?’
When Mum opens the door, she is very
surprised. ‘Oh no!’ she says. ‘Look at yourhair.’
1 Are Dad and Kipper happy with their new
haircuts? Is Mum happy?
2 Do you like their new haircuts?
Workbook answer key
Page 11 Kipper, your hair is too long.
2 Go in, Kipper. 3 OK, Dad.
Page 21 Yes 2 No 3 Yes 4 No
Page 31 b 2 a 3 d 4 c
Page 41 shampoo 2 eyes 3 hair 4 long
5 Dad 6 Kipper 7 short
Page 5
Page 6b c f g h j l
Page 7A
1 Yes 2 No 3 No 4 Yes
B
1 Yes 2 No 3 Yes 4 No
Page 8A (a colouring and tracing activity)
B My hair is short/long.
Further activities
Activity 1Making faces with long/short hair
TypeAn individual activity
Preparation1 Collect black wool (strips of black drawing
paper could also be used if no wool is
available). Cut into both long and short
pieces for hair.
2 Provide white drawing paper or card, glue
and marker pens.
12
Procedure1 Explain to the students that they are going
to make a face with either long or short
hair. Tell them to think of someone whose
face they would like to make.
2 Stick a sheet of paper on the board. On the
sheet of paper show how to draw a simple
face. Explain who you are drawing, e.g., I
am going to draw my dad’s face. Describe
your dad’s face as you are drawing it, e.g.,
My dad has a round and wide face. The
students may not know these words but
they will understand when they see your
drawing.
3 Put glue around the top and sides of the
face. Place pieces of wool or black paper
onto the glue. Ask the students if the hair
is long or short. Write a sentence about the
length of the hair underneath the face: My
dad has short hair.
4 Explain to the students that they will do
the same. Tell them that they can draw
someone from their family or themselves.
They must write a sentence about the
length of the hair underneath their face. If
necessary, write a few sentences on the
board to help the less capable students,
e.g., My mum has long hair. My brother has
short hair.
5 Distribute the paper, wool, glue and
marker pens. Walk around the classroom
and assist students.
6 When dry, display the faces around the
classroom.
Variation 1If more time is available, the students can add
the neck, shoulders and clothes for some of
the faces. Pieces of cloth or coloured paper
can be used, or even rice or beans for a
necklace etc.
Variation 2If time is limited, students can just draw and
colour the faces and hair.
Activity 2A rhyme/song — Cut my hair
Barber, barber, cut my hair. I can sit on a big,
big chair.
Cut a little here. Cut a little there. Barber,
barber, cut my hair.
TypeA class activity
Preparation1 Photocopy the rhyme, ‘Cut my hair’ on
Photocopiable Sheet 3 — one per student.
2 Enlarge copy of Photocopiable Sheet 3 to
show students the picture.
Procedure1 Show the students the enlarged
Photocopiable Sheet 3. Ask the students
some questions about the picture: Where is
the boy sitting? (on a big chair) What is the
man doing? (cutting the boy’s hair) What is
the boy having? (a haircut)
2 Explain that this man is called a barber.
Practise pronunciation. Write the word on
the board for recognition.
3 Say the rhyme with the hand motions for a
big, big chair, cut a little here and cut a
little there to arouse students’ interest.
4 Get the students to imitate the hand
motions as you say the rhyme again.
5 Write the rhyme on the board. Practise
saying the rhyme as a class. Then get the
class to say the rhyme again with the hand
motions.
6 Give students Photocopiable Sheet 3 and
let the students colour the picture of the
barber.
Variation 11 If a piano is available, play the music at
the bottom of Photocopiable Sheet 3 and
sing the rhyme as a song with the students.
2 When the students are familiar with the
song, play the music and let them sing on
their own. Students can also do the hand
motions suggested above as they sing.
13
Variation 21 After saying the rhyme, let students role-
play in pairs and act out what a barber
does.
2 Set up some props, such as, a chair, a cloth
to put over one student’s shoulders, a
mirror, a comb and a brush.
