Cambridge Storybooks Level4 Pre Intermediate Teachers Book Sample Pages

Cambridge University Press
0521674913 - Teacher’s Book 4

Brenda Kent
Excerpt
More information
A Welsh Lamb Key words and phrases Main structures
lamb growl past simple WS

puppy wag its tail comparatives WS
mess lick should
horn look after
stroke afraid
What you need

• Poster 1 In the country (pages 84–85), preferably enlarged.
• Photocopied worksheets (pages 8–9). An OHT or enlarged copy.
• (Optional) A map of the UK showing where Wales is.
• (Optional) Pictures of dogs, puppies and sheep.
• Cassette/CD if required.
Before reading
• Talk about animals. Ask Do you like animals? What’s your favourite
animal? Have you got a pet? Is an elephant a good pet? etc.
• Use the poster or pictures to pre-teach or revise sheep, lamb, dog, puppy,
tail and horns.
• Ask What can a dog do? and elicit or pre-teach Growl, Wag its tail, Lick
its puppies, Look after its puppies etc. Ask What can a sheep do? and elicit
or pre-teach Eat grass, Run in the grass etc.
• Tell the children you are going to read a true story about a boy called
Martin, who lived in Wales. Show them Wales on the map.
CULTURAL NOTE: Wales is one of the countries of the United
Kingdom. Although it has its own language, all Welsh people nowadays
can speak English. Wales has beautiful mountains, and sheep are a
familiar part of the rural landscape.
• Ask What pet has Martin got? Guess. Elicit suggestions. Then say Let’s see!
Reading the story

• Open out the cover of the book and use the pictures to introduce
Martin and Keith. Read or play A Welsh Lamb. Then point to the back
cover and read My brother and I found a little lamb. We took it home and it
became our pet. One day it gave us a big surprise … Check the children’s
predictions, asking What pet has Martin got? to elicit A lamb. Ask them
to guess what surprise Martin’s lamb gives them.
© Cambridge University Press www.cambridge.org

Brenda Kent
Excerpt
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1 • Open your book to page 2 and show the children the picture. Read or
2 play the text.
3 • Look surprised and mime hearing a strange noise. Then read or play
4 the text on page 3. Pause and predict: ask What happens next?
5
• Introduce the rest of the book in a similar way, using mime, the
6
pictures in the book and the poster to help the children understand.
7
At the end of page 30, pause and predict: ask What happens next?
8
9
• Check the children’s predictions about the surprise the lamb gave
10
Martin’s family. Then ask Would you like a lamb? Why/Why not? etc.
11 • Give out the books and read the story again. Ask the children What’s
12 your favourite picture in the book? Then give them time to enjoy the book
13 in their own way, rereading a few pages or looking at pictures.
14
15 After reading
16 Give out the worksheets and display a copy, enlarged or on OHT.
17
1 Read True or false? Show the children that ‘a’ has been done for them.
18
Find the relevant part of the story and read it aloud. The children then
19
complete the exercise individually or in pairs, correcting the false
20
sentences.
21
FF Fast finishers can write their own true or false sentences for each other.
22
Alternatively, do the entire exercise as a listening and speaking activity.
23
The children work in pairs. Read or play the story for the children to
24
check their answers.
25
Answers: a false, b false, c true, d true, e false, f false, g false.
26
2 Point to your worksheet and read Do a survey. Ask What’s your favourite
27
animal? to elicit A dog etc. and record the answers on your worksheet.
28
Report your findings to the class, e.g. Jorge’s favourite animal is an
29
elephant. Franco and Maria’s favourite animal is a dog. Choose volunteers
30
to model the question and answers for the class. Then say Your turn and
31
divide the class into groups of up to four to do the survey and record
32
their answers on their worksheets. When all the groups have finished,
33
help them to report their findings to the class.
34
35 FF 3 Fast finishers unjumble the letters to discover the identity of the mystery
36 animal (a rabbit). They can then draw their own mystery animals for
37 each other. They could also write clues using is, can and has got.
38
39 Extra activities
40 1 Provide model sentences or prompts to help the children write about
41 their favourite animal and what it can do.
42 2 Photocopy the text strips on pages 78–79 and use as described in the
Introduction.

