Extensive Reading 1: Lesson 1 Book reviews

1 BEFORE YOU READ Look at the headings and pictures in the reviews
of Black Beauty. Answer.
1 What kind of animal is Black Beauty?
2 Who is the author of Black Beauty?
3 Who liked the book? Who didn’t like the book?

2 Read and listen. 069 Check your ideas.

3 AFTER YOU READ Ask and answer about the characters in the book.

Who’s Joe? He’s a groom. What’s Joe like? He’s kind.

4 Complete the activities.

Black Beauty by Anna Sewell

Reviews
Review by Raj Gupta
Black Beauty is the perfect book for children who My favourite horse character is called Merrylegs.
love animals. It’s set in England in the 19th century. He’s a pretty little horse, and he’s always happy.
There weren’t any cars, taxis or tractors in those I really like Jerry the cab driver, too. He’s kind to
days. Horses pulled carriages, cabs and carts. Black Beauty and his other horses.
Black Beauty was a working horse and this book is
This is a fantastic book. It’s quite long, but it’s never
the story of his life. It’s sometimes very sad, but it’s
boring. It’s a great story, and there’s also a good
always very interesting.
message in this book: be kind to animals.
Black Beauty grew up on a farm with his mother
and some other young horses. When he was four
years old, he had to start to work. He had a lot of
different jobs. First, he pulled a carriage for a rich
family who lived in a big house. Later, he pulled a
cab in London, and at the end of his life he pulled
a heavy cart. Some of his owners were kind, and
some of them were cruel. It was a hard life, but
finally Black Beauty went to a good home.

one 11 Text type: book reviews

Text type: a play ©
© Oxford
Oxford University
University Press
Press 2018
2018 PHOTOCOPIABLE
PHOTOCOPIABLE
Extensive Reading 1: Lesson 2 Book reviews

1 Think Read the reviews again. Answer.

1 What words does Raj use to describe the book?
2 What words does Ella use to describe the book?

2 Think, pair, share! Would you like to read Black Beauty? Why? Why not?

3 Complete the activities.

Review by Ella Stephens

Black Beauty was a beautiful horse, but he had a
terrible life. He lived in England about 150 years
ago. Horses had to work in those days, and people
were often cruel to them. This book is about Black
Beauty’s life. It’s a very sad book.
When Black Beauty was young, he lived on a farm
with his mother. Then he went to work at a big
house and made friends with two horses, Ginger
and Merrylegs. Later, Black Beauty had lots of
different jobs in London. He had to work very hard.
He had to pull heavy carts. In one job, his groom
stole his food and didn’t look after him well. Finally,
a farmer bought him and Black Beauty went back to
a farm, where he was happy.
I think the author wrote this book to send a
My favourite horse character is Ginger. She’s a message to the world. She wanted to show how
strong, honest horse. She’s angry with humans people were cruel to horses. This is an important
because they aren’t always kind to horses. One message, but I didn’t like the book. I’m not saying
of the best human characters is the groom, Joe it’s a bad book, but it isn’t for me. It’s long, it’s often
Green. Joe loves horses and always looks after very sad and it’s sometimes boring.
them very well.

Glossary

This is a family carriage. This is a cab, or taxicab. This is a farm cart.

The man looking after
the horse is a groom.

© Oxford University Press 2018 PHOTOCOPIABLE Text

Text type: type:
book a play
reviews 22 two
two
 Extensive Reading 1: Lesson 1 Book reviews

1 REMEMBER THE STORY Read and match.

Black Beauty kind

Merrylegs human character strong, honest and angry

Jerry looks after horses well

animal character
Ginger beautiful

Joe Green pretty and little

2 Read about Raj and make notes in the table.

Favourite animal Favourite human Likes the Why?

character character book?

Raj Merrylegs Yes / No

Ella Yes / No

Raj’s favourite animal character is Merrylegs. His favourite human character is Jerry.
He likes the book because it’s interesting and its message is good.

3 Complete the table in activity 2 for Ella. Then write sentences about her.
Ella’s

4 Find the highlighted words in the story. Read the sentences with these words.
Look at the pictures. Write.

1 stole 2 3 4 5

three three 3 © Oxford University Press 2018 PHOTOCOPIABLE

Extensive Reading 1: Lesson 2 Book reviews

1 Think Read the sentences from Raj’s review. Write fact or opinion.
1 Black Beauty is the perfect book for children who love animals. opinion
2 It’s set in England.

3 It’s always very interesting.

4 Black Beauty grew up on a farm.

5 Later he pulled a cab in London.

6 This is a fantastic book.

2 Collaborate Read Ella’s review again. Find and write two sentences that give a
fact about the story and two sentences that give Ella’s opinion.