3 Show students how to move their fingers
to imitate cutting instead of using real
scissors.
4 Tell the student who acts as the ‘boy’ to use
the sentences in the story and say things
like: I like this. I have shampoo in my eyes.
I want short hair.
5 Remind students how to say the words,
e.g., ‘I like this.’ should be said happily.
‘I have shampoo in my eyes.’ should be
said angrily.
The lost teddyExtended story and guidedquestionsCoverMum and Kipper are at the bus-stop. They are
waiting for a bus. Have you ever been on a
bus? Do you like buses?
Something happens to Kipper when he goes
on the bus. Do you know what happens? Let’s
read the story and find out.
Page 1One day Kipper and Mum go on a bus. Kipper
likes going on buses. They are going shopping.
The bus is very fast. They are soon there.
Kipper and Mum get off quickly. The man on
the bus says, ‘Goodbye.’ Mum says,
‘Goodbye,’ too. Then she says, ‘Come on,Kipper.’ Kipper gets off the bus with Mum
but he forgets his teddy and leaves it on the
bus.
1 What did Kipper leave on the bus?
2 What happens next?
3 Do you often go on a bus? Where do you
go?
Pages 2 and 3After getting off the bus, Kipper and his Mum
walk down the street to the shops. Suddenly
Kipper remembers something. ‘My teddy!’ he
shouts. He left his teddy on the bus. Oh no!
The bus is driving away.
1 Where is Kipper’s teddy?
2 Is Kipper happy?
Pages 4 and 5That night when Kipper goes to bed, he
misses his teddy. Kipper always sleeps with
his teddy.
Kipper’s brother Chip and his sister Biff go to
Kipper’s room. They bring Kipper other toys.
They try to give Kipper the other toys. Chip
says, ‘Have this toy.’ But Kipper says, ‘Iwant my teddy.’ He is so sad.
1 How many toys do Biff and Chip bring?
2 What toys do they bring?
Pages 6 and 7The next morning Mum says to Kipper, ‘Let’s
go to the Lost Property Office at the bus
station. Perhaps your teddy is there.’ Kipper
wants to go. He is very worried about his
teddy.
At the Lost Property Office a woman says,
‘Good morning.’ Mum says, ‘Goodmorning.’ too. Kipper asks, ‘Is my teddyhere?’ He is not happy.
1 Why does Kipper want to go to the bus
station?
2 What does Mum say?
Page 8The woman in the Lost Property Office says,
‘I’ll look for your teddy. Every day people
leave a lot of things on the buses. When we
clean the buses, we find the things and keep
them here. The woman shows Kipper a teddy.
‘We found this on a bus yesterday.’ Kipper
looks at the teddy bear and shouts, ‘Myteddy! Thank you.’ He is happy.
1 What is in the big red box?
14
2 Will Kipper leave his teddy bear on the bus
again?
3 Have you ever left anything on a bus?
Workbook answer key
Page 11 b 2 a 3 b
Page 21 Have this toy. 2 I want my teddy.
Page 31 No 2 No 3 Yes 4 Yes
Page 41 Goodbye. 2 Have this toy.
3 My teddy! Thank you.
Page 51 goodbye 2 Kipper 3 thank you
4 good morning 5 teddy 6 toy
Page 61 Good morning. 2 Goodbye.
Page 7(a circling activity)
Page 8This is my (any toy).
I like my (any toy).
Further Activities
Activity 1A rhyme — Teddy bear, teddy bear
Teddy bear, teddy bear, turn around.
Teddy bear, teddy bear, touch the ground.
Teddy bear, teddy bear, turn off the light.
Teddy bear, teddy bear, say ‘Good-night’!
TypeA class activity
Preparation1 Photocopy the rhyme on Photocopiable
Sheet 4 — one per student.
2 Bring a teddy bear into class.
Procedure1 Show the teddy bear to the students. Ask
the students: Do you have a toy like this?
It’s a teddy bear.
2 Practise the pronunciation of the word,
teddy bear.
