Unit | Title | Page | Slide |
1 | 4 | 2 | |
2 | 6 | 5 | |
3 | 8 | 8 | |
4 | 10 | 10 | |
5 | 12 | 12 | |
6 | 14 | 14 | |
7 | 16 | 16 | |
8 | 18 | 18 | |
9 | 20 | 20 | |
10 | 22 | 22 | |
11 | 24 | 25 | |
12 | 26 | 27 | |
13 | 28 | 30 | |
| 30 | 32 |
Introductory comprehension
Below are resources which can be accessed by clicking on them. | |
| |
| |
Hiding
Under a bush in the garden
is a very good place to hide.
So is a big umbrella,
or down at the end of a bed.
Sometimes Dad hides
behind a newspaper.
And Mum hides behind
a book on the sofa.
You can even hide under a hat.
Tortoises hide inside their shells
when they aren't feeling friendly,
and hamsters hide right at the
back of their cages when they
want to go to sleep.
When the baby hides his eyes
he thinks you can't see him.
But he's there all the time.
Shirley Hughes
Unit 1
pages 4-5
Learning objectives
Vocabulary
bush
garden
umbrella
hamster
book
sofa
tortoise
shell
cage
newspaper
Game:
Describe where something is using a preposition and the others have to guess where it is.
Discussion:
Where do you like hiding?
Do you have a funny or scary story about hiding?
Grammar:
A preposition tells you where something is. What prepositions can you find in the poem?
Warm up
1. Do you remember?
Answer the questions with full sentences.
1) Where is the girl hiding?
The girl is hiding under the .
2) Where does mum hide?
Mum is hiding behind a .
3) Which animals hide inside their shells?
hide inside their shells.
4) Who hides behind a newspaper?
hides behind a newspaper.
Under a bush in the garden
is a very good place to hide.
So is a big umbrella,
or down at the end of a bed.
Sometimes Dad hides
behind a newspaper.
And Mum hides behind
a book on the sofa.
You can even hide under a hat.
Tortoises hide inside their shells
when they aren't feeling friendly,
and hamsters hide right at the
back of their cages when they
want to go to sleep.
When the baby hides his eyes
he thinks you can't see him.
But he's there all the time.
bush
Tortoises
book
Dad
Unit 1, pages 4-5, Hiding, Questions
Where are the keywords? Find the prepositions to help you.
2. More to think about
Read these sentences about the story. Write ‘true’ or ‘not true’ for each one.
1) Under a bush is a bad place to hide.
2) Dad is hiding behind his newspaper.
3) Mum is sitting on the floor.
4) Tortoises hide inside their shells.
5) The baby thinks you can’t see him.
Under a bush in the garden
is a very good place to hide.
So is a big umbrella,
or down at the end of a bed.
Sometimes Dad hides
behind a newspaper.
And Mum hides behind
a book on the sofa.
You can even hide under a hat.
Tortoises hide inside their shells
when they aren't feeling friendly,
and hamsters hide right at the
back of their cages when they
want to go to sleep.
When the baby hides his eyes
he thinks you can't see him.
But he's there all the time.
Unit 1, pages 4-5, Hiding, Questions
✖ Not true
✔ True
✖ Not true
✔ True
✔ True
Where are the key phrases in the text?
Unit 1, page 5, Hiding, 3. Now try these
Dad hides behind the newspaper to get away from the children.
The baby thinks you can’t see him when he hides his eyes because he can’t see you.
My favourite hiding place is under the bed sheets because I can sleep there.
Turtles, armadillos, clams, mussels and snails have shells to hide in.
Our Dog
Unit 2
pages 6-7
Our dog has to go for walks every day.
She stares at us until we take her.
One day she found a smelly pond and jumped into it.
"Pooh! You smell disgusting!" we told her.
Then she rolled in the mud.
"Pretend she's not ours," whispered Mum.
"We must get her home quickly and give her a bath."
We made her wait outside the kitchen door.
Mum filled the bath.
"l'll put her in," Mum said.
"Now hold on tight! Don't let her jump out!"
Helen Oxenbury
Learning objectives
dog
walk
smelly
pond
jump
disgusting
rolled
mud
whisper
home
bath
outside
kitchen
door
hold
tight
Vocabulary
Game:
One person behaves like a pet and the others guess what animal they are.
Discussion:
Do you have a pet?
How do you take care of a pet?
Grammar:
Speech marks are used to show that someone is speaking. Find all the things that the Mum says.
Warm up
Perform:
Act out the story with a narrator, dog, mum and girl.
1. Do you remember?
Choose a word from the box to fill each gap.
1) The dog has a walk every ________.
2) One day she jumped in a ________ pond.
3) She also rolled in the _________.