Name ________________________________
Excerpt
A Welsh Lamb
8
Brenda Kent
More information
1 True (T) or false (F)? Correct the false sentences.
a Martin’s dad found Snowy. F Keith and Martin found Snowy.
© Cambridge University Press

b Keith found Snowy’s mother.
c Martin’s mum loved animals.
d Judy looked after Snowy.
e Snowy got smaller and smaller.
f They found a hat on Snowy’s
head.
g Snowy was afraid of the other
sheep.
2 Do a survey. What’s your
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favourite animal?
Brenda Kent
Excerpt
More information
P HOTOCOP IABLE
Now you do one.
Favourite animal
A dog
What’s the mystery animal?
––––––
© Cambridge University Press 2005
Finished?
Name
A
FF
3

Brenda Kent
Excerpt
More information
The Dog Show Key words and phrases Main structures
vet do tricks past simple

win (the dog show / wet good at +
first prize) naughty gerund WS
run after (cats) sometimes
stay always
come
What you need

• (Optional) Pictures of dogs, preferably doing different things.
Before reading
• Use your pictures of dogs to revise or pre-teach language from the
book, e.g. do tricks and run after. Show the children the picture of Spike
on the back cover of the book and elicit questions about him, e.g. Is it
a ‘he’ or a ‘she’? What’s his name? Is he good/naughty? What can he do?
• Tell the children that Spike belongs to Alice and point to her on the
front cover of the book.
• If necessary, tell the children about dog shows.
CULTURAL NOTE: In Britain, dogs are popular pets. Even ordinary
dogs can be taken to dog shows where they can win prizes for
obedience and looking nice.
• Point to the back cover and read Alice wants Spike to win the dog show.
Sometimes he’s good ... Ask Does Spike win the dog show? to elicit
predictions from the children. If you like, count and record the number
of ‘yes’ and ‘no’ votes. Then say Listen to the story and find out.
Reading the story

• Point to the front cover and read or play The Dog Show.
• Open your book to page 2 and show the children. Ask Where’s this? to
elicit The kitchen. Read or play the text, using mime to help the
children to understand.
• Show the children page 3 and ask And where are they now? to elicit The
bathroom. Read or play the text. Pause and predict: ask What happens
next?
10

Brenda Kent
Excerpt
More information
• Introduce the rest of the book in a similar way. At the end of page 25,
pause and predict: ask What happens next? At the end of the book,
check the children’s original predictions: Does Spike win the dog show?
• Give out the books and read the story again. Ask the children if they
think the vet was right to give the first prize to Alice and Spike.
• Give the children time to enjoy the book in their own way, for
instance, rereading a few pages or looking at pictures.
After reading
Give out the worksheets and display a copy, enlarged or on OHT.
1 Point to each of the dogs in turn and, using mime, ask What’s this dog
good at? Getting things? Shaking hands? Elicit answers from the children.
Then read Fill in the gaps and show the children how the first one has
been done for them. You might like to get the children to read the
answer together, checking their pronunciation, e.g. of through. The
children then complete the exercise, checking answers in pairs or threes.
FF Fast finishers can work in pairs, pointing to the pictures and asking and
answering What’s this dog good at?
2 Ask two children to help you. Encourage them to choose answers to
the questions about an imaginary dog. Use prompts, e.g. say What
colour is our dog? Black like Spike, or brown, or white? Write the children’s
suggestions, e.g. Our dog’s a ‘she’. She’s called Betty etc. on the board.
Then turn to the class and say Your turn. Put the children into pairs to
complete the exercise. They can choose one of the dogs on the
worksheet or they can use their own ideas. As the pairs finish, put
them in fours to ask and answer the questions about their imaginary
dogs. Alternatively, you might choose to let them circulate freely round
the class.
3 Children read the mirror writing to discover the dog’s name is Bonzo.
FF Fast finishers can write a new name.
Extra activities
1 Give each pair who worked together on After reading activity 2 a piece
of coloured paper. Ask them to draw and write about their imaginary
dog, copying the information from the worksheet. Display the
children’s work under the title Our Dog Show.
2 Model a guessing game. Pretend to have a pet and ask What’s my pet?
Ask me questions to elicit What can it do? Can it run / jump / do tricks? Is
it big? etc. Answer the questions until someone guesses correctly, e.g. A
mouse. Repeat as necessary. Then say Your turn and the children play
the game in pairs or small groups.
11