3 Tell students that today they will learn a
rhyme about a teddy bear.
4 Stand up, say the rhyme and demonstrate
the actions for the students using the teddy
bear. If no teddy bear is available,
demonstrate the actions yourself. Do this a
few times until the students are familiar
with the actions.
5 Ask students to stand up and do the
actions as you say the rhyme. Repeat the
rhyme with the students joining in.
6 Give the students Photocopiable Sheet 4.
Read the sheet with the students.
7 If there is time, let the students colour the
picture.
VariationSing additional verses such as:
Teddy bear, teddy bear, look at me,
Teddy bear, teddy bear, have some tea.
Teddy bear, teddy bear, sit on the chair
Teddy bear, teddy bear, comb your hair.
Teddy bear, teddy bear, turn the key,
Teddy bear, teddy bear, give it to me.
Teddy bear, teddy bear, read a book,
Teddy bear, teddy bear, try to cook.
Teddy bear, teddy bear, touch the sky,
Teddy bear, teddy bear, try to fly.
Activity 2Losing/Finding things
TypeA class activity
15
PreparationBring a small teddy bear to class.
Procedure1 Explain that Kipper has lost his teddy
bear and everyone must help him find it.
2 Blindfold one student and have him/her
stand somewhere where he/she cannot
hear too much of what is going on in the
classroom. This student is ‘Kipper’.
3 Let the other students hide the teddy bear
quietly. Make sure all the students except
‘Kipper’ know where the teddy bear is.
4 Take the blindfold off the student who is
‘Kipper’ and ask him/her to walk around
the classroom looking for his teddy bear.
Tell ‘Kipper’ to ask Is my teddy here? Tell
the rest of the class to answer Yes or No.
The class must answer Yes when ‘Kipper’
is near his teddy and No when he is far
away from it. As ‘Kipper’ gets nearer the
teddy the students can say Yes more loudly.
This will help ‘Kipper’ find his teddy.
5 When ‘Kipper’ finally finds his teddy, tell
him to say My teddy! Thank you. as in the
storybook.
6 Continue the activity with other students
being ‘Kipper’.
VariationInstead of just using a teddy bear, use other
objects from around the classroom, such as a
rubber, a ruler, etc. Students can learn new
vocabulary by learning the names of objects
they did not know.
A new dogExtended story and guidedquestions
CoverSome people have animals in their homes.
These animals are called pets. Do you have a
pet? Look at the picture. What are these
animals? Some people have dogs as pets. Do
you?
Kipper’s family has a dog. This story is about
Kipper’s family and their new dog. Let's read
the story.
Page 1Kipper likes animals. He is reading a book
about dogs. The book is called, ‘My book of
dogs’. It has got a lot of pictures of different
dogs. Kipper sits and looks at pictures of dogs
in a book. He is thinking about having a dog.
Kipper wants a dog.
1 What does Kipper want?
2 Do you like dogs?
Pages 2 and 3One day Biff, Chip, Kipper and their Mum
and Dad are drinking tea. Mum says she
wants a dog. Kipper’s brother, Chip, and his
sister, Biff, both agree. They want a dog, too.
Dad also thinks it is a good idea. Everyonewants a dog but they all want different dogs.
1 Who wants a dog?
2 Look at the pictures. Which dog do you
like best?
Pages 4 and 5The next day they go to the dogs’ home.This is the place where dogs with no home go.
There is a big man. He says, ‘Hello. Can I
help you?’ Dad says, ‘Hello. We want a dog.Can you show us some dogs?’
1 Where do Kipper and his family go?
2 Who do they meet?
Pages 6 and 7Kipper’s family goes inside the dogs’ home.
They look at the dogs. Some are big, some
are small, some are cute and some are strong.
Some have long hair. Some have short hair.
‘What a lot of dogs!’ says Biff. ‘Look at thebig dogs!’ says Kipper.
1 What do Kipper and his family see?
2 Look at the picture. Which dog do you like
best?
16
Pages 8 and 9Kipper sees a big, brown dog. Kipper wantsthis dog. Dad thinks, ‘If I want to sit down,
this dog will not let me.’ This dog looks too
strong and angry. It is too big. Dad does not
want this dog.
1 Who does not want this dog?
2 Do you like this dog? Why/Why not?
Pages 10 and 11Biff sees a small, cute dog. It is brown and it
has a pink ribbon round its neck. Biff wantsthis dog. Mum thinks, ‘The dog is so small. I
won’t see it and will trip over it.’ That’s
dangerous. She says, ‘It is too small.’ She
does not want this dog.
1 Who wants this dog?
2 Is it cute? Do you like this dog?
Pages 12 and 13Then Mum sees a beautiful brown dog with
long hair. It is called ‘Pat’. It looks very
friendly. Mum wants this dog. But Chip and
Kipper think, ‘The dog is very strong and it
can run very fast.’ They say, ‘It is too strong.’They do not want this dog.
1 Do you like this dog?
2 Have you ever seen a dog like this?
Pages 14 and 15At last Kipper sees a very happy dog. It jumps
and barks happily. Kipper says, ‘Look, Dad!Look at this dog!’ The dog is very excited.
Everyone is smiling. The dog likes Kipper and
his family.
1 Is everyone smiling?
2 Do you like this dog?
Page 16This dog is so friendly and so funny.
Everyone wants this dog. They decide to
take it home with them. It is so happy.
1 Where did they take the dog?
2 Is the dog happy?
Workbook answer key
Page 1A 1 a 2 dog
B a c d f h
Page 21 It is too big. 2 It is too small.
3 It is too strong.
Page 31 a 2 a 3 b
Page 4
Page 51 Kipper wants a dog.
2 Everyone wants a dog.
3 They go to the dogs’ home.
4 They look at the dogs.
5 Everyone wants this dog. It is so happy.
Page 6A
1 big 2 small 3 happy 4 strong
B
1 a 2 a 3 b 4 a
Page 7A ten dogs
B a c f g
17
Page 8I like this dog.
Further activities
Activity 1The new dog of Class ____.
TypeAn individual activity
PreparationCut A4 sheets of paper into halves — one per
student. Prepare pens and pencils for
colouring.
Procedure1 Remind students of the content of the
story. Ask: What does Kipper want? (a dog)
What does everyone want? (a dog) Where
do they go? (to the dogs’ home) What do
they see? (a lot of dogs)
2 Tell students that they are going to
describe some of the dogs Kipper’s family
saw at the dogs’ home. Help the students
by writing categories on the board for
them, e.g., head, tail, face, mouth, nose,
body, legs, eyes and ears. Point to one of
the dogs in the storybook and ask the
students to think about the categories and
describe the dog, e.g., It has a big head. It
has a long tail. Cover all the categories set.
Write down the students’ suggestions on
the board under the correct categories, e.g.,
under ‘head’ there might be big, small,
round, long, etc. Encourage the students to
use these adjectives: big, small, strong,
cute, beautiful, fat, thin, long, short, round,
happy, sad, brown, white, black, etc.
Choose another dog from the Storybook
and do the same until there are enough
adjectives in each category.
3 Explain to the students that today they
will create a new dog for their class. Ask
students to think about the dog. Then go
through each category on the board asking
the students to decide what each part of
this new dog should be like by voting. The
teacher then ticks the correct adjective(s)
for each category.
4 When all the categories have been covered,
hand out a piece of paper to each student
and ask them to draw, ‘The new dog of
Class _____.’ according to the adjective(s)
ticked in each category. The teacher can
then walk round the classroom and check
whether or not the students understand
the adjectives by looking at their pictures.
VariationThe more capable students could write
sentences under their pictures of the dogs,
using the adjectives chosen or even more
creative sentences about the dog, e.g., It likes
to run. It likes to play.
Activity 2A dog game
TypeA class activity
PreparationMake a 4 cm x 20 cm dog bone from
cardboard.
Procedure1 Arrange the students in a large circle. If
possible, do this activity in the playground
or the sports hall where there is more
space.
2 Choose one student to be ‘Kipper’. Explain
that ‘Kipper’ is choosing a new dog, like
Kipper’s family did in the story. Tell the
other students in the circle that they are all
dogs. Ask them to put their hands behind
their backs to receive the bone.
3 Explain that ‘Kipper’ will go round the
dogs in the circle and will give a bone to
the dog he chooses. When ‘Kipper’ chooses
his dog, he gives the dog the bone and says,
I want this dog. The dog that gets the bone
must quickly chase after ‘Kipper’.
4 If ‘Kipper’ gets back to the dog’s place
before being caught, he is safe and can
become a dog in the circle. The dog then
18
has to play the part of ‘Kipper’ and go
round the circle and choose a new dog to
give the bone to.
5 If, however, the original dog reaches
‘Kipper’ before he gets to the dog’s place,
then ‘Kipper’ has to go round the circle
and choose another dog.
Variation1 If there is not enough room to make a
circle and the playground or sports hall is
not available, the students could sit at
their desks and do a slightly different
activity.
2 One student could sit at the front on a
chair facing away from the other students.
This student could also be blindfolded.
This student is ‘Floppy’.
3 Choose another student to be ‘Kipper’.
He/She must quietly take the bone and put
it under ‘Floppy’s’ chair saying, Here’s a
bone for you. and go back to his/her seat
quietly.
4 Then ‘Floppy’ must guess who the student
is. ‘Floppy’ goes round the class pointing to
students who might have been ‘Kipper’
saying, Are you Kipper? and the student
could answer Yes, I am. or No, I’m not.
5 If ‘Floppy’ guesses who ‘Kipper’ is in three
guesses, then ‘Kipper’ becomes ‘Floppy’
and sits at the front of the classroom.
6 If ‘Floppy’ does not guess who ‘Kipper’ is
after three guesses, then ‘Floppy’ must stay
at the front of the classroom and be
‘Floppy’ again.
What a bad dog!Extended story and guidedquestions
CoverThis is the dog that Kipper’s family chose at
the dogs’ home. Do you think he is cute? He
likes to play with the children and roll on the
floor. He’s a very happy dog. His name is
Floppy. This story is about Floppy. Do you
know what happens? Let’s read the story and
find out.
Page 1Floppy likes to run. He likes to chase
butterflies and birds. One day Dad is working
outside. He is laying some concrete. Floppy is
chasing a butterfly. He is not looking where
he is going. Oh no! It is too late. Floppy
makes footprints in the wet concrete. ‘Oh no!Floppy,’ says Dad. ‘What a bad dog!’
1 What is Floppy chasing?
2 Is Dad happy?
Pages 2 and 3Kipper’s family take Floppy for a walk. They
go past a muddy pond. Floppy sees two ducks
and chases them. Then Floppy plays in themud. He shakes himself all over Kipper. ‘Ohno! Floppy! Now Kipper is muddy!’ shouts
Mum.
1 Who is angry now?
2 Do you like playing in the mud?
Pages 4 and 5The washing is hanging outside in the garden.
Floppy sees the butterfly again and wants to
chase it. He is not looking where he is going
again. Oh no! It is too late. Floppy pullsdown the washing. ‘Oh no! Floppy!’ shouts
Mum.
1 What does Floppy do?
2 Who sees Floppy pulling down the
washing?
Pages 6 and 7Chip likes making things with his building
blocks. He can make big houses and cars.
Today he is making a tower. Floppy comes
into Chip’s room. He is chasing the butterfly
again. He does not see the tower. Floppyjumps over the table and knocks Chip’s
tower on the floor. Chip shouts, ‘Oh no! Whata bad dog!’
19
1 What does Floppy do?
2 Who is angry now?
Pages 8 and 9Later that evening the children are in bed.
Mum and Dad have a hot drink. Mum likes
tea and Dad likes coffee. When they finish
their drinks, they go into the kitchen. Dad
only has one slipper.
When they go into the kitchen, they see
Floppy eating Dad’s slipper. Dad says, ‘Don’teat my slipper!’ Mum says, ‘What a baddog!’ Mum and Dad are angry.
1 What are Mum and Dad wearing?
2 Is it daytime or night-time?
Pages 10 and 11That night Mum puts Floppy in the kitchen to
sleep in his dog basket. After everyone goes to
bed, Floppy begins to bark. Floppy barksand barks. Dad cannot sleep. It is already
late. Dad is angry.
1 What does Floppy do when everyone goes
to sleep?
2 Can Dad sleep? Why not?
Pages 12 and 13Dad cannot sleep. Mum cannot sleep. Dad
is getting angrier and angrier. He says, ‘Whata bad dog!’ Now Dad is very angry. He gets
out of bed, puts on his dressing gown and
goes downstairs.
1 Why is Dad angry?
2 Where does Dad go?
Pages 14 and 15Dad goes downstairs to stop Floppy barking.
He sees smoke. ‘Oh no!’ he says. The tray ison fire. Dad left the tray on the cooker and
the cooker is on. Dad shouts to Mum. Mum,
Biff and Chip all come to the kitchen to look.
1 Why did Floppy bark?
2 Is Floppy still a bad dog?
Page 16Dad and Mum are not angry now. They are
happy about their new dog. Floppy saved
their house and saved their lives. What agood dog! They give Floppy some chocolate
and a big dog biscuit. The dog biscuit looks
like a bone.
1 Is Floppy really a good or bad dog?
2 What do they give Floppy?
Workbook answer key
Page 11 What a bad dog!
2 Floppy plays in the mud.
3 Now Kipper is muddy!
4 Floppy pulls down the washing.
Page 21 b 2 a
Page 31 e 2 b 3 f 4 d 5 c 6 a
Page 41 No 2 No 3 No
4 Yes 5 Yes 6 Yes
Page 5
Page 61 Mum is angry. 2 Kipper is muddy.
3 Floppy is a bad dog. 4 The tray is on fire.
5 Floppy is a good dog.
20
Page 71 c 2 d 3 a 4 e 5 b
Page 81 bad 2 good 3 good 4 bad
Further activities
Activity 1A good/bad dog poster
TypeA class/individual activity
Preparation1 Cut along the dotted lines to separate the
six pictures on Photocopiable Sheet 5.
Then enlarge the six pictures making sure
that they are big enough to be seen
properly if they are stuck on the board.
2 Prepare a large, coloured piece of card on
which you can glue the six pictures as well
as write sentences under them.
3 Prepare some board magnets or Sellotape
to stick the 6 pictures of Floppy and the
coloured card on the board and some
marker pens.
Procedure1 Remind students of what Floppy does in
the story. Ask them: What does Kipper’s
family say about Floppy? (What a good
dog!/What a bad dog!) Write these two
sentences on the board.
2 Explain to the students that they are going
to look at some pictures and decide
whether Floppy is a good/bad dog.
3 Put the six pictures up on the board in
random order.
4 Show the students the large piece of card.
Tell them that you want to put up the
pictures in the order that they were in the
story.
5 Ask the students: Which is Picture Number
1? Ask a student to come up and find it.
Glue it onto the card in the top left-hand
corner.
6 Ask the students to look at the picture and
decide if Floppy is a good or bad dog. Ask
a student to come to the front and write
one of the sentences under the picture.
(What a bad dog!)
7 Continue in the same way with the other
pictures.
8 When finished, read the sentences together
as a class.
Variation1 Instead of making just one classroom
poster, give each student a copy of
Photocopiable Sheet 5.
2 Ask the students to write the correct
sentences under the correct pictures and
colour the pictures.
Activity 2Line scramble competition
TypeA one-to-one/group activity
Preparation1 Photocopy the sentences on Photocopiable
Sheet 6 — one for every two students.
Make enough copies for the class.
2 Cut the sentences apart and clip the set of
six sentences with a paper clip.
3 Provide some small prizes for winning
pairs (small sweets, pencils, rubbers, etc.)
Procedure1 Group students into pairs. Give each pair a
set of sentences turned upside down.
2 Tell them that when you say Go, they
should quickly turn over the sentences,
take off the paper clip and put the
sentences in correct order of the story.
3 When a pair of students has finished, they
should stand up and say the title of the
storybook that the sentences are from
(What a bad dog!). There is no need to tell
the students the name of the book. Tell
them that they have to remember it
themselves.
21
4 Take note of the quickest pair(s).
5 Wait until all pairs have finished sorting
out the sentences. Then read the sentences
together as a class.
Floppy plays in the mud.
Floppy jumps over the table.
Floppy barks and barks.
Dad cannot sleep.
The tray is on fire.
What a good dog!
6 Check whether the quickest pair(s) got the
correct answers.
7 Give out the prizes.
Variation1 For a more challenging activity the teacher
can ask the students to first put the words
of each individual sentence in the correct
order and then put the sentences in the
correct order.
2 Make groups of six students. Make enough
copies of Photocopiable Sheet 6 so that
every group will get one. Cut up the
sentences from Photocopiable Sheet 6,
then further cut up the sentences and put
the words of each sentence in a separate
envelope. Give each student in each group
an envelope with words from a sentence
from Photocopiable Sheet 6.
3 When the teacher says Go, each student
should open the envelope and arrange the
words to make a correct sentence. Then
he/she should stick the words in the
correct order to a coloured piece of paper
to make a sentence from the story. Once all
students have got their sentences, they
should arrange them in the correct order to
tell the story.
4 Once the team has finished, the members
should stand up and say: What a bad dog!
5 To save time on preparation the students
can help cut up the sentences. Once a
student has cut up the sentence and put
the words in an envelope, he/she passes the
envelope to another member of the team.
This way each student has to order a
sentence that he/she has not cut up.
22
III Sequencing cards
I can c
ook.
A d
og, Kip
per.
At
scho
ol
SECOND FOLD
FIRS
T FO
LD
✄✄✄
✄
✄
© O
xfo
rd U
niv
ers
ity P
ress (
Chin
a)
Ltd
. Y
ou m
ay p
hoto
copy a
nd e
nla
rge t
his
page f
or
cla
ssro
om
use.
Com
e o
n,
Kip
per.
Goodbye.
23
© O
xfo
rd U
niv
ers
ity P
ress (
Chin
a)
Ltd
. Y
ou m
ay p
hoto
copy a
nd e
nla
rge t
his
page f
or
cla
ssro
om
use.
Sorr
y, Kip
per.
Only
four
books.
The
libra
ry
SECOND FOLD
FIRS
T FO
LD
✄✄✄
✄
✄
© O
xfo
rd U
niv
ers
ity P
ress (
Chin
a)
Ltd
. Y
ou m
ay p
hoto
copy a
nd e
nla
rge t
his
page f
or
cla
ssro
om
use.
Sorry
. They
are
late
.
Thank y
ou, D
ad.
I like th
e lib
rary
!
I lik
e t
his
book.
24
Kip
per, y
our h
air is
too lo
ng.
Oh n
o!
Look a
t your h
air.
The
hair
cut
SECOND FOLD
FIRS
T FO
LD
✄✄✄
✄
✄
© O
xfo
rd U
niv
ers
ity P
ress (
Chin
a)
Ltd
. Y
ou m
ay p
hoto
copy a
nd e
nla
rge t
his
page f
or
cla
ssro
om
use.
I w
ant
short
hair.
I lik
e t
his
, D
ad.
25
Goodbye.
The
lost
ted
dy
SECOND FOLD
FIRS
T FO
LD
✄✄✄
✄
✄
© O
xfo
rd U
niv
ers
ity P
ress (
Chin
a)
Ltd
. Y
ou m
ay p
hoto
copy a
nd e
nla
rge t
his
page f
or
cla
ssro
om
use.
My te
ddy! T
hank y
ou.
I w
ant
my t
eddy.
Is m
y t
eddy h
ere
?
© O
xfo
rd U
niv
ers
ity P
ress (
Chin
a)
Ltd
. Y
ou m
ay p
hoto
copy a
nd e
nla
rge t
his
page f
or
cla
ssro
om
use.
26
Every
one w
ants
a d
og.
They g
o t
o t
he d
ogs’ hom
e.
They look a
t th
e d
ogs.
Every
one w
ants
this
dog.
A n
ew d
og
SECOND FOLD
FIRS
T FO
LD
✄✄✄
✄
✄
© O
xfo
rd U
niv
ers
ity P
ress (
Chin
a)
Ltd
. Y
ou m
ay p
hoto
copy a
nd e
nla
rge t
his
page f
or
cla
ssro
om
use.
27
Wha
t a
ba
d d
og
!
SECOND FOLD
FIRS
T FO
LD
✄✄✄
✄
✄
© O
xfo
rd U
niv
ers
ity P
ress (
Chin
a)
Ltd
. Y
ou m
ay p
hoto
copy a
nd e
nla
rge t
his
page f
or
cla
ssro
om
use.
Mum
and D
ad a
re a
ngry
.Flo
ppy jum
ps o
ver
the t
able
.Flo
ppy p
lays in
the m
ud.
Flo
ppy p
ulls
dow
n t
he w
ashin
g.
68� � � � � �� � �� � � � � � � �� � � ��
� � � � � � � � � � �� �� � � � ��
Every day
Every day I …
wash my face
wash my hands
brush my teeth
eat my breakfast/lunch
drink my milk
put on my clothes
read my books
… before I come to school.
28
IV Photocopiable sheets
Sheet 1 (At school Further Activity 1)
Every day I wash my face before I come to school.
© O
xfo
rd U
niv
ers
ity P
ress (
Chin
a)
Ltd
. Y
ou m
ay p
hoto
copy a
nd e
nla
rge t
his
page f
or
cla
ssro
om
use.
Every day I wash my face, wash my face, wash my face.
29
This
is m
y s
chool.
At
school w
e _
_____________________________
.
Sheet 2 (At school Further Activity 2)
© O
xfo
rd U
niv
ers
ity P
ress (
Chin
a)
Ltd
. Y
ou m
ay p
hoto
copy a
nd e
nla
rge t
his
page f
or
cla
ssro
om
use.
24� � � � � � � � � � � � � � �
30
Cut my hair
Sheet 3 (The haircut Further Activity 2)
Cut a little here. Cut a little there. Barber, barber, cut my hair.
Barber, barber, cut my hair. I can sit on a big, big chair.
� � � � � � � � � � � � � � � � � �
© O
xfo
rd U
niv
ers
ity P
ress (
Chin
a)
Ltd
. Y
ou m
ay p
hoto
copy a
nd e
nla
rge t
his
page f
or
cla
ssro
om
use.
31
Teddy bear, teddy bearTeddy bear, teddy bear, turn around.
Teddy bear, teddy bear, touch the ground.
Teddy bear, teddy bear, turn off the light.
Teddy bear, teddy bear, say ‘Good-night’!
Sheet 4 (The lost teddy Further Activity 1)
© O
xfo
rd U
niv
ers
ity P
ress (
Chin
a)
Ltd
. Y
ou m
ay p
hoto
copy a
nd e
nla
rge t
his
page f
or
cla
ssro
om
use.
32
Sheet 5 (What a bad dog! Further Activity 1)
✄✄ ✄
✄
✄
✄
✄
©O
fd
Ui
itP
(Chi
)Ltd
Yh
td
lth
if
l
© O
xfo
rd U
niv
ers
ity P
ress (
Chin
a)
Ltd
. Y
ou m
ay p
hoto
copy a
nd e
nla
rge t
his
page f
or
cla
ssro
om
use.