4) They took the dog home and gave her a _________.
mud
smelly
day
bath
Unit 2, pages 6-7, Our Dog,
Questions
bath
smelly
day
mud
Our dog has to go for walks every day.
She stares at us until we take her.
One day she found a smelly pond and jumped into it.
"Pooh! You smell disgusting!" we told her.
Then she rolled in the mud.
"Pretend she's not ours," whispered Mum.
"We must get her home quickly and give her a bath."
We made her wait outside the kitchen door.
Mum filled the bath.
"l'll put her in," Mum said.
"Now hold on tight! Don't let her jump out!"
Helen Oxenbury
First find the key words and phrases in the questions. Then look for them in the text.
2. More to think about
Read these sentences about the story. Write ‘true’ or ‘not true’ for each one.
1) The dog has a walk once a week.
2) She barks when she wants a walk.
3) The dog likes smelly ponds.
4) Sometimes she gets herself muddy.
5) She has a bath in the kitchen.
6) The dog sits quietly in the bath.
Unit 2, pages 6-7, Our Dog,
Questions
✖ Not true
✔ True
✔ True
✖ Not true
✖ Not true
✔ True
Our dog has to go for walks every day.
She stares at us until we take her.
One day she found a smelly pond and jumped into it.
"Pooh! You smell disgusting!" we told her.
Then she rolled in the mud.
"Pretend she's not ours," whispered Mum.
"We must get her home quickly and give her a bath."
We made her wait outside the kitchen door.
Mum filled the bath.
"l'll put her in," Mum said.
"Now hold on tight! Don't let her jump out!"
Helen Oxenbury
Unit 2, page 7, Our Dog, 3. Now try these
Dry her with a towel.
Rinse off all the soap.
Splash the water onto the dog’s coat.
Fill the bath with warm water.
Lift the dog into the water.
Rub shampoo into her wet coat.
1
2
3
4
5
6
Owl in the House
Unit 3
pages 8-9
A sudden gust of wind made Owl lose his balance and tumble into the chimney.
Owl felt frightened, but the house was warm and calm after the stormy night. He shook his sooty feathers and flew off.
In the hall, Owl stood still and spread his wings. No wind ruffled his feathers. There were no smells of trees or grass, earth or rain. So Owl knew the house was locked up tight, like a big sealed box.
Gregory Evans
Owl was out on his first ever hunting trip when a storm blew up.
Learning objectives
gust of wind
balance
tumble
chimney
frightened
stormy
sooty
hall
spread
ruffled
feathers
sealed box
Vocabulary
Game:
One person acts out a feeling and the others guess what feeling they are acting.
Discussion:
Have you ever been trapped somewhere?
How did you feel?
Grammar:
Adjectives describe nouns. Can you find the adjectives in the first part of the story.
Warm up
1. Do you remember?
Choose a word from the boxes above to fill each gap.
1) A sudden gust of ________ made Owl lose his balance.
2) He __________ into the chimney.
3) He felt _________.
4) In the hall, Owl _________ his wings.
5) The _________ was locked up tight.
jumped
warm
cold
wind
Unit 3, pages 9, Owl in the House, Questions
house
spread
cleaned
cupboard
rain
tumbled
wind
tumbled
warm
spread
house
A sudden gust of wind made Owl lose his balance and tumble into the chimney.
Owl felt frightened, but the house was warm and calm after the stormy night. He shook his sooty feathers and flew off.
In the hall, Owl stood still and spread his wings. No wind ruffled his feathers. There were no smells of trees or grass, earth or rain. So Owl knew the house was locked up tight, like a big sealed box.
2. More to think about
Read these sentences about the story. Write ‘true’ or ‘not true’ for each one.
1) Owl was quite young.
2) It was a stormy night.
3) Owl had been hunting many times before.
4) He flew into the house on purpose.
5) His feathers got covered in soot.
6) Owl was trapped in the house.
Unit 3, Owl in the House
✔ True
Owl was out on his first ever hunting trip when a storm blew up.
✔ True
✖ Not true
✖ Not true
✔ True
✔ True
3. Now try these
1. What do you think happened next? Write your own ending.
2. Pretend that you are trapped somewhere.
Write some sentences about where you are and how you feel.
A sudden gust of wind made Owl lose his balance and tumble into the chimney.
Owl felt frightened, but the house was warm and calm after the stormy night. He shook his sooty feathers and flew off.
In the hall, Owl stood still and spread his wings. No wind ruffled his feathers. There were no smells of trees or grass, earth or rain. So Owl knew the house was locked up tight, like a big sealed box.
Looking After Your Bike
Unit 4
pages 10-11
Be proud of your bike, and
be proud of the way you ride it!