Name ________________________________
Excerpt
The Dog Show
Brenda Kent
12
More information
1 What are these dogs good at? Fill in the gaps.
get things shake hands stand on a ball jump through hoops

What’s this dog good at? What’s this dog good at?
Gizmo Henry
a He’s good at jumping through hoops. b
What’s this dog good at? What’s this dog good at?
Sally
Lady
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c d
Excerpt
Brenda Kent
More information
2 Work in pairs. Decide about your dog. I’m good at barking. Barker
Woof! Woof!

Is your dog a ‘he’ or a ‘she’? Our dog’s a 0521674913 - Teacher’s Book 4
What’s your dog’s name?

How old is your dog? Sleepy Bob
What colour is your dog?
What’s your dog good at?
FF
3 What’s this dog called? Finished?
Now you do one.
He’s called
13
© Cambridge University Press 2005 P HOTOCOP IABLE
www.cambridge.org
Brenda Kent
Excerpt
More information
The Peace Ring Key words and phrases Main structures
hole leader past simple

ring move house comparatives
torch live in peace
root be at war
sash underground
What you need

• Poster 1 In the country (pages 84–85), preferably enlarged.
• A copy of the chart from Reading the story, without the suggested
answers which are given in italics. You could write it up on the board,
flipchart or OHT. If appropriate, you could also make copies of
individual charts for each child or pair of children.
Before reading
• Using the poster, pre-teach root, underground and tree. Ask the children
What lives underground? What lives in trees? to elicit Worms, Spiders etc.
• Use the picture on pages 2–3 of the storybook to elicit the subject of
moving house. Then ask Where are they? What’s in the hole?
• Say Listen to the story and let’s see!
Reading the story

• Point to the cover and read or play The Peace Ring. Use the picture to
introduce Ben and Tracey.
• Open out the cover of the book and point to the ring. Then read Tracey
and Ben explore their new house. And they find a ring ... a magic ring.
• Open your book to pages 2–3 and show the children. Read or play the
text, miming to help the children understand.
• Introduce the rest of the story in a similar way. Pause and predict at the
end of page 9: ask What’s behind the door? Pause and predict at the end
of page 23: ask What happens next? Guess.
• Show the class your prepared chart. Get the children to help you fill in
the gaps in the chart after you have finished reading.
14

Brenda Kent
Excerpt
More information
People Live Wear
root-people underground shiny suits
tree-people in trees green hats
earth-people in flats / houses / clothes / jeans /

on the earth etc. jumpers etc.
• Ask the children Is a tree-house a good place to live? Is underground a good

place to live? What do you think?
• Give out the books and read the story again. Give the children time to
enjoy the book in their own way.
After reading
1 Read Correct the mistakes. Use the words in the box. Read Root-people live
in trees. Pause and say Do root-people live in trees? to elicit No. They live
underground. The children complete the exercise, using the book and
the chart on the board to help them.
2 Read happy, fight, shake hands, laugh, hug and angry, miming each word
and encouraging the children to mime with you. Then put children
into pairs and read Match the words with the pictures. Then put them in
the right place. Show them that happy has been done for them.
Suggested answers: War: fight, angry; Peace: happy, shake hands, laugh,
hug.
3 Read How many true sentences can you make with these words? and the
example. Elicit more examples before putting the children in pairs to
write down as many sentences as they can. They could use the back of
the worksheet. Ask pairs to read out their favourite sentences.
FF Ask fast finishers to write some false sentences, e.g. Mice sing in trees.
They could illustrate their favourite one. Alternatively, set this as
homework for the whole class.
Extra activities
1 The children design a tree-house or underground home.
2 The children work in pairs or threes to invent another people, e.g.
river-people or sea-people. They draw them and their homes and then
write sentences about them: They wear ... They live ... They like eating ...
3 You could make a cross-curricular link to other work on conflict.
15

Name ________________________________
Excerpt
The Peace Ring
Brenda Kent
16
More information
1 Correct the mistakes. Use the words in the box.
red in trees clothes underground green house shiny

underground 0521674913 - Teacher’s Book 4
Root-people live in trees. Their leader is Tallic. They wear spotty suits. Tallic
wears a green sash.
Tree-people live underground. Their leader is Frond. They wear blue hats.
Ben and Tracey are earth-people. They live in a new tree. They wear leaves.
2 Match the words with the pictures. Then put them in the right place.
happy
WAR
fight
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shake hands
Excerpt
Ha! Ha! Ha!
Brenda Kent
More information
laugh PEACE
happy

hug 0521674913 - Teacher’s Book 4
angry
3 How many true sentences can you make with these words?
People live / don’t live underground
Birds wear / don’t wear in trees
Dogs fly / don’t fly in holes
Mice sing / don’t sing shoes
Dogs don’t live in trees.
17
FF Finished? Now write some false sentences.
www.cambridge.org
Brenda Kent
Excerpt
More information
The Amazing Mr Mulch Key words and phrases Main structures
magician amazing past simple

magic crazy ’s for possession WS
coin invisible
disappear visible
appear angry
What you need

• Photocopied worksheets (pages 20–21). Adapt activity 1 for less
confident children by writing parts of the body on the worksheet. An
OHT or enlarged copy.
• (Optional) OHT for the Before reading / Reading the story activity.
Before reading
• Pre-teach magic and magician by writing the name of a well-known
magician on the board. Say (Harry Potter) is a magician. What can he do?
Make suggestions, e.g. He can ride a broomstick. He can do magic.
• Draw a chair on the board and pre-teach disappear, appear, visible and
invisible by rubbing out and redrawing the legs. Say (Harry Potter) can
make this chair leg disappear. Look, it’s invisible. Can you see it? No! But he
can make it appear again. Now it’s visible. Can you see it? Yes! Is it visible?
Yes! Ask a volunteer to repeat the activity with another object.
• Write angry, amazing, crazy, young, old, fat, thin and magic on the board
or show your OHT. Say you are going to read a story about a new
teacher. Ask Is he angry, amazing, crazy, young, old, fat, thin or magic?
Listen to the story and find out. The children copy the words and circle
the ones that describe Mr Mulch as they listen to the story.
Reading the story

• Point to the cover and say This is Mr Mulch. He’s a teacher. Read or play
The Amazing Mr Mulch. Pause and predict: ask Why is he amazing?
• Point to the back cover and read What happens when Class 8 have a new
teacher?
• Open the book to page 2 and show the children. Imitate the sound of a
bell. Point to the picture and read or play the text.
18

Brenda Kent
Excerpt
More information
• Introduce the rest of the book in a similar way. On page 6, point to the
boy in the green jumper with red hair and say This is Oliver. Read or
play “My name is Sam,” said Oliver before asking Is his name Sam? to
elicit No, it’s Oliver. At the end of page 11, pause and predict: ask What
happens next? On page 32, point to the message. Ask What does this say?
• Point to the words on the board, asking Is Mr Mulch angry? etc. circling
the relevant words.
• Ask Is Mr Mulch a good teacher? What do you think? Do you like Mr Mulch?
Point to the picture on page 30 and ask Do you like this teacher? Is she a
good teacher? What do you think?
enjoy the book in their own way, rereading pages or looking at pictures.
After reading
1 Read pages 22–25 of the book again. Read Look at pages 24–25 and label
the pictures. Here are the names you will need. The children label the
pictures, using pages 24–25 of the book to help them.
2 Put the children into pairs. Read Can you find 11 more words from the
story? Show them that two words have been done for them.
Answers: class, classroom, disappear, appear, crazy, invisible, visible, leg,
amazing, angry, face, magic, magician.
FF Fast finishers could make a similar puzzle for their friends to do, using
words supplied by you or their own ideas.
3 Read Here’s another message from Mr Mulch. What does it say?
Answer: Have fun!
FF Fast finishers write another secret message for their friends.
Extra activities
1 Draw a sketch of Mr Mulch or a pin man on the board and write
His jacket is blue. His hair is grey. He’s crazy! Who is it? The children call
out their guesses. They then draw other characters from the book and
describe them to a partner who guesses who it is.
2 Tell the children they are going to sing a song about Mr Mulch. Fit
some words to a familiar tune, and teach the song to the class, e.g.
Mr Mulch is amazing, / Mr Mulch is crazy.
We want Mr Mulch, / Amazing, crazy Mr Mulch!
3 Child A draws a person on the board. Child B holds a magic wand and
says Head disappear! Leg appear! etc. Child A listens carefully and rubs
out and draws accordingly.
19

Name ________________________________
Excerpt
The Amazing Mr Mulch
20
Brenda Kent
More information
1 Look at pages 24–25 and label the pictures.
Here are the names you will need.

Mr Mulch Claire Farhan Oliver Sima
This is Mr
Mulch’s head.
2 Can you find 11 more words from the story?
www.cambridge.org
a c l a s s r o o mb 1 class 8
Excerpt
c d i s a p p e a r d
2 classroom 9
Brenda Kent
e g c r a z y f h k I
More information
l i n v i s i b l e e 3 10
mp r s u v l e g k s 4 11

n b a ma z i n g y z
5 12 0521674913 - Teacher’s Book 4
a a n g r y q t x wn
c e d f a c e me r m 6 13
bm a g i c i a n f g 7
3 Here’s another message from FF Finished? Now you do one.

Mr Mulch. What does it say?
21
www.cambridge.org
Brenda Kent
Excerpt
More information
Coyote Girl Key words Main structures
coyote fur past simple

trick spider imperatives
secret howl could for ability
wheel magic has got WS
paw
Coyote Girl is also available in play form – see pages 50–53.
What you need

• (Optional) Props for a magic trick.
• (Optional) OHT for Before reading activity.
Before reading
• Show them the map on page 31 of the book and say that they are
going to hear a traditional story told by the Hopi tribe from Arizona.
• If you are able, perform a simple “magic” trick. Ask the children about
magic tricks in stories they know. Say There are some magic tricks in this
story. Write the following on the board or show an OHT:
Yellow Corn Maiden turns ___________________ into ___________________ .
Grandmother Spider turns ___________________ into ___________________ .
Say Listen to the story and fill in the gaps.
Reading the story

• Open out the cover of the book. Point to the coyote and say This is a
wild dog – a coyote. Point to the title and read or play Coyote Girl.
• Point to the back cover and read One day Yellow Corn Maiden plays a bad
magic trick on her friend.
• Open the book to page 2 and show the children. Read or play the text,
pointing to Blue Corn Maiden and Yellow Corn Maiden as appropriate
and miming crying. At the end of pages 4 and 9, pause and predict: ask
What happens next?
• Introduce the rest of the story in a similar way, pausing after pages 11
and 29 to fill in the gaps on the board.
Answers: Yellow Corn Maiden turns Blue Corn Maiden into a coyote.
Grandmother Spider turns Yellow Corn Maiden into a snake.
22

Brenda Kent
Excerpt
More information
• Ask Was that a good trick or a bad trick? What do you think?
enjoy the book in their own way, rereading pages or looking at pictures.
After reading
1 Put the children into pairs. Point to the picture and read Can you see the
snake? Encourage the children to find the snake and to show their
partners. Then read Find more hidden things from the story and make a
list.
Answers: snake, Yellow Corn Maiden, Blue Corn Maiden,
dancer, rainbow wheel, coyote, bow and arrow, pot, blanket.
2 Read Match the questions and answers. What’s got eight legs and no tail?
Suggest A person? A coyote? A snake? A spider?
Answers: 1d 2a 3b 4c.
FF Fast finishers colour the border.
3 Point to the animal pictures. The children read the words with you. Ask
if they can find other animals in the storybook. Then they choose two
more animals to draw on their blank cards and write the names. They
cut out the cards and share them out in small groups divided into two
teams. Demonstrate the game with one group. The first player describes
one of their animals, using It’s got ... It can … etc. If their team-mates
guess the animal, the team wins a point and the card is put down on
the table. If they do not guess correctly, they keep the card. The
winning team is the first with no cards.
Extra activities
1 Write out quotations (direct speech only) from the story in random
order. Put the children into teams of three or four. Write Who says
what? Yellow Corn Maiden, Blue Corn Maiden, one of the men or
Grandmother Spider? on the board and tell the children they are going
to have a quiz. Read the quotations out one by one. Say 1 “Blue Corn
Maiden is not my friend now. I’ll play a trick on her – a bad magic trick.”
2 “Oh, no! I’m a wild dog, a coyote!” etc. You could howl like a coyote for
one question! The children write down who they think said each one.
2 Develop the theme of Hopi art by getting the children to design Hopi
rugs, dancers’ costumes and pots, like the designs in the borders of the
storybook pages, with appropriate labels in English.
23

Name ________________________________
Excerpt
Coyote Girl
Brenda Kent
24
More information
1 Can you see the snake? Find more hidden things

from the story and make a list. 0521674913 - Teacher’s Book 4
1 snake
2
3
4
5
6
7
8
9
2 Match the questions and answers.
www.cambridge.org
1 What’s got eight legs and no tail? a A person.
Excerpt
2 What’s got two arms, two legs and two hands? b A coyote.
Brenda Kent
3 What’s got a tail, four paws and brown fur? c A snake.
More information
4 What’s got no legs, no hands and no fur? d A spider.

✂
3 Draw two more animals. Cut out the cards.
Take it in turns to describe an animal to your team.
✂
coyote snake bird lizard
rabbit dog
25
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Cambridge University Press

0521674913 - Teacher’s Book 4

A Welsh Lamb Key words and phrases Main structures

lamb growl past simple WS

What you need

Reading the story

© Cambridge University Press www.cambridge.org

© Cambridge University Press www.cambridge.org

© Cambridge University Press

2 Do a survey. What’s your

What’s the mystery animal?

© Cambridge University Press www.cambridge.org

The Dog Show Key words and phrases Main structures

vet do tricks past simple

What you need

Reading the story

© Cambridge University Press www.cambridge.org

© Cambridge University Press www.cambridge.org

© Cambridge University Press

a He’s good at jumping through hoops. b

© Cambridge University Press

What’s your dog’s name?

The Peace Ring Key words and phrases Main structures

hole leader past simple

What you need

Reading the story

© Cambridge University Press www.cambridge.org

People Live Wear

root-people underground shiny suits

tree-people in trees green hats

earth-people in flats / houses / clothes / jeans /

• Ask the children Is a tree-house a good place to live? Is underground a good

© Cambridge University Press www.cambridge.org

© Cambridge University Press

underground 0521674913 - Teacher’s Book 4

© Cambridge University Press

Dogs don’t live in trees.

The Amazing Mr Mulch Key words and phrases Main structures

magician amazing past simple

What you need

Reading the story

© Cambridge University Press www.cambridge.org

© Cambridge University Press www.cambridge.org

© Cambridge University Press

2 Can you find 11 more words from the story?

© Cambridge University Press

3 Here’s another message from FF Finished? Now you do one.

Coyote Girl Key words Main structures

coyote fur past simple

Coyote Girl is also available in play form – see pages 50–53.

What you need

Reading the story

© Cambridge University Press www.cambridge.org

© Cambridge University Press www.cambridge.org

© Cambridge University Press

© Cambridge University Press

coyote snake bird lizard

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