3 Think Choose a book that you read recently. Make notes for a book review.

Title Author

Setting (time and place of the story)

Main characters

My favourite character and why

My opinion of the book

4 Create Write your review using your notes.

© Oxford University Press 2018 PHOTOCOPIABLE 4 four

 Book reviews 2 Read about Raj and make notes in
the table.
Lesson 1 ANSWERS
Lesson Objectives Raj – Merrylegs, Jerry, Yes, It’s interesting with a good
Develop extensive reading skills. message.
Ella – Ginger, Joe Green, No, It’s long, sad and sometimes
Explore and understand the text type of a book review.
boring.
Language 3 Complete the table in activity 2 for Ella. Then
New: cruel, stole, honest, set, tractor, pulled write sentences about her.
Review: past simple, giving opinions
4 Find the highlighted words in the story. Read the
sentences with these words. Look at the pictures.
Reading pages pages 1-2 Write.
1 BEFORE YOU READ Look at the headings and ANSWERS
pictures in the reviews of Black Beauty. Answer. 1 stole  2 pulled  ​3 cruel  ​4 tractor  ​5 honest
• Ask students where they would expect to see a book
review, e.g. a newspaper or magazine, in a bookshop, and Lesson 2
what information would they expect to see: title, name,
pictures and opinions. Lesson Objectives
• Divide the students into pairs and give them a time limit Present and practise the language of description.
to discuss the questions. Focus on the difference between fact and opinion.
ANSWERS Write a book review.
1 A horse
2 Anna Sewell Language
3 Raj Gupta liked it. Ella Stephens didn’t like it. New: carriage, groom, cab, cart
Review: sad, long, boring, perfect, interesting, fantastic,
2 Read and listen. e 069 Check your ideas.
great; adverbs and qualifiers
3 AFTER YOU READ Ask and answer about the
characters in the book. 9 Reading pages page 1-2
• Ask students to write three questions to prepare for the
activity. 1 Read the reviews again. Answer. 8
In pairs students take turns to ask and answer their questions. ANSWERS
4 Complete the activities. 1 perfect, sad, interesting, fantastic, long,
never boring, great
• Students complete the activities on the Activity page. 2 sad, long, boring
Activity page page 3 2 Would you like to read Black Beauty? Why?
Why not? 9
1 REMEMBER THE STORY Read and match.
ANSWERS 3 Complete the activities.
Merrylegs – animal character – pretty and little • Students complete the activities on the Activity pages.
Jerry – human character – kind
Ginger – animal character – strong, honest and angry Activity Book page 4
Joe Green – human character – good to horses
1 Read the sentences from Raj’s review. Write fact
or opinion. 8
ANSWERS
1 opinion  2 fact  ​3 opinion  ​4 fact  ​5 fact  ​6 opinion

5 Extensive Reading 1 © Oxford University Press 2018 PHOTOCOPIABLE

 2 Read Ella’s review again. Find and write two
sentences that give a fact about the story and two
sentences that give Ella’s opinion. 0
• Divide the class into groups of four and tell them to work
together to discuss which sentences are fact and opinion.
Tell them to underline them in the text first and check
with you before they write them.
SUGGESTED ANSWERS
Fact – He lived in England about 150 years ago. Later,
Black Beauty had a lot of jobs in London.
Opinion – I think this author wrote the book to send a
message to the world. This is an important message, but I
didn’t like the book.

3 Choose a book that you read recently. Make

notes for a book review. 8
• Encourage a discussion about books the students have
read and enjoyed. If they don’t read books at home,
suggest they do a review of a book they have read in class.
It can be an English book or a book in their own language.

4 Write your review using your notes. q

TIP Divide the class into groups of four to read each
other’s book reviews and choose a book they would like
to read. Alternatively, if you have a book corner or a library,
put all the reviews in a file for the students to use when
they are choosing books.

© Oxford University Press 2018 PHOTOCOPIABLE Extensive Reading 1 6

Extensive Reading 2: Lesson 1 A fable

1 BEFORE YOU READ Look at the pictures.

1 What differences are there between the first and the last picture?
2 Which weather words do you think are in the fable?

2 Read and listen. 129 Check your answers.

3 AFTER YOU READ Ask and answer about the wind, the sun and the man.

What did the wind do? It blew the snow off the fields.

4 Complete the activities.

It was a beautiful winter’s day. The fields were white with snow.
The birds were in their nests and the rabbits were in their rabbit holes.
There was ice on the river and on the puddles on the path. A man
came along the path. He had a big jacket and a hat and a scarf.
The wind and the sun were in the sky. The wind said to the sun,
‘I’m very strong! I can make kites fly. I can turn the sails of windmills.
I blow sailing boats along the sea. I’m stronger than you.’
‘Oh no, you aren’t,’ said the sun. ‘I’m stronger than you.’
The wind laughed. ‘I don’t think so,’ he said. ‘I can blow down
trees and houses. I can make storms at sea, and blow
cows out of the fields.’
The sun listened quietly and smiled.
‘What can you do?’ asked the wind. ‘Show me!’
The sun looked down at the Earth and had an idea.
‘OK,’ said the sun. ‘Let’s do an experiment.’
‘An experiment!’ said the wind. ‘What experiment?’
‘Can you see that man on the path?’ asked the sun.
‘Yes, I can,’ said the wind. ‘I’ll blow him into the river!’
‘No,’ said the sun. ‘Poor man. That isn’t a good idea.
Here’s the experiment. Can you take off his
jacket and scarf?’
‘OK,’ said the wind. ‘That’s easy. Watch.’

seven
seven 77 Text
Texttype:
type:aafable
play © Oxford University Press 2018 PHOTOCOPIABLE
Extensive Reading 2: Lesson 2 A fable

1 Think Read the fable again. Answer the questions.

1 Who’s stronger, the gentle sun or the violent wind?
2 What’s the message of the fable?

2 Think, pair, share! Do you know any other fables? What’s the message in them?
3 Complete the activities.

The sun disappