I Introduction 2®€本/Story Tree/L4...2 Welcome to the Oxford Story Tree The Oxford Story Tree series has been especially designed for young learners of English as a second or foreign

I Introduction 2

II Stories 5

In the garden 5Guided questions 5

Workbook answer key 6

Further activities 7

The outing 9Guided questions 9



Land of the dinosaurs 12Guided questions 12



Red Planet 15Guided questions 15



Lost in the jungle 19Guided questions 19



The lost key 23Guided questions 23



III Photocopiable sheets 28

Contents

2

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

especially designed for young learners of

English as a second or foreign language. The

series is aimed at the general reading

comprehension levels usually found amongst

young learners of English in kindergartens

and primary schools. It is an adaptation of the

original Oxford Reading Tree series which

has been adopted by schools throughout

Britain.

The Oxford Story Tree series provides an

extensive selection of interesting reading

materials which feature colourful and

humorous real-life situations as well as

exciting and imaginative adventures. The

materials have been created to develop

students’ reading skills and to arouse their

interest in reading for enjoyment.

The approachThe series addresses the reading needs of the

learners by using the idea that, while young

learners of English may initially have

difficulty in recognizing separate words on a

page or learning words out of context, they

can learn new words and phrases through a

simple story.

The languageThe language of the stories has been carefully

selected and graded using vocabulary and

grammar structures which are recycled

throughout individual stories and throughout

the series. The introduction of new or difficult

words is restricted to manageable limits.

These new and difficult words are usually

only introduced if they appear in the detailed

illustrations on the corresponding pages.

Through the illustrations, the young learners

can come to understand the story.

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

the Storybooks, this series also provides

support materials essential for a reading

series designed for learners of English as a

second or foreign language. Provided in the

support materials are the accompanying

Workbooks for each of the Storybooks, the

monolingual Cassettes and Compact Discs

and the easy-to-use Story Guides.

The StorybooksThe series contains 46 colourfully-illustrated

Storybooks which are divided into seven

different levels. The different levels are

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

the Brown Books. Each level contains either

six or eight Storybooks. Each Storybook

within a level is numbered to indicate the

order in which it should be read. For

example, the first Storybook in the series is

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

the series.

Red Books (Level 1)

Blue Books (Level 2)

Green Books (Level 3)

Orange Books (Level 4)

Pink Books (Level 5)

Purple Books (Level 6)

Brown Books (Level 7)

Each Storybook in the series tells a complete

story. The Storybooks in the first five levels

are linked by the central characters who

appear throughout these first five levels. The

Storybooks follow a progression through the

lives of the main characters, three children —

Biff, Chip and Kipper. This enables the

readers to build a closeness between

themselves and the characters. The

Storybooks in the first five levels are all

I Introduction

3

written by the same original author and

illustrated by the same illustrator.

The Storybooks in the last two levels of

Oxford Story Tree are written and

illustrated by a variety of authors and

illustrators to provide children at higher

levels with a range of different writing styles

and vocabulary, a variety of narrative forms

and interesting new characters in both

familiar and unusual settings.

The WorkbooksEach Storybook in the series is accompanied

by an eight-page Workbook which provides a

wide variety of activities allowing the

learners to deepen their understanding of the

stories.

The earlier levels include activities, such as,

• matching words to pictures

• recognizing new words

• identifying new words

• practising content words and structure

words

• cloze exercises

• sequencing

• rhyme awareness

In addition to the activities listed above, the

later levels of Workbooks progress to focus on

skills, such as,

• comprehension

• characterization

• sentence building

• creative writing

The activities in the Workbooks have been

carefully divided into three types:

• those based on individual parts of the

Storybook,

• integrated activities based on two parts

and/or the whole of the Storybook, and

• extended activities

Some of the first type of activities, those

based on individual parts of the Storybook,

can be completed after reading only a few

pages of the Storybook. The theory behind

this being that young learners of English as a

second or foreign language are unlikely to be

able to complete the reading of a whole story

in one sitting. The fact that the readers are

able to read a few pages of the Storybook and

then proceed to the relevant activities in the

Workbook gives the learner a sense of

achievement even after reading only a small

part of a book.

The second and third types of activities, the

integrated activities and the more creative

extended activities, can be done once the

learner has read the whole Storybook. The

format of the Workbooks, therefore, is

arranged in such a way that the learners are

able to follow the steady progression of these

three types of activities. This format provides

the teacher with the ideal support for

teaching reading to learners for whom

English is a second or foreign language.

Each Workbook contains a contents table

explaining to the reader, the teacher and the

parent which pages of the Storybook to read

before doing each activity in the Workbook.

The Cassettes/Compact DiscsEach set of Cassettes and Compact Discs

includes stories within the same level. All 46

stories are recorded using native speakers of

English. They provide the readers with an

authentic model of pronunciation, stress and

intonation. The speed of speaking is carefully

controlled to better suit the needs of learners

who are learning English as a second or

foreign language. To help the readers follow

the story more easily, an audio signal has been

included on the recording to indicate to the

readers when to turn the page of the

Storybook. In addition, the sound effects on

the Cassettes and Compact Discs further

enhance the readers’ interest in the stories.

After the recording of each Storybook, there

is a ‘Listen and Repeat’ section in which

native speakers model some of the more

difficult words which appear in the Storybook.

4

There is a pause after each word to allow

learners to practise and improve their

pronunciation.

The Story GuidesThe Oxford Story Tree series provides one

Story Guide for each level containing a

variety of support materials for both the

teacher and the parent. All the Story Guides

contain guided questions for use with the

Storybooks, further activities plus relevant

photocopiable sheets and an answer key for

all the Workbooks in the level. The Story

Guides for lower level books include extended

stories and sequencing cards. Suggestions on

how to use these materials are given below.

Extended stories Providing support to the Red, Blue and

Green Books are the extended stories, a

longer version of the story than that given by

the simple sentences on the pages of the

Storybooks. Reading the page-by-page

description of each story to the readers

enables them to have a richer and fuller

experience of the story. These extended

stories are written in simple English,

incorporating the text from the Storybooks. It

is intended that they are read to the learner

before he/she reads the Storybook. Thus while

listening to the extended story, the learners

will learn to ‘read’ the illustrations and

develop more vocabulary. If, however, the

teacher/parent feels the language in the

extended story is too difficult for the learner,

vocabulary building can be achieved by using

some of the single words or phrases expressed

in the extended story whilst pointing to the

illustrations in the Storybook. Teachers/Parents

may also choose to use the reader’s mother-

tongue while refering to the extended story if

they feel that this will increase the learner’s

interest in the story.

Guided questionsTwo to four guided questions are provided as

support for all the Storybooks in all the levels.

These questions are intended to help the

learners to understand the stories better and

to provoke thinking. They are not meant

merely for testing comprehension. They focus

on the content of the story, the language used

and/or the illustrations. Sometimes there is

not necessarily one correct answer to the

guided questions and the learners should be

encouraged to talk freely.

Most of the questions are simple and are,

therefore, designed to be asked of young

learners of English as a second and foreign

language. Sometimes, however, slightly more

difficult questions are provided to provoke

the learner’s thinking and more in-depth

discussion. The teacher/parent may feel that

some of these questions are too difficult for

their learners. In this case, perhaps the

teacher/parent could resort to the mother-

tongue. Otherwise this type of questions could

be omitted.

Workbook answer keyA comprehensive answer key for each

Workbook is provided to make checking

easier and faster for teachers/parents.

Further activitiesTwo further activities for each Storybook are

provided in this section. These further

activities are in addition to the ones provided

in the Workbooks. They are more cross-

curricular and provide the learners with an

even more creative environment to enjoy

learning English. They are designed to offer a

variety of learning experiences to reinforce

the vocabulary and concepts covered in each

Storybook.

The activities have been devised for the

classroom setting with the teacher in mind

but could be adapted by parents to use at

home. Variations are provided for some of the

activities. These are suggested as strategies

for the teacher/parent to cope with the less

capable or more capable learner. Some of the

activities require the use of photocopiable

sheets found at the back of the Story Guide.

5

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

summarize the story and should be used once

the whole book has been read and the readers

have gleaned an understanding of the content

of the story. There are four or six black and

white cards for each story. Each card contains

a scene from the Storybook and a speech

bubble or a sentence from the text.

These sequencing cards can be used in either

of two ways. Teachers/Parents may photocopy

the sequencing cards. The reader may then

make the two folds according to the

instructions on the page and he/she will have

a small, condensed version of each of the

Storybooks to help them retell the story.

Readers may also be encouraged to colour the

pictures.

Teachers/Parents may also want to use the

sequencing cards to ascertain the learner’s

grasp of the story sequence. By enlarging and

cutting up the cards, and jumbling them up,

the teachers/parents can then ask the learner

to arrange the cards in the correct order to

retell the story. If possible, the cards can be

placed on coloured card and laminated to

make them easy-to-use and durable.

Photocopiable sheetsThese are fully-photocopiable sheets that are

for use in the further activities. They are

clearly marked to indicate to the

teacher/parent which further activities they

belong to.

II Stories

In the gardenGuided questionsCover1 Look at the picture. Where are William,

Wendy and Kipper?

2 Is the grass long or short?

3 Why is the grass so long? Do you know?

Page 11 Where did Kipper go?

2 What did Kipper pick up?

3 Was Kipper afraid?

Pages 2 and 31 What did Kipper do?

2 What did he shout?

3 Who was in the garden?

4 Look at the picture. What animal can you

see?

5 Look at the picture. What was at the top of

the sandpit?

6 Have you ever played in a sandpit?

Page 41 Was Biff angry with Kipper?

2 What did Biff shout?

Page 51 Did the children run to the magic house?

2 What began to work?

3 Did the children get smaller or bigger?

Pages 6 and 71 Where were the children?

2 Did everything look big or small?

3 What did the grass look like?

4 What did Kipper say?

5 What did Chip see?

6 Did Chip like the bee?

Pages 8 and 91 When the children came out of the jungle,

what did the children come to?

6

3 What did Biff say?

Page 181 What did the children do?

2 How did everyone feel?

3 Who wanted a drink?

Page 191 What did William see?

2 Who liked strawberries?

3 Do you like strawberries?


2 Did Kipper like this adventure?

Page 211 What began to happen?

2 Were the drops of rain big?

3 Who felt sick?

Page 221 What did the children hide under?

2 What do we usually use when it rains?

3 What began to glow?

4 Look at the picture. Who held the key?

Page 231 When the magic finished, who had the

flowerpot on his head?

2 What did Wendy say?

Page 241 What did Dad look at the next day?

2 What did Dad say?

3 Look at the picture. Was Dad happy?

Workbook answer key

Page 11 a 2 b 3 b 4 a 5 a 6 b

Page 21 c 2 e 3 a 4 b 5 d

2 Was it a big mountain?

3 Who began to climb the mountain?

4 What did Chip want to do?

5 Have you ever climbed a mountain?

Pages 10 and 111 Where did the children get to?

2 Who was the last to get to the top of the

mountain?

3 Was Kipper hot or cold?

4 What did Kipper say?

5 What did the children look at?

6 What did the sand look like?

Page 121 What did Wendy see?

2 What did she say?

Page 131 What sound did the car make?

2 Did the car go quickly or slowly down the

mountain?

3 Look at Kipper. Was he frightened?

4 Look at Wendy. Was she frightened?

Page 141 What did the car do?

2 Oh no! What did William see?

Page 151 What did the children climb inside?

2 Were the children frightened?

3 Who was very frightened?

4 Look at the picture. Who was the last to

climb inside the bottle?

Page 161 Where were the children?

2 What did the cat do to the bottle?

3 What did the children shout?

Page 171 Who came and chased the cat away?

2 What did the children do?

7

Page 31 Biff 2 Kipper 3 William

4 Chip 5 Wendy 6 Dad

Page 41 chased 2 felt 3 ate

4 wicked 5 hid

Page 5A 1 were 2 were 3 was

4 was 5 was

B

Page 61 into 2 for 3 down

4 inside 5 over

Page 7A 1 Biff was angry with Kipper.

2 ‘This is fun,’ said Wendy.

3 Kipper was frightened of the cat.

4 ‘I feel sick,’ said Chip.

B 1 bottom, top

2 up, down

3 outside, inside

4 small, big/giant

5 slowly, quickly

Page 81 a) I like (apples).

b) I like (chocolate).

2 a) I don’t like (doing my homework).

b) I don’t like (playing football).

3 a) After eating a lot of rice, I feel (full).

b) After running in the playground, I feel

(tired).

c) After getting 100 marks, I feel (happy).

d) After drinking too much lemonade, I

feel (sick).

Further activities

Activity 1Flower word game

TypeA class activity

Preparation1 Write the following words from the

Storybook onto small pieces of paper:

jungle, sandpit, flower, mountain, desert,

Whoosh, bottle, children, everyone,

strawberries, adventure, flowerpot, insect.

2 With reference to the picture below, draw

the large stem and the pollen of the flower

on the board. Do not draw the petals.

Procedure1 The teacher demonstrates to the class how

to do the activity. He/She selects a small

piece of paper with a word on it but he/she

must not show the word to the class.

2 The teacher draws short horizontal lines

on the board to represent each letter of the

word. The students have to guess the word

by calling out letters to the teacher. They

must put up their hand and ask: Is (letter

of alphabet) in the word? If the letter

called out is contained in the word, the

teacher says Yes, then writes the letter on

H R C L I M B C FO A H D R O P S LT I K A J U Y A O

M N A L U N I B WA D V E N T U R EG L O W G A T K R

I H K Z L I H E PC A T C E N N Y OV T D D E S E R T

8

the appropriate line(s). If the letter is

incorrect, he/she says No and then draws a

petal on the flower. This flower is the one

Kipper is holding on the cover of the

Storybook.

3 There should be ten petals on the flower so

if the students give ten incorrect answers,

the teacher will be able to complete the

whole flower. The students want to guess

the word before the teacher finishes

drawing the flower. If a student thinks

he/she knows what the word is, he/she can

call out the word instead of just a letter.

He/She can say: Is the word ____? The

teacher answers Yes/No. If the student is

correct, he/she can come to the front, select

a piece of paper and follow the same

procedure as the teacher.

4 If the student at the front completes the

flower, then he/she can stay at the front

and select another piece of paper with

another word. If the word is guessed before

the flower is completed, then the student

who guessed the word can come to the

front and select a piece of paper.

5 The activity continues in this way until all

the words have been guessed.

VariationThe teacher can divide the class into two

teams. Prepare flashcards for the selected

words. Show the flashcards to the class. The

first student to read the word correctly gets to

draw a petal on the flower on the board, for

his/her team. The activity continues in this

way until one of the teams has drawn ten

petals on the flower. They are the winning

team.

Activity 2Imagination activity

TypeA group activity

Preparation1 Practise reading the sentences in the

following script and practise the actions if

necessary.

2 Re-arrange the desks and chairs in the

classroom so that students have more

space to move around freely.

Procedure1 Remind students of the content of the

Storybook and the children’s adventure in

the garden. Tell students you are going to

read out some sentences and they are going

to act out ten scenes from the adventure in

the Storybook.

2 Divide the class into five groups. Explain

that each group will act out two scenes

from the adventure while the teacher reads

the sentences. The teacher tells each group

which two scenes they must act out.

3 Read the following sentences in italics to

describe each stage of the adventure to the

students. Act out the sentences with the

students. (The actions are contained in the

brackets.) Do the actions slowly to give the

students time to copy your actions. The

other students will watch the group that is

acting out the two scenes.

Opening scene

Imagine you are getting smaller and

smaller like the children in the Storybook.

(Crouch down slowly as if you are getting

smaller.)

Jungle scene

Imagine you are in a jungle. The grass is

very long. The flowers are very big. Let’s

walk through the jungle. (Act like you are

walking through long grass. Use your

hands to push the long blades of grass out

of the way so you can walk through them.)

Mountain scene

Look! (Point to something ahead of you.)

What a big mountain. Let’s climb to the

top. (Do stepping actions as if you are

climbing something high.)

Top of the mountain scene

We are at the top now. (Act very tired and

pant a lot. Point suddenly.) Look at the

sand! It looks like a desert. Let’s go down.

9

Car scene

How are we going to get down this

mountain? (Look around.) Let’s get inside

the car and ride down. Whoosh! This is

fun! (Put your hands on an imaginary

steering wheel. Smile and laugh happily.)

Cat scene

Oh no! Look at that big cat! (Point.) Quick!

Climb into the bottle. (Look very frightened.

Act like you are climbing into a big bottle.)

Desert scene

The cat went away. Come on. Let’s walk

over the desert. It’s hot! I want a drink.

(Wipe the sweat from your face and make

panting noises.)

Strawberries scene

Look! (Point.) Giant strawberries! I like

eating strawberries. (Pretend you are

holding a giant object in your hands and

open your mouth wide to eat it.)

Oh no! I feel sick now. (Imagine you are

very full and feel sick. Put your hand on

your stomach and look like you are in pain.)

Flowerpot scene

Oh no! (Look up.) It’s raining. Let’s run

and hide under a giant flowerpot. (Pretend

to run and hide under an object. Look sad

because it is raining.)

Closing scene

Oh look! The key is glowing. (Imagine you

are holding the key. Hold out the palm of

your hand.) Now we are getting bigger

again. (Rise up as if getting bigger.) The

adventure is finished.

Variation1 For the more capable students, the teacher

could write the headings of the scenes on

the board. Then he/she could read out the

text and demonstrate to the students how

to do the actions.

2 The teacher then makes five copies of

Photocopiable Sheet 1 — one for each

group and divides the class into five

groups. The teacher distributes

Photocopiable Sheet 1 to each group. The

teacher could choose two of the more

capable students in each group to be the

readers. (One student will read one scene

and the other will read another scene.)

3 The teacher tells each group which two

scenes they must act out. Each group will

act out the two scenes in the order of the

script while the readers read the script.

The other groups watch the group that is

acting out the two scenes

The outingGuided questions

Cover1 Who is in the picture? Do you know who

the man and woman are?

2 What are the children getting on?

3 Where do you think they are going?

Page 11 What came to the school?

2 Who got on the bus?

3 What did Mrs May say?

Pages 2 and 31 What did the children shout?

2 What did Mrs May say to the children?

3 Who sat with Chip?

4 Who sat with Nick?

5 Look at the picture. Some things fell out of

a bag. Name three of the things.

Pages 4 and 51 What did the bus do?

2 What did Nick, Chip and Biff look at?

3 Where did some children go?


5 Who was the man standing by the bus?

6 How many minutes did the bus stop for?

10

Page 61 What did William kick?

2 What happened to his shoe?

3 What sound did William’s shoe make when

it fell into the water?

Page 71 Who did William go and talk to?

2 What did he tell Mrs May?

3 Was Mrs May angry?

Pages 8 and 91 Where did the children go?

2 Who went to buy the tickets?

3 What did Nick want to see?

4 What did William want to see?

5 What did Biff want to see?

6 What did Mrs May want?

Page 101 Did the rain stop?

2 Were the children happy?

3 Were the animals happy?

Page 111 Did the rain stop?

2 Where did Nick want to go?



2 What could they see in the museum?

3 Have you ever been to a museum?

4 Who liked dinosaurs?

5 Do you like dinosaurs?

6 What did Mrs May shout?

Pages 14 and 151 What did the children look at?

2 What was the dinosaur called?

3 What did Biff have?

4 What did she take a photograph of?

5 Look at the picture. Did everyone like the

dinosaur?


2 Who talked about dinosaurs?

3 What did the lady show the children?

4 Who knew the name of the dinosaur?

5 Look at the picture. What did Nick do?

Pages 18 and 191 Where did the children go next?

2 What did William buy?

3 What did Nick buy?

4 What model was it?

5 Where did Nick want to make the model?

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

Pages 20 and 211 Where did the bus go next?

2 What was it time to do?

3 What did the children say to Mrs May?

4 Did Chip like the museum?

5 What did Nick ask Mrs May?


Pages 22 and 231 Who went home with Biff and Chip?

2 What did they do in Chip’s room?

3 What began to glow?

4 Look at the picture. Who pointed to the

key?

5 Look at the picture. Where was the key?

Page 241 Look at the picture. Who was frightened?


3 Would you like to go on a magic

adventure?

Workbook answer keyPage 11 c 2 a 3 d 4 b

Page 21 to 2 on 3 with

11

4 to 5 back 6 into

Page 3A 1 elephant 2 lion 3 dinosaur

4 crocodile

B 1 Mrs May 2 Nick 3 William

4 Nick 5 Biff

Page 41 c 2 a 3 b 4 d 5 f 6 e

Page 51 A lady talked about dinosaurs.

2 The children went to the shop.

Nick bought a model.

3 The bus arrived at school.

‘Goodbye, Mrs May,’ said Nick.

4 Nick and William went home with Biff and

Chip.

They began to make the model.

Page 61 bus 2 William 3 shoe

4 zoo 5 elephants 6 museum

7 dinosaurs 8 camera 9 photograph

10 model

Page 7

Page 81 I like to go to (the zoo) because I can (see

the animals).

2 I like to (go to the park because I can play

on the swings).

Further activities

Activity 1The apatosaurus activity


Preparation1 Write the following text about dinosaurs

on a large sheet of paper. Make sure the

writing is large enough for the students at

the back of the class to see.

Dinosaurs lived a long, long time ago. There

were many different shapes and sizes of

dinosaurs. Some of the dinosaurs ate meat

and some ate plants. The apatosaurus liked

to eat plants. It had a very long neck so it

could eat the leaves at the top of the plants.

It had four legs. It walked on four legs but

sometimes it stood on its back legs to reach

leaves at the top of the plants. It had a

small head and a very long tail. It was one

of the largest dinosaurs. It lived mostly in

the water. Its eyes and nose were high on its

head so it could breathe above water.

2 Make enough copies of Photocopiable

Sheet 2 for each group of six students. Cut

the Photocopiable Sheet into strips and

put the sets of strips into envelopes.


story. Talk about the museum and what the

children saw, particularly the apatosaurus.

2 Stick the sheet of text on the board. Tell

students to look at the text. Read the text

once to the students then ask students to

read with you.

3 Divide the class into groups of six. Give

each group an envelope and make sure

each student in the group has a strip

containing a question. (The questions are

numbered.) The students, in their groups,

then have to try to work out the answers to

all the questions starting with Question 1

and ending with Question 6. Tell the

students to help each other find the

t o m o r r o w

d i n o s a u r

s h o p

e l e p h a n t

h o u s e

c a m e r a

12

answers in the text. Each student must

write the answer to the question they are

responsible for in the blank under the

question.

4 When all the students have finished going

through the questions, the teacher can

check the answers with them. The teacher

can select a student to read out Question 1,

then select another student to answer the

question. The teacher can then ask the rest

of the class if the answer is correct or not.

All the questions can be checked in this

way.

VariationIf time allows, the teacher can ask the

students to use what they have learnt about in

the text to draw a picture of the apatosaurus

in its natural surroundings, e.g., eating leaves,

standing on its back legs to reach the leaves,

etc. Provide blank pieces of paper for the

students to draw on. Display the drawings in

the classroom.

Activity 2Designing a dinosaur

TypeAn individual activity

PreparationProvide an A4 sheet of blank paper for each

student.

Procedure1 Remind the students of the content of the

story. Ask: Where did the children go on

their outing? and What did the children

see? Tell students about dinosaurs. Say:

There are a lot of kinds of dinosaurs. They

have different names. These names often

end in ‘-osaurus’, like apatosaurus. The

teacher should write -osaurus on the

board.

2 Tell the students they are going to design

their own dinosaur and they must think of

a name for it. The teacher could draw an

example on the board first. The teacher

could draw a fat dinosaur and ask the

students to describe it. When one of the

students calls out fat, the teacher should

write fat on the board, then show how

he/she is going to call the dinosaur the

Fatosaurus.

3 Distribute the paper and ask the students

to try and design their own dinosaurs. If

students cannot think of an idea, help

them by providing adjectives on the board,

e.g., long, small, giant, happy, sad,

frightened, etc. Students can then choose

an adjective, draw the relevant dinosaur

and think of a suitable name.

4 The pictures can be displayed around the

classroom.

VariationIf time allows, the teacher could tell the class

that their pictures will be made into a book.

The teacher could collect the pictures and

staple them together to make a book called

Class ___’s dinosaurs. A student who finishes

designing his/her dinosaur early could design

a cover for the book.

Land of the dinosaursGuided questionsCover1 These are dinosaurs. Have you ever seen a

dinosaur?

2 Are there any dinosaurs alive now?

3 Do you think the children see these

dinosaurs in this story?

Page 11 Where did the children go?

2 Look at the picture. Who pushed Nick

through the door?

3 What did Nick say?

Pages 2 and 31 Where did the magic take the children?

2 Did Nick like dinosaurs?

3 What flew over the children’s heads?

13

4 Look at the picture. Who pointed to the

dragon-fly?

5 Was the dragon-fly big?

6 Which word means very big?

Page 41 What did Chip find?

2 Was it a big or small footprint?

3 What did it look like?

Page 51 What did Biff do?

2 Look at the picture. Who was in the

photograph?

Page 61 What did Nick find?

2 Were they big eggs?

3 What kind of eggs did they look like?

Page 71 What happened to one of the eggs?

2 What came out of the egg?

Pages 8 and 91 Were the children frightened?

2 Why were the children frightened?


4 What kind of dinosaur was it?

5 Was the flying dinosaur big or small?

Page 101 What did the flying dinosaur do?

2 What did the flying dinosaur pick up?

3 What did it use to pick up the baby

dinosaur?

4 Was the baby dinosaur frightened?

Page 111 What did Biff do?

2 What did she shout?

Page 121 What did the flying dinosaur do?

2 Was Chip angry with Biff?

3 Why was Chip angry with Biff?

Page 131 Who ran up a hill?

2 What did he want to find?

3 Look at the hill carefully. Do you think it

was strange? Why?

Pages 14 and 151 Was William on a hill?

2 What was he on?

3 What did the dinosaur do?

4 How did William feel?

5 What did he do?

Pages 16 and 171 What kind of dinosaur was it?

2 Did it look like the one in the museum?

3 What did Biff do?

4 What two things on the dinosaur were

long?

5 What did Biff need?

Page 181 What did the apatosaurus do?

2 What sound did the water make?

3 How did Nick look?

Page 191 What did the children see?

2 How did this dinosaur look?

3 What did Chip tell everyone to do?

Pages 20 and 211 What did Biff do?

2 Was this dinosaur dangerous?


4 What happened to William’s other shoe?

5 Was Chip happy about the magic key

glowing?

Page 221 Where did the magic take the children?

2 Do you think the children were frightened?

14

Page 231 What did William show the other children?

2 What dinosaur did they see?

3 Did Biff take its photograph?

4 Who did Biff want to go and tell?

Page 241 Who did Biff talk to?

2 Was there any film in the camera?

3 Do you think Dad believed Biff?

Workbook answer key

Page 11 Nick 2 Chip 3 Chip 4 Biff

5 William 6 Nick

Page 21 find 2 dinosaur 3 head

4 frightened 5 jumped 6 photograph

Page 31 c 2 a 3 d 4 b 5 f 6 e

Page 41 This dinosaur looked very angry.

Biff took a photograph.

2 The children were back in Biff’s bedroom.

William opened his book about dinosaurs.

3 Dad did not put a film in the camera.

Dad was sorry.

Page 51 over 2 out 3 up

4 down 5 into 6 off

Page 61 a dragon-fly 2 a giant footprint

3 a dinosaur’s eggs 4 a stick

5 Chip 6 a long neck

Page 71 film c 2 water a 3 hill b

4 bedroom f 5 baby d 6 footprint e

Page 81 I saw a (tiger).

2 I saw it (in a zoo/on television).

3 It was (big/small). It looked (angry).

4 (Students draw a picture of the dangerous

animal.)

Further activities

Activity 1Whose footprint?


Preparation1 Photocopy and enlarge the footprints on

Photocopiable Sheet 3. Cut the footprints

out.

2 Prepare a piece of paper (half A4 size) for

each student.

Procedure1 Remind students what a footprint is. Tell

them to look at the pictures of a dinosaur’s

footprints on pages 4 and 5 of the

Storybook. Tell students that animals and

people often leave their footprints in sand,

mud or on floors.

2 Distribute a piece of paper to each student.

Ask students to write the numbers 1 to 5

on the left-hand side of their pieces of

paper.

3 The teacher writes the following words on

the board: man, duck, dog, horse, bird. Tell

the students to look at the words on the

board. Tell them you have five different

types of footprints belonging to the things

on the board. Stick one pair of footprints

on the board (away from the answers) and

ask students to select their answer from

the board and write it next to number 1 on

their piece of paper.

4 When all the students have finished, the

teacher sticks the next set of footprints on

the board. Ask students to write their

15

answer next to number 2. Continue in this

way until all footprints have been shown.

5 The teacher then checks the answers with

the students. He/She selects a student and

asks him/her what they have written on

his/her piece of paper. The teacher writes

the correct answer below the footprint on

the board. When all the answers have been

checked, the teacher can ask if any

students guessed all the footprints

correctly.

VariationThe teacher could ask students to make

footprints of their own. Tell the students to

take off their shoes and socks, and draw the

outline of their foot on a piece of paper. Then

they can paint their footprints. When the

footprints are dry, the teacher could display

them in the classroom. The teacher might like

to arrange the display so that the footprints

are in order of size, from the smallest to the

biggest.

Activity 2Matching dinosaurs


Preparation1 Make enough copies of Photocopiable

Sheet 4 and Photocopiable Sheet 5 for

each group.

2 Provide enough pairs of scissors, felt-tip

pens and/or colouring pencils for each

group.


story. Talk about the three different

dinosaurs in the story: the flying dinosaur,

the apatosaurus and the angry dinosaur.

Tell students: Today we are going to learn

more about these three dinosaurs and learn

about two more interesting dinosaurs.

2 Divide the class into groups of five.

Distribute the two Photocopiable Sheets to

each group. Ask one student from each

group to cut up Photocopiable Sheet 4 to

separate the pieces of text. Then ask

him/her to give each student in the group a

piece of text. Ask another student to cut

Photocopiable Sheet 5 and place the five

pictures of dinosaurs in the middle of the

desks so everyone in the group can see.

3 The students must take it in turns to read

their piece of text to the other students in

the group. Then they must try to match

each piece of text with the relevant

dinosaur, in their groups.

4 When all the groups have finished

matching the text and the dinosaurs, the

teacher can select a student to read out

his/her piece of text. Then the student

must say which dinosaur goes with it. The

teacher can ask the rest of the class

whether the student is correct or not.

VariationIf time allows, the teacher can provide a large

blank piece of paper for each group. The

students can colour the dinosaurs then stick

them onto the piece of paper with the piece of

text describing the dinosaur next to them.

They can also draw and colour surrounding

trees and water. The pictures can be displayed

in the classroom.

Red PlanetGuided questions

Cover1 How many people are looking out of the

window? Do you know who they are?

2 They see something big and red. What

shape is it?

3 Do you know what it is?

Page 11 Who came to play with Chip?

2 What did they make?

3 What did they use to make the rocket?

16

Pages 2 and 31 Where did William and Chip play?

2 What did they pretend to be?

3 Who ran to the rocket?

4 What did Floppy want to do?

5 What did Chip tell Floppy?

Pages 4 and 51 Who came to play?

2 What did Nick have?

3 Look at the picture. Who was inside the

rocket?

4 What did it begin to do?

5 Could all the boys get in the rocket?

6 What did they decide to do?

Page 61 What did Chip, William and Nick play on

the computer?

2 What was the game called?

3 Do you like playing computer games?

Page 71 What began to glow suddenly?

2 What did Chip, William and Nick do?

3 Look at the picture. Who went with them?

Pages 8 and 91 Where did the magic take the boys and

Floppy?

2 Who wanted to look inside the rocket?

3 Who did not want to go inside the rocket?

4 What did Chip say?

5 Do you think the rocket was dangerous?

Page 101 Was there anybody inside the rocket?

2 What did Nick see inside the rocket?

3 What did Floppy do?

Page 111 What did the rocket do?

2 Where did it go?

3 What did Chip ask?

Page 121 What happened to Chip, William and

Floppy inside the rocket?

2 What did Nick find?

3 What did he do?

Page 131 What did they look out of?

2 What did they see out of the window?

Pages 14 and 151 Who landed the rocket?

2 Was Nick good or bad at landing the

rocket?

3 What colour was the planet?

4 Name three things on the planet.

5 Did Floppy like the red planet?


Pages 16 and 171 What did the boys want to do?

2 What did they find in the boxes?

3 What did the boys do with the spacesuits?

4 Look at the picture. What colour were the

spacesuits?

5 What did Chip ask?

Page 181 When the boys went outside, what did they

drive?

2 What flew up when they were in the space

car?

3 Did Floppy like the space adventure?

Page 191 Oh no! What happened to the ground

suddenly?

2 Were the boys frightened?

3 Where did the space car fall?

Page 201 Did the boys and Floppy fall a long way

down?

2 What did Floppy want to do?

17

Page 211 What happened when the space car

landed?

2 When the space car broke into pieces, what

sound did it make?

3 When the boys landed, what sound did

they make?

4 Where were the boys?

Pages 22 and 231 Who looked at the space car?

2 Was the space car broken?


4 What did Floppy see?

5 Look at the picture. What colour were the

strange little people?

Page 241 Who looked at the boys?

2 What did they pull out of the broken space

car?

3 What did one of them do to Floppy’s

spacesuit?

Page 251 What happened to Floppy’s spacesuit?

2 What happened to Floppy?

3 Look at the picture. Do you think Floppy

was frightened?

Page 261 What did William ask the strange little

people?

2 Could the strange little people help the

boys?

Page 271 Who had a good idea?

2 What did he do?

3 What happened to the spacesuit?

Page 281 What did William shout?

2 Look at the picture. Who was on top of the

floating spacesuit?

Page 291 Where did they float to?

2 What did William do?

3 What happened to the spacesuit?

Pages 30 and 311 Where did the boys and Floppy go?

2 What did Nick do?

3 What did Nick say?

4 What did Chip have in his hand?

5 Did Floppy like space adventures?

6 Do you want to go on a space adventure?

Page 321 Where did the magic take the boys?

2 Did William like the adventure?

3 What did Nick have in his hand?

Workbook answer keyPage 11 garden, rocket, spacemen

2 computer, rocket

3 game, computer, Planet

Page 21 The magic took Floppy, too.

The rocket door was open.

2 The boys went inside the rocket.

Floppy put his paw on a button.

3 The rocket went into the sky.

4 The rocket went into space.

Page 31 He put on some boots.

2 They saw a big red planet.

3 He began to bark and bark.

4 They found some spacesuits.

5 The space car.

Page 41 played 2 rain 3 worry

4 cracked 5 broke

18

Page 51 the space car b

2 the strange little people c

3 air a

4 the rocket e

5 the computer d

Page 61 Chip 2 William 3 rocket

4 landed 5 sand 6 rocks

7 mountains 8 cracked 9 cave

Page 7A 1 strange 2 broken

3 dangerous 4 old

B good, bad safe, dangerous

big, little take off, land

Page 8(Students draw a picture of a planet.)

1 I put on (boots and a spacesuit).

2 I saw (blue sand on the planet). I saw (blue

rocks on the planet).

3 The planet was called (Blue Planet).

Further activities

Activity 1Compound words


Preparation1 Make enough copies of Photocopiable

Sheet 6 for each pair of students.

2 Cut along the dotted line to separate the

words then put the word cards into

envelopes. There should be 14 cards in

each envelope.

Procedure1 Divide the class into small groups of four

to five students.

2 Write two examples of compound words

from the Storybook on the board, e.g.,

spacemen and spacesuit. Explain that

these words are made from the words

space + men, and space + suit. Explain to

the students that sometimes new words

can be made by joining two words

together. Tell the students that today they

are going to do an activity where they will

be joining words to make new words.

3 Tell students that you will give each group

an envelope containing 14 words. Tell them

that seven new words can be made by

matching the cards with a number to the

cards with a letter. Explain that the cards

with numbers are the first part of the new

words and the cards with letters are the

second part of the new words. Tell students

they are going to have a competition to see

which group can match the words the

fastest.

4 Distribute the envelopes containing the

word cards to each group. Tell students

that when you say Go, they must try to

make the seven new words as fast as they

can. When a group has finished, the

members must stand up and say the name

of the Storybook: Red Planet. When all

groups have finished, the teacher can ask

different students to call out words they

have made.

VariationFor the more capable students, the teacher

can include more word cards per envelope.

Other compound words that could be used

are: bookshop, workbook, minibus, timetable,

toothache, watermelon and pineapple.

Activity 2Making a rocket

BA C

D

19


Preparation1 Provide enough empty toilet rolls for each

student or ask students to bring in an

empty toilet roll in advance. Also provide

Sellotape/glue, scissors and felt-tip pens

and/or colouring pencils for each student.


Sheet 7 for each student. You might like to

copy the picture of a rocket on the board

for students to refer to. (See above.)

Procedure1 Remind students of the rocket that Chip

and William made in the story. Then

remind the students of the rocket on page 9

of the Storybook which the boys went in.

Tell students that today they are going to

make their own rockets. (Point to the

picture on the board.)

2 Demonstrate how to make the rocket to the

students. Show the students Photocopiable

Sheet 7 with the parts of the rocket on.

Colour in the parts then cut them out. Take

part A and roll it into a tube shape to make

the extended body of the rocket. Insert this

slightly into the toilet roll and attach with

glue/Sellotape. Take part B and roll it into

a cone shape to make the tip of the rocket,

glue it and then attach it to the end of part

A with Sellotape. Cut two slits about 6 cm

long on each side of the toilet roll. Insert

parts C and D into them to make the

rocket’s tail fins.

3 Tell students it is their turn to make a

rocket. Distribute an empty toilet roll and

a copy of Photocopiable Sheet 7 to each

student.

4 Whilst the students are making their

rockets, the teacher can make a

background of space for the rockets.

He/She could draw stars on sheets of black

paper using a white or silver marker.

Students who finish making their rockets

early can help the teacher with this

background. They could colour the Red

Planet to put on the display, too.

5 When all students have finished, the

teacher can put up the background and

display the rockets.


could ask them in advance to collect things

that could be used to make a rocket. The

students could bring these things in and then

the teacher could ask them to make a rocket.

This enables the students to be even more

creative.

Lost in the jungleGuided questions

Cover1 How many people are in the boat?

2 Where do you think they are?

3 What animals can you see in the picture?

Page 11 What did Chip say?

2 What did Chip have for Mum?

3 What did Kipper have for Mum?

4 What did Biff have for Mum?

Pages 2 and 31 What did Biff want to buy Mum?

2 Who did she ask to help her buy a plant?

3 Where did they go?

4 Was it warm or cool in the greenhouse?

5 What did the greenhouse look like?

6 Did Biff find a plant for Mum?

Page 41 When did the children give Mum their

presents?

2 Did Mum like the presents?

Page 51 What did Dad give Mum?

20

2 How did Dad feel?

3 What did Mum say?

Page 61 Who came to play?

2 What did Anna say?

3 Who brought Mum a plant, too?

Page 71 Where did the children go to play?

2 What did Anna do?

3 What did Kipper shout?

Pages 8 and 91 Where did the magic take the children?

2 Look at the picture. Were the plants big or

small?

3 What did they see in the tree?

4 What did the monkey do?

5 Was the monkey happy?

6 Who did the monkey look like?

Page 101 Did the monkey like the children?

2 What did the monkey do?


2 Why did the children suddenly stop?

3 Are you afraid of snakes?

Page 121 What did the children come to next?

2 What was by the river?

3 Look at the picture. How many crocodiles

were there?

4 Were the crocodiles awake or asleep?

Page 131 Oh no! What did the children fall into?

2 What did Anna shout?

Pages 14 and 151 What was the net for?

2 What did the children shout?

3 How did Kipper feel?

4 Who came out of the trees?

5 Who did the man and woman see in the net?

6 Did the man and woman want to help the

children?

Pages 16 and 171 What did the man ask the children?

2 When did the man and woman get lost?

3 What did the woman show the children?

4 What was the picture of?

5 Have you ever got lost before? How did you

feel?

Pages 18 and 191 What did the children want to do?

2 What kind of bridge did they see?

3 Have you ever seen a rope bridge before?

4 Who began to cross the bridge?

5 What did Kipper ask?

6 Do you think the rope bridge looked safe?

Page 201 What did they find when they went across

the bridge?

2 What was inside the boat?

3 Why were the man and woman happy?

Page 211 What did they get in?

2 Look at the picture. How many animals

can you see?

Page 221 What did they come to?

2 What happened to the oar?

3 Could the man stop the boat?

Page 231 What did the boat go through?

2 Did Anna like getting wet?

3 What was Chip afraid of?

21

Page 241 What was behind the waterfall?

2 Look at the picture. Were there a lot of

steps?

Page 251 Look at the picture. Who climbed the steps

first?

2 Was it dark or light?

3 What flew past them?

Pages 26 and 271 What did they find?

2 Were the man and woman happy?

3 What did they do?

4 Was there anybody in the city?

5 What did Biff do?

Pages 28 and 291 What did they do next?

2 What colour was everything inside the

building?

3 Name four things that were gold.

4 Did Anna like this place?

5 Do you like this place?

Page 301 Who sat on the gold throne?

2 What jumped down behind Kipper?

Page 311 When the key began to glow, what was it

time to do?

2 Look at the picture. What did Kipper have

in his hand?

3 What would the man like?

4 Would you like a magic key, too?

Page 321 Where did the magic take the children?

2 What did Biff still have in her hand?

3 What did Biff want to do with the plant?

Workbook answer key

Page 11 d 2 e 3 a 4 b 5 c 6 f

Page 21 a monkey 2 a snake

3 a crocodile 4 a net

Page 31 e 2 a 3 b 4 f 5 c 6 d

Page 41 There were some steps behind the

waterfall.

Some bats flew past them.

2 It was the Lost City.

There were plants and trees everywhere.

3 They went to a big building.

The floor and the walls were gold.

Page 5

Page 61 jungle 2 boat 3 river 4 steps

5 waterfall 6 bats 7 throne 8 monkey

Page 71 To a jungle.

2 It threw things at them.

3 A man and a woman.

4 The oar.

5 Monkeys, bats, crocodiles and a snake.

Page 81 To Magic Island.

10

2

3

4

5

6

7

8

9

1

w o m a n

s n a k e

n e t

g r e e n h o u s e

c r o c o d i l e s

c h o c o l a t e s

p l a n t s

b a t s

f l o o r

22

2 We took a boat. We went across the sea.

3 We saw funny little people and tree houses.

4 We went across on rope bridges.

Further activities

Activity 1Riddles


Preparation1 Make enough copies of the cards on

Photocopiable Sheet 8 for each group to

have a set.

2 Cut along the lines of the Photocopiable

Sheet to separate the cards, then put each

set of cards into an envelope.

Procedure1 Explain to the students what a riddle is.

Say: A riddle is a guessing game using

sentences. Tell the students you will read

out a riddle and they must guess what it is.

Tell them the riddle is about something

from the Storybook. If a student thinks

that he/she knows the answer, he/she

should put up his/her hand and say: Is it

___? Say the riddle: It is long and thin. It

has a long tongue. It is often in trees or in

the grass. (a snake)

2 Tell the students you have a set of riddles

on cards for them to guess in groups. Tell

them that they must read the riddle to the

rest of the group and the other students

have to guess what it is.

3 Divide the class into groups of four. Give

each group a set of cards. Ask students in

each group to take two cards without

showing them to the other students in the

group.

4 The students in the group take turns to

read out the riddles on their cards. The

other students in the group listen and

guess the answer to the riddle. If they

think they know the answer, they must

ask: Is it ___? The student reading the card

answers Yes/No. If the student has guessed

correctly, he/she can take the card. Then

he/she can read the clues on his/her own

card for the other students to guess. If

none of the students can guess the answer,

the reader can keep the card. When all

cards have been read, the student with the

most cards is the winner.


could ask them to choose their own word

from the Storybook. They can make up their

own riddles and ask the other students to

guess.

Activity 2Jungle poems

TypeA one-to-one activity

PreparationProvide two A4 sheets of paper, felt-tip pens

and/or colouring pencils for each pair of

students.


Storybook. Ask students what the children

in the Storybook saw in the jungle. The

students should look at the pictures in the

Storybook to help them. They can call out

words and the teacher can write these on

the board. The students can suggest things

like: plants, monkey, snake, waterfall,

gold, crocodiles, etc. Encourage students to

use words that are not in the Storybook,

e.g., butterfly, birds, etc. The teacher can

write these words on the board, too. Next

ask students how the children in the

Storybook felt when they were going

through the jungle, e.g., afraid, happy, etc.

Then ask students for words to describe

the jungle, e.g., wet, wonderful, beautiful,

etc. Write all of the words on the board.

You might like to write the words in

groups.

23

2 Tell students they are going to write a

poem from the selection of words on the

board. Explain to them that the poem will

look special when they write it out because

there is a pattern in the poem. Write the

following example of a poem on the board:

Crocodiles

Big teeth

I am afraid

Oh no!

Help!

3 Tell the students to look at the example you

have written on the board. Go through the

poem with the students. Explain that the

poem has five lines. The first line has one

word, the second line has two words, the

third line has three words, then the fourth

line has two words and the fifth line has

one word. Tell the students that their poems

must have the same pattern as this poem.

4 Create another example of a poem with the

whole class. Select a jungle word from the

board to be the topic. Then create the rest

of the poem using words from the board

and ideas from the students. If the students

cannot think of any ideas, the teacher

could use this example to help prompt the

students.

Monkey

Very angry

In a tree

Throw things

Run!

5 Divide the class into pairs and ask the

students to write their own poems.

Distribute a sheet of paper to each pair.

Tell students that they must start each new

line with a capital letter and that they do

not need to use full stops because it is a

poem.

6 When the students have written their

poems and the teacher has checked them,

give each pair another sheet of paper to

write up the poem neatly. They can

decorate these pieces of paper by drawing

things from the jungle, e.g., leaves, trees,

waterfalls, etc. The teacher can display the

poems in the classroom.

VariationIf the teacher feels the students’ level of

language is not high enough to write a whole

poem, then the students could create a jungle

display. The students could cut out long

blades of grass or large leaves from green

paper to create big jungle plants. They could

make exotic flowers from coloured tissue

paper and butterflies from blot-paintings

folded in half. They could also draw and cut

out the animals, too. Then everything could

be arranged on a green background to display

in the classroom.

The lost keyGuided questions

Cover1 What are William and Wendy doing?

2 What do you think William and Wendy are

looking for?

3 Biff looks unhappy. Do you know why?

Page 11 What did Kipper want?

2 Look at the picture. How many toys were

with Kipper?

3 Did the magic key glow?

Page 21 What did Mum want to do?

2 What did Mum want to buy?


Page 31 What did Kipper do on the way to the

shops?

2 What did Kipper want to play on?

3 What happened to the key?

24

Page 41 Look at the picture. Where were Kipper

and Mum?

2 Look at Kipper’s face. Was he happy?

3 Was the key in any of Kipper’s pockets?

Page 51 What did Kipper want to do?

2 What did Mum say?


Page 61 What did the man come to do?

2 What did he cut the grass with?

3 What sound did the mower make when it

ran over the magic key?

Page 71 What did the key do to the mower?

2 Was the man angry?

3 Where did he throw the magic key?

Page 81 How many boys came to play?

2 What did one of the boys find?

3 Look at the picture. Did the man see the

boys?

Page 91 What did the boy tie the key to?

2 What did he do with the key?

3 Do you think it was dangerous to spin the

key like that? Why?

Pages 10 and 111 What happened to the string?

2 What did the key hit?

3 What did the key break?

4 Where did the key hit the man?

5 Was the man angry?

6 What did the boys do?

Page 121 Who did Kipper talk to?

2 What did Kipper tell them about?

3 What did Chip want to do?

Page 131 Who helped Biff, Chip and Kipper to look

for the key?

2 Who did Biff ask about the key?

3 Have you ever lost something? What did

you lose?

Page 141 Who did the children see?

2 What did the children ask them?

3 Did the boys still have the key?

Page 151 Who did the children see next?

2 Who asked the man about the key?

3 What did the man say?


2 Look at the picture. Were the things in the

shop old or new?

3 Did the lady have the key?

4 What did the lady say?

5 Where did the man have a shop?

Pages 18 and 191 Where did the children go next?

2 What was in the window?

3 Who looked inside the shop?

4 Why could the children not go in the shop?

5 Where did Biff want to go?

6 What did she want to get? Why?

Pages 20 and 211 Who went to the shop with the children?

2 What did Mum ask the man?

3 What did the man say?

4 Look at the picture. What did Kipper see

in the box?

5 What did the man use the keys to make?

6 Could the children see the magic key?

25

Page 221 What did Biff say?

2 Who saw the little picture with the key in it?

3 Look at the picture. Was Kipper happy?

Page 231 What did Biff and Chip give Mum?

2 What did Mum do?

3 Look at the picture. Was Chip happy? Why

not?

Pages 24 and 251 What did the children do to the key?

2 Did the key glow?


4 What four things happened to the key?

5 What did Wendy say?

Page 261 What did the children want the key to do?

2 Who picked up the key?

3 What did she ask?

Page 271 Did the key glow?

2 What did Kipper want?

3 Did the magic work?

Pages 28 and 291 Who came to the house the next day?

2 Were the children happy?

3 Look at the picture. What was on the

table?

4 Who had an idea?

5 What did Anna want to do?

6 Do you think her idea will work?

Page 301 Did the key glow?

2 Was it late or early?

3 What did Mum tell the children to do?

Page 311 How did Kipper feel about the key?

2 What did Kipper begin to do?

3 What did Chip say?

Page 321 Where did Kipper take the key?

2 What did the key begin to do when Kipper

was asleep?

3 What kind of adventure do you think

Kipper will have?

Workbook answer keyPage 11 pocket 2 shopping 3 rocket

4 rubbish bin 5 string

Page 21 c 2 a 3 b 4 e 5 d

Page 31 trainers 2 Kipper 3 a mower

4 a greenhouse 5 a second-hand shop

6 pictures and paintings

Page 41 Biff and Chip gave Mum their pocket

money.

Mum paid the man.

2 The children rubbed the paint off the key.

They looked at the key.

3 Anna had an idea.

The key did not glow.

Page 5

2 38

4

5 6

7

1 O K E MC

R

Y

T

I

E

D

P

A

R

K

M

O

W

E

R

S

P

U

N

K

E

Y

G

R

E

E

N

H

O

U

S

E

26

Page 61 fell 2 threw 3 rubbish bin

4 found 5 string 6 broke

7 greenhouse 8 broke 9 stuck

10 picture

Page 71 pocket, rocket 2 grass, glass

3 shop, stop 4 rain, train

5 park, bark 6 string, ring

Page 81 I lost a (pen/ball/toy).

2 I lost it (in the supermarket/at school/at

home).

3 Yes/No

4 Yes/No

5 I found it (in the Lost Property Office/

under my bed).

6 (Students draw a picture of the thing they

lost.)

Further activities

Activity 1Rhyming words


Preparation1 Make flashcards for the following words:

round, glass, pocket, cut, sold, took, shop,

know, still, man (This is Set A.)


Sheet 9 for each group of five students. Cut

along the dotted lines to make word cards

then put each set into an envelope. (This is

Set B.)

Procedure1 Explain to the students that today they are

going to learn about rhyming words, i.e.,

words that sound the same, like me and he.

Say: There are a lot of rhyming words in

the Storybook. We are going to do an

activity using some of these rhyming words

today.

2 Hold up the flashcards from Set A one at a

time for students to read so they become

familiar with the words.

3 Divide the class into five groups. Then

distribute the envelopes containing the

word cards from Set B to each group. Let

the students read the word cards together

in their groups. Then make sure each

student has two word cards that he/she is

responsible for.

4 Explain that you will hold up the

flashcards from Set A one at a time and

the students must look for the rhyming

words on their word cards. The students

who have the rhyming word must stand up

and show the word card to the teacher and

the rest of the class. The fastest student to

stand up is asked to read the rhyming pair

out loud, e.g., found, round. If he/she reads

the rhyming card correctly, he/she can go

to the front and select the next flashcard

from Set A to hold up and show the rest of

the class. If he/she reads the rhyming word

incorrectly, then the teacher asks another

student to read. The game continues in this

way until all flashcards have been shown.


could hold up a flashcard from Set A then ask

students (either in groups/individually) to

check their Storybooks for the rhyming word.

Activity 2Making a key mobile

27


Preparation1 Ask students in advance to bring in old

keys that they no longer use. Tell them

they must ask an adult before taking the

keys.

2 Write the following questions on the board:

Where did you find the key?/ Who gave you

the key?

What did it open?

3 Provide one wire coat-hanger, some paint,

some ribbon/paper, Sellotape, scissors and

some string for each group.

4 Copy the picture of the key mobile on the

board for students to refer to. (See above.)

Procedure1 Remind students of the man with the shop

full of keys in the Storybook. (See pages

20–23.) Ask students: What did he do with

the keys? (The man used the key to make

pictures.) Tell students that they are going

to make something with their keys, too.

Say: Today we are going to make a key

mobile. Tell students to look at the picture

on the board. Explain that a mobile is

something that you can hang up in a room.

It has parts that move around when the air

moves.

2 Tell students to look at the questions on

the board. The teacher can hold up a key

and give examples of the answers: I found

this key in my living-room. The key opened

my desk. Then the teacher can select a few

students and ask them the questions.

3 Explain to students that they are going to

make their mobiles with a coat-hanger and

their keys. Tell them that they could paint

their keys like the man in the shop did.

When their keys are dry, they will tie them

to pieces of string like the two boys in the

Storybook did. Then they will tie the string

to coat-hangers. Tell them that each

student in the group should use a different

length of string so that the keys will all

hang at different lengths.

4 Divide the class into groups of five to six

students. Distribute a coat-hanger, some

paint, some ribbon/paper, Sellotape,

scissors and some string to each group. Tell

the students that now they are going to

make a key mobile in their groups. They

must take it in turns to attach the piece of

string to the coat-hanger. Students can

decorate the mobiles with the extra ribbon

and paper. Encourage them to be creative.

5 When all the groups have finished making

their mobiles, the teacher can display them

in the classroom.

Opening scene

Imagine you are getting smaller and smaller.

Jungle scene

Imagine you are in a jungle. The grass is very long.

The flowers are very big. Let’s walk through the jungle.

Mountain scene

Look! What a big mountain. Let’s climb to the top.

Top of the mountain scene

We are at the top now. Look at the sand!

It looks like a desert. Let’s go down.

Car scene

How are we going to get down this mountain? Let’s get inside

the car and ride down. Whoosh! This is fun!

Cat scene

Oh no! Look at that big cat! Quick! Climb into the bottle.

Desert scene

The cat went away. Come on. Let’s walk over the desert.

It’s hot! I want a drink.

Strawberries scene

Look! Giant strawberries! I like eating strawberries.

Oh no! I feel sick now.

Flowerpot scene

Oh no! It’s raining. Let’s run and hide under a giant flowerpot.

Closing scene

Oh look! The key is glowing. Now we are getting bigger again.

The adventure is finished.28

III Photocopiable sheets

Sheet 1 (In the garden Further Activity 2 Variation)

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Sheet 2 (The outing Further Activity 1)©

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1 When did dinosaurs live?

2 What did the apatosaurus eat?

3 Why did the apatosaurus have a long neck?

4 How many legs did it use to walk?

5 When did it stand on its back legs?

6 Where did it live?

30

Sheet 3 (Land of the dinosaurs Further Activity 1)

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A This dinosaur had a very long tail. It had a long pointed

mouth with a lot of sharp teeth. It had two long, thin legs.

Its legs were not very strong so this dinosaur could not

walk for a long time. It had very big wings and could fly.

✄

B This dinosaur ate plants. It had four legs. It walked on

four legs. It had a very long neck to reach leaves.

Sometimes it stood on its back legs to reach leaves at

the top of plants. It had a small head and a long tail.

✄

C This dinosaur ate plants. It walked on four legs. It had

a big head. It also had three horns and a big hard frill

behind its head. The horns and frill stopped other

dinosaurs eating this dinosaur.

✄

D This dinosaur ate meat. It walked on its two back legs.

Its front legs were very small and had claws. The dinosaur

did not use its front legs for walking. It had a big head and

a big mouth. The dinosaur also had very big sharp teeth.

✄

✄

E This dinosaur ate plants. It walked on four legs and moved

very slowly. It was very heavy. It had a small head and

small brain. Other dinosaurs liked to eat this dinosaur so

it had big spikes on its back and tail to stop them.

✄ ✄

31

32


c

a b

d e✄✄✄

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Sheet 6 (Red Planet Further Activity 1)✄

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home

7

pot

shop

6

keeper

news

5

man

flower

4

print

police

3

work

play

2

paper

foot

1

g

f

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d

c

b

a

ground

A

glu

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ere

BC D

glue

here

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Sheet 7 (Red Planet Further Activity 2)

cutfold

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Sheet 8 (Lost in the jungle Further Activity 1)

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It is g

reen.

It h

as leaves.

We c

an g

row

it

insi

de o

r outs

ide.

(a p

lant)

It c

an b

e b

ig.

It c

an b

e s

mall.

We g

et

one o

n

our

birth

day a

nd

at

Christ

mas.

(a p

rese

nt)

It is

a p

lace.

There

are

many

trees

and p

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.

There

are

als

o

many a

nim

als

.

(a jungle

)

It is a

n a

nim

al.

It c

an c

limb

trees.

It lik

es b

ananas.

(a m

onkey)

It is long.

People

walk

on

it t

o c

ross

rivers

.

(a b

ridge)

There

is a

lot

of

wate

r.

It falls

dow

n fro

m

the m

ounta

ins.

(a w

ate

rfall)

They a

re a

nim

als

.

They a

re s

mall.

They c

an f

ly in

the d

ark

.

They liv

e in c

aves.

(bats

)

It is e

xpensiv

e.

It is o

ften a

rin

g

or

a n

eckla

ce.

It is h

eavy.

(gold

)

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Sheet 9 (The lost key Further Activity 1)✄

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can

stop

look

old

found

will

glow

but

rocket

grass

Documents

I Introduction 2®€本/Story Tree/L4...2 Welcome to the Oxford Story Tree The Oxford Story Tree series has been especially designed for young learners of English as a second or foreign