Learning objectives
bike
wet
muddy
rusty
brakes
tyre
flat
balance
seat
ground
helmet
head
Vocabulary
Discussion:
Do you have a bike?
What do you like about your bike?
Grammar:
Sentences must have a capital letter and a full stop.
How many sentences are there in this text.
Game:
A person calls out the action and the rest of the class must act it out:
Warm up
1. Do you remember?
Copy the sentences. Fill each gap.
1) If you don’t keep your bike dry it will get ________.
2) Good brakes are important for your ________ .
3) You might fall off if your tyres are _________.
4) You might topple over if you can’t touch the _________.
5) You wear a helmet to protect your _________.
rusty
Unit 4, pages 10-11,
Looking After Your Bike, Questions
safety
flat
ground
head
Be proud of your bike, and
be proud of the way you ride it!
2. More to think about
Write a sentence to answer each question.
1) Why do you need to keep your bike dry?
2) Why are the brakes very important?
3) How can you tell if your seat is the correct height?
4) What might happen if your seat was too high?
5) What should you always wear when riding your bike?
Unit 4, Looking After Your Bike,
You need to keep your bike dry to stop it getting rusty.
The brakes are very important for your safety.
Your seat is the correct height when you can touch the ground with both feet.
If your seat is too high you will topple over.
You should always wear a helmet when riding your bike.
3. Now try these
1. Pretend it is your birthday. You have been given a new bike. Describe what it is like.
2. Make a list of good things about having a bike.
3. Imagine you are about to go for a bike ride. Explain how you will get ready.
Be proud of your bike, and
be proud of the way you ride it!
basket
gears
yellow tyres
red wheel
pink seat
cyan frame
My perfect bike
flag
3. Now try these
1. Pretend it is your birthday. You have been given a new bike. Describe what it is like.
2. Make a list of good things about having a bike.
3. Imagine you are about to go for a bike ride. Explain how you will get ready.
Is it big or small?
Is it light or heavy?
What colour is the frame, seats, handlebars, wheels or tyres?
How many gears does it have?
Are the tyres thick or thin?
When the wind blows
Unit 5
pages 12-13
When the wind blows
Coats flap, scarves flutter.
When the wind blows
Branches groan, leaves mutter.
When the wind blows
Curtains swish, papers scatter.
When the wind blows
Gates creak, dustbins clatter.
When the wind blows
Doors slam, windows rattle.
When the wind blows
Inside is a haven
Outside is a battle.
John Foster
Learning objectives
wind blows
coats flap
scarves flutter
branches groan
leaves mutter
curtains swish
papers scatter
gates creak
dustbins clatter
doors slam
windows rattle
haven
battle
Vocabulary
Discussion:
Have you ever been in out in very windy weather?
What happened?
Grammar:
Verbs are action words. They are the sounds and movements made in this poem. Can you find these verbs?
Game:
One person acts out a type of weather using sound and actions:
sunny
windy
snowing
raining
fog
icy
lightning
cold
freezing
warm
hot
thunder
Warm up
blows
flap
flutter
groan
mutter
swish
scatter
creak
clatter
slam
rattle
1. Do you remember?
Choose a word from the box to fill each gap.
1) When the wind blows scarves ________.
2) When the wind blows leaves ________ .
3) When the wind blows papers _________.
4) When the wind blows dustbins ________.
2. More to think about
1. Find a word from the poem that rhymes with each of these words.
flutter
Unit 5, pages 12-13,
When the Wind Blows, Questions
mutter
scatter
clatter
flutter
mutter
scatter
clatter
flutter
clatter
rattle
When the wind blows
Coats flap, scarves flutter.
When the wind blows
Branches groan, leaves mutter.
When the wind blows
Curtains swish, papers scatter.
When the wind blows
Gates creak, dustbins clatter.
When the wind blows
Doors slam, windows rattle.
When the wind blows
Inside is a haven
Outside is a battle.
2. More to think about
2) The poet uses words that describe sounds. What makes these sounds in the poem?
3. Now try these
1. What else happens on windy days? Make a list of your ideas.
2. What is your favourite weather? Say why you like it best.
3. Write three words to describe your favourite weather.
Sound | Describes |
groan | |
creak | |
slam | |
clatter | |
rattle | |
branches
gates
doors
dustbins
windows
When the wind blows
Coats flap, scarves flutter.
When the wind blows
Branches groan, leaves mutter.
When the wind blows
Curtains swish, papers scatter.
When the wind blows
Gates creak, dustbins clatter.
When the wind blows
Doors slam, windows rattle.
When the wind blows
Inside is a haven
Outside is a battle.
Gingerbread Man
Unit 6
pages 14-15
"Stop, stop," called the cat.
"Let's have a chat."
"Oh no, not me.
No one's eating me for tea,"
he shouted, and on he ran.
On and on ran the little man.
"Stop, stop," called the bird.
"Let's have a word."
"Oh no, not me.
No one's eating me for tea,"
he shouted,
and on he ran.
On and on ran the little man.
One day Gran made a gingerbread man for the children. As she opened her oven, up jumped the gingerbread man and off he ran.
But then the gingerbread man
came to a big, wide lake.
"I can help," said the old fox.
"I will carry you across the lake."
"Sit on my tail," said the old fox.
"Sit on my back," said the old fox.
"Sit on my nose," said the old fox.
Traditional tale
Learning objectives
oven
cat
chat
tea
ran
shouted
bird
lake
fox
tail
back
nose
Vocabulary
Game:
Click here to play matching, counting and ordering gingerbread man games.
Discussion:
Have you ever been chased?
Why were you being chased? How did you feel?
Grammar:
Speech marks are used to show when someone is speaking. Find some of the things that are said and who is saying them.
Warm up
Perform:
Sing the song of the gingerbread man.
1. Do you remember?
Copy the sentences. Choose the correct word to fill each gap.
1) The gingerbread man jumped from the ________. (oven, cupboard)
2) First he ran past the ______ . (cat, rat)
3) On he ran past the _____. (chicken, bird)
4) When he reached the ______ he stopped. (hill, lake)
5) A ______ said he would help. (fish, fox)
One day Gran made a gingerbread man for the children. As she opened her oven, up jumped the gingerbread man and off he ran.
"Stop, stop," called the cat.
"Let's have a chat."
"Oh no, not me.
No one's eating me for tea,"
he shouted, and on he ran.
On and on ran the little man.
"Stop, stop," called the bird.
"Let's have a word."
"Oh no, not me.
No one's eating me for tea,"
he shouted,
and on he ran.
On and on ran the little man.
But then the gingerbread man
came to a big, wide lake.
"I can help," said the old fox.
"I will carry you across the lake."
"Sit on my tail," said the old fox.
"Sit on my back," said the old fox.
"Sit on my nose," said the old fox.
oven
Unit 6, pages 14-15,
Gingerbread Man, Questions
cat
bird
lake
fox
2. More to think about
Read these sentences about the story. Put a number next to the sentence to show the order of the sentences.
The bird tried to stop him.
The gingerbread man ran past the cat.
He came to the lake.
The fox told the gingerbread man to sit on his nose.
The fox said he could help.
3. Now try these
1. Pretend you are the gingerbread man. Write about how you feel when you come to the lake.
2. Why do you think the fox tells the gingerbread man to sit on his nose?
3. Write your own ending for the story. Try to make it a surprise.
1
2
3
4
5
"Stop, stop," called the cat.
"Let's have a chat."
"Oh no, not me.
No one's eating me for tea,"
he shouted, and on he ran.
On and on ran the little man.
"Stop, stop," called the bird.
"Let's have a word."
"Oh no, not me.
No one's eating me for tea,"
he shouted,
and on he ran.
On and on ran the little man.
But then the gingerbread man
came to a big, wide lake.
"I can help," said the old fox.
"I will carry you across the lake."
"Sit on my tail," said the old fox.
"Sit on my back," said the old fox.
"Sit on my nose," said the old fox.
Hippo and Monkey
Unit 7
"If I can get you out of the pool, then I should be Chief,"
said Monkey.
"If you can get me out of the pool, then you can be Chief,"
said Hippo,
"But if I get you into the pool, You will be my servant - for ever!"
Off went Monkey to get a really strong rope.
"Hold tight to the rope," said Monkey, "but don't pull until I shout."
Monkey ran into the trees with the other end of the rope.
Monkey tied the rope to a big, strong tree trunk.
"Pull!" shouted Monkey. "Pull!"
"This will be easy," thought Hippo to himself.
All day and all night Hippo pulled, while Monkey sat and ate bananas, and snoozed!
Hippo was getting very tired and cross, very cross indeed. Slowly he climbed out of the pool, to try to see Monkey. Just as Hippo took his last foot out of the pool, Monkey ran out of the trees...
Nigerian folk tale
Hippo was the strongest of all the animals, so he said he should be Chief. The other animals didn't want Hippo as their Chief. He was too grumpy and moody.
pages 16-17
Learning objectives
pool
chief
monkey
hippo
servant
rope
hold
tight
pull
tree trunk
snoozed
tired
cross
slow
Vocabulary
Game:
Act like one of the following adjectives and the class have to guess what adjective is being acted.
Discussion:
What do you think of Hippo and Monkey?
Would you prefer to have Hippo or monkey as your teacher?
Grammar:
Come up with adjectives to describe the Monkey and Hippo.
Warm up
happy sad sleepy surprised frightened
grumpy bossy sneaky big slow small
1. Do you remember?
Copy the sentences. Choose the correct word to fill each gap.
1) Monkey wanted to be ________. (chief, servant)
2) Hippo liked to sit in the ______ . (mud, pool)
3) Monkey tied the rope to a ______. (tree, log)
4) Hippo thought getting Monkey into the pool would be ______ . (hard, easy)
5) Monkey played a ______ on Hippo. (trick, game)
chief
pool
tree
easy
trick
"If I can get you out of the pool,
then I should be Chief," said Monkey.
"If you can get me out of the pool,
then you can be Chief," said Hippo,
"But if I get you into the pool,
You will be my servant - for ever!"
Off went Monkey to get
a really strong rope.
"Hold tight to the rope," said Monkey,
"but don't pull until I shout."
Monkey ran into the trees
with the other end of the rope.
Monkey tied the rope to a big,
strong tree trunk.
"Pull!" shouted Monkey. "Pull!"
"This will be easy," thought Hippo to himself.
All day and all night Hippo pulled, while Monkey sat and ate bananas, and snoozed!
Hippo was getting very tired and cross, very cross indeed. Slowly he climbed out of the pool, to try to see Monkey. Just as Hippo took his last foot out of the pool, Monkey ran out of the trees...
Unit 7, pages 17, Hippo and Monkey, Questions
2. More to think about
Sort the words
in the box into
two lists.
3. Now try these
1. Why do you think the animals didn’t want Hippo to be their Chief?
2. Imagine that Monkey is telling the other animals that he is Chief. What do you think they said? Write a conversation between Monkey and the other animals.
black
Words that describe Monkey | Words that describe Hippo |
| |
| |
| |
| |
| |
grey
grey
huge
big
moody
grumpy
black
clever
small
thin
big
clever
moody
grumpy
small
thin
huge
When I was one
Unit 8
pages 18-19
When I was one, I had just begun.
When I was two, I was nearly new.
When I was three, I was hardly me.
When I was four, I was not much more.
When I was five, I was just alive.
But now I’m six, I'm as clever as clever.
So I think I'll be six now, forever and ever!
by A. A. Milne
Learning objectives
ew: chew the stew
ue: blue statue
Discussion:
What age would you like to be and why?
Spelling:
Poems can use rhyming words. Rhyming words have the same ending sound.
Come up with words which rhyme with one, two and three.
Perform:
Sing the song to a beat,
Making sure to keep the rhythm. Use the video below to help you.
One
Ends in an -un sound
begun
fun
gun
bun
sun
run
done
ton
son
Two
Ends in an -ew and -ue sound
new
few
grew
knew
crew
brew
clue
blue
glue
true
cue
due
Three
Ends in an -e, -ee and -ea sound
me
he
we
see
bee
knee
tree
fee
free
tea
sea
pea
Warm up
ee:
what can you see
ea:
cup of tea
e:
he me we she be
one
begun
two
new
three
me
four
more
five
alive
six
clever
presents
cake
cat
children
candle
Vocabulary
I’m alive!
Go!
Can I have more?
1. Do you remember?
Choose a word from the box to fill each gap.
1) There are six candles on the _______.
2) The ______ is under the table.
3) The boy hasn’t opened his __________ yet.
4) Four _________ have come to his party.
2. More to think about
1. Find a word in the poem to rhyme with these words.
a) one...
b) two...
c) three...
d) four...
e) five...
2. Write a different word of your own to rhyme with these words.
cat
Unit 8, pages 19, When I Was One, Questions
begun
new
me
more
alive
presents
cake
children
cake
cat
presents
children
3. Now try these
1. Write a list of the five things you like best about birthdays.
2. How old would you like to be now? Explain your answer.
Looking at a dictionary
Unit 9
fact
fail
fair
factory
face
a b c d e f g h i j k l m n o p q r s t u v w x y z
Look at these words they are not in alphabetical order. Their first 2 letters are all the same which means we need to put them in order by looking at their 3rd letter and if they are the same then their 4th and if they are the same then their 5th...
fact
factory
face
fail
fair
face
fact
factory
fail
fair
Letter i comes after c.
Letter t comes after e.
Letter r comes after l.
pages 20-21
Learning objectives
Game:
Everyone should arrange themselves in alphabetical order.
Discussion:
Have you ever used a dictionary?
What does one use a dictionary for?
Warm up
dictionary
alphabet
examination
excellent
explode
eye
face
fact
factory
fail
fair
fall
Vocabulary
1. Do you remember?
Answer the questions with full sentences.
1. How many words begin with e?
2. How many words begin with f?
3. Which is the first word that begins with e?
4. What is the last word that begins with f?
2. More to think about
These words have been missed out of the dictionary entry. Which word would they come after?
a) expert...
b) famous...
c) fade...
expect
fall
factory
8
6
ever
fall
2. More to think about
Copy the lists of words and meanings. Draw lines to match them.
Word Meaning
examination not to do something you try to do
excuse the part of the body you see with
eye something that is true
fact a reason for doing or not doing something
fail a test
Unit 9, pages 21,
Looking at a dictionary, Questions
Now try these
2. Choose a word that has two different meanings. Write two sentences using the word you chose, one for each of its different meanings.
3. Write a meaning for each of these words. Check your answers in a dictionary.
a) acorn
b) blow
c) canal
d) dislike
e) enjoy
f) free
3. Now try these
1. Which words have two different meanings?
face
examination
Nuts that squirrels eat.
To push air out of your mouth.
A man made river for boats.
Not liking something.
To have a nice time.
1) You can do whatever you want.
2) You don’t have to pay.
fail
Judy and the Martian
It was the middle of the night when the rocket landed in the supermarket car park. The engine had failed. The hatch opened and the Martian peered out. A Martian, I should tell you, has webbed feet, green skin and eyes on the ends of horns like a snail. This one, who was three hundred and twenty-seven years old, wore a red jersey.
He said, "Bother!" He had only passed his driving test the week before and was already losing his way.
He was also an extremely nervous person, and felt the cold badly. He shivered. A car hooted and he scuttled behind a rubbish bin.
It began to rain. He wrapped himself in a newspaper but the rain soon came through that. And then he saw that a sliding door into the back of the supermarket had been left a little bit open, just enough for him to wriggle through.
Penelope Lively
pages 22-23
Unit 10
Learning objectives
rocket
engine
hatch
webbed
snail
jersey
nervous
shivered
hoot
sliding door
wriggle
failed
Vocabulary
1. Do you remember?
Answer the questions with full sentences.
1) Where did the rocket land?
2) What colour skin did the Martian have?
3) How many years old was the Martian?
4) What did the Martian do when it rained?
It was the middle of the night when the rocket landed in the supermarket car park. The engine had failed. The hatch opened and the Martian peered out. A Martian, I should tell you, has webbed feet, green skin and eyes on the ends of horns like a snail. This one, who was three hundred and twenty-seven years old, wore a red jersey.
He said, "Bother!" He had only passed his driving test the week before and was already losing his way.
He was also an extremely nervous person, and felt the cold badly. He shivered. A car hooted and he scuttled behind a rubbish bin.
It began to rain. He wrapped himself in a newspaper but the rain soon came through that. And then he saw that a sliding door into the back of the supermarket had been left a little bit open, just enough for him to wriggle through.
The rocket landed in a supermarket car park.
The Martian had green skin.
The Martian was 327 years old.
The Martian wrapped himself in a newspaper.
Unit 10, pages 22-23,
Judy and the Martian
2. More to think about
Answer the questions with full sentences.
1) Why did the rocket land in the car park?
2) What did the Martian look like?
3) Why did he scuttle behind a rubbish bin?
4) How did the Martian get into the supermarket?
It was the middle of the night when the rocket landed in the supermarket car park. The engine had failed. The hatch opened and the Martian peered out. A Martian, I should tell you, has webbed feet, green skin and eyes on the ends of horns like a snail. This one, who was three hundred and twenty-seven years old, wore a red jersey.
He said, "Bother!" He had only passed his driving test the week before and was already losing his way.
He was also an extremely nervous person, and felt the cold badly. He shivered. A car hooted and he scuttled behind a rubbish bin.
It began to rain. He wrapped himself in a newspaper but the rain soon came through that. And then he saw that a sliding door into the back of the supermarket had been left a little bit open, just enough for him to wriggle through.
The rocket landed in the car park because the engine failed.
The Martian had webbed feet, green skin and eyes on the end of horns.
The Martian scuttled behind a dustbin because he was scared by a car hooting.
The Martian got into the supermarket by wriggling through a door which was slightly open.
Unit 10, pages 22-23,
Judy and the Martian
3. Now try these
Find the words in the story that mean:
Broken down =
An opening like a small door =
Very, very =
Ran with little steps =
To twist and turn =
Wordbank
Adjectives for how the alien feels in this strange new world
failed
hatch
extremely
scuttled
wriggle
scared
eager
nervous
afraid
excited
inspired
frightened
timid
thrilled
thrilled
Imagine
Your rocket has crash-landed on Mars. What do you see (concrete nouns)?
What do you feel (adjectives)?
Unit 10, page 23, Judy and the Martian
The Three Billy Goats Gruff
1. Do you remember?
Choose a word from the box to fill each gap.
1) There were ________ billy goats.
2) They had eaten all the __________.
3) Now they were feeling very _________.
4) There were more leaves across the _________.
5) An ugly old _________ lived under the bridge.
Unit 11
pages 20-21
stream
leaves
three
hungry
troll
three
leaves
hungry
stream
troll
Learning objectives
bridge
leaves
stream
hungry
troll
Vocabulary
2. More to think about
Read these sentences about the story. Write ‘true’ or ‘not true’ or ‘not sure’ for each one.
1) The three goats were sisters.
2) They liked beech leaves more than ash leaves.
3) The troll was young.
4) Little Billy Goat Gruff was very hungry.
5) He said he wasn’t afraid of the troll.
Unit 11, pages 25, The Three Billy Goats, Questions
✖
?
✖
✔
✔
3. Now try these
1. What do you think Little Billy Goat Gruff was feeling when he saw the troll?
2. Write a short introduction to this story about how the troll came to live under the bridge.
3. Write your own ending for the story. Try to make it a surprise.
angry
hungry
desperate
nervous
brave
disgusted
confident
Big Bulgy Fat Black Slugs
I don't like
big bulgy fat black slugs.
I don't know why.
When they creep along,
soft and slimy and squashy,
wobbly and wet,
in the long grass;
and when they slide,
their slippery trail
squelchy blobs
along the path;
and when they curl up,
cold and slithery
if I touch one by
mistake;
and when they squidge
between my toes
if I'm running
in bare feet …
that's when I know,
I know for sure,
I wouldn't want one
for a pet.
pages 26-27
Unit 12
Learning objectives
Berlie Doherty
slug
bulgy
wobbly
slippery
squidge
slithery
bare feet
curl up
creep
soft
slimey
wet
path
toes
Vocabulary
1. Do you remember?
Answer the questions with full sentences.
1) What does the poet not like?
2) Where are they wobbly and wet?
3) Where do they leave their slippery trails?
4) Where does she not want them to go between?
5) As what does she not want to keep the animal?
The poet doesn’t like big, bulgy, fat, black slugs.
They are wobbly and wet in the long grass.
They leave their slippery trail along the path.
She doesn’t want them to go between her toes.
Unit 12, pages 26-27, Big Bulgy Fat Black Slugs
She does not want to keep the animal as a pet.
I don't like
big bulgy fat black slugs.
I don't know why.
When they creep along,
soft and slimy and squashy,
wobbly and wet,
in the long grass;
and when they slide,
their slippery trail
squelchy blobs
along the path;
and when they curl up,
cold and slithery
if I touch one by
mistake;
and when they squidge
between my toes
if I'm running
in bare feet …
that's when I know,
I know for sure,
I wouldn't want one
for a pet.
2. More to think about
These sentences are incorrect. How would one say the sentences correctly?
1) Slugs are usually yellow.
2) They jump through wet grass.
3) When they swim they leave a slippery trail.
4) Slugs explode between your toes.
Slugs are usually black.
They creep through wet grass.
When they slide they leave a slippery trail.
Slugs squidge between your toes.
Unit 12, pages 26-27, Big Bulgy Fat Black Slugs
I don't like
big bulgy fat black slugs.
I don't know why.
When they creep along,
soft and slimy and squashy,
wobbly and wet,
in the long grass;
and when they slide,
their slippery trail
squelchy blobs
along the path;
and when they curl up,
cold and slithery
if I touch one by
mistake;
and when they squidge
between my toes
if I'm running
in bare feet …
that's when I know,
I know for sure,
I wouldn't want one
for a pet.
3. Now try these: Wordbank
Make a list of some of the words beginning with ‘s’.
soft
slide
slugs
slippery
slimy
squelchy
squidge
squashy
slithery
Imagine
The slug can understand what people say and heard all the unkind things said about him. How would the slug feel (adjectives)?
What might the slug say back?
Unit 12, page 27, Big Bulgy Fat Black Slugs
List
3 animals you like and why.
3 animals you don’t like and why.
A very busy day
Do you remember?
Fill each gap.
1) We need ________ to chew food.
2) Our skin stops __________ getting inside us.
3) _________ move our bones.
4) Our heart pumps _________ around our body.
Unit 13
pages 20-21
When someone asks you,
"What did you do today?"
tell them you have been
very, very busy.
After all...
Your hair grew.
Your teeth cut and chewed food.
Your nose smelled smells.
You took in air.
You took goodness from the food you ate.
Your skin stopped germs getting inside you.
Your skeleton moved hundreds of times.
Your muscles moved your bones.
Your heart pumped blood around your body.
Your brain looked after everything you did.
Yes, you and your body have been very busy today!
Martin Skelton and David Playfoot
teeth
germs
Muscles
blood
Learning objectives
Game:
Play Simon says using the actions of the text.
Discussion:
Have you ever had a very busy day? What were all the things you did?
Grammar:
Try to remember all the verbs form the text.
Warm up
Perform:
Read the text while performing the actions.
grew
cut
chewed
smelled
moved
pumped
body
busy
hair grew
teeth cut
chewed food
nose smelled
germs
skeleton
muscles
heart
pump
blood
brain
Vocabulary
2. More to think about
Read these sentences. Write ‘true’ or ‘not true’ for each one.
1) Our hair is growing all the time.
2) We take in air through our ears.
3) We must eat food to live.
4) All the bones in our bodies make our skeletons.
5) Our brains are very important.
Unit 13, pages 25, A Very Busy Day, Questions
✔
✖
✔
✔
✔
3. Now try these
1. Copy these lists next to each other. Match the body parts to the senses they control.
skin sight
nose hearing
ears touch
tongue smell
eyes taste
2. Make a list of five rules to help you keep healthy.
3. ‘A Very Busy Day’ is about how your body is busy every day. Write a list of the things that still happen when you are asleep at night.
Progress Unit Two Legs or Four
"It's going to be very confusing," said Dad.
In fact, as time went by, they found it rather useful to have both the son and dog with the same name. Ben spent all day with Ben, and the same words served for both.
"Be quiet, Ben!" for instance, stopped one yelling and the other yapping, and both came when the name was called, and sat down when they were ordered, and each looked equally pleased when told "What a good boy, Ben!"
And indeed Ben was a good boy or rather a good puppy. He never made messes on the carpet, he never chewed the curtains or covers, he ate well and he slept soundly at night. As well as learning the ordinary things that dogs learn, he took to copying everything the boy did.
If Ben laughed, Ben barked. If Ben cried, Ben howled. If Ben lost his temper and roared angrily, Ben growled.
And one day, would you believe it, Mum looked out of the window to see not one, but two Bens turning somersaults on the lawn.
Ben wanted the new puppy to have the same name as him.
Learning objectives
Progress Unit, pages 30-32
Game:
Play Simon says using the actions of the text.
Discussion:
Would you like it if your pet had the same name as you? Why?
Grammar:
Try to remember some of the verbs that were in the text..
Warm up
Perform:
One person reads the text while another pupil acts as the boy and another pupil acts as the puppy, carry out the actions of each when they are said in the text.
yelling
yapping
chewed
slept
barked
cried
howled
roared
confusing
yelling
lost his temper
howled
somersaults
laughed
carpet
puppy
yapping
for instance
chewed
growled
equally
ordered
messes
Vocabulary
e.g.
=
Do you remember?
Answer the questions with full sentences.
1) What new pet did the family have?
2) Who wanted the new pet to be called Ben?
3) How did the puppy behave?
4) Did the puppy mess on the carpets?
Ben wanted the new puppy to have the same name as him…
…And indeed Ben was a good boy or rather a good puppy. He never made messes on the carpet, he never chewed the curtains or covers, he ate well and he slept soundly at night. As well as learning the ordinary things that dogs learn, he took to copying everything the boy did.
The family got a puppy as a new pet.
Ben wanted to call the puppy Ben.
The puppy was well behaved.
The puppy never messed on the carpets.
Progress Unit, pages 31-32, Two Legs or Four?, Questions
More to think about
Write a sentence to answer each question.
1) Why was it useful to have the boy and the puppy with the same name?
2) What did the puppy do when the boy laughed?
3) What did the puppy do when the boy lost his temper?
Find the words that mean:
The name Ben served for both.
The puppy barked.
The puppy growled.
confusing
yelling
ordered
equally
angrily
somersaults
In fact, as time went by, they found it rather useful to have both the son and dog with the same name. Ben spent all day with Ben, and the same words served for both…
…If Ben laughed, Ben barked. If Ben cried, Ben howled. If Ben lost his temper and roared angrily, Ben growled.
And one day, would you believe it, Mum looked out of the window to see not one, but two Bens turning somersaults on the lawn.
3. Now try these
Why do you think the puppy copied everything the boy did?
Imagine
You have just been given a new pet. Give words saying how you feel (adjectives).
What do you need to do to take care of this pet?
Progress Unit, page 32, Two Legs or Four?
List
Advantages of the boy and dog having the same name.
Disadvantages of the boy and dog having the same name.
Online assessment quizes
Unit | Title | Unit | Title |
1 | 8 | ||
2 | 9 | Looking at a Dictionary | |
3 | 10 | Judy and the Martian | |
4 | 11 | The Three Billy Goats Gruff | |
5 | 12 | Big Bulgy Fat Black Slugs | |
6 | 13 | ||
7 | | Progress Unit, Two Legs or Four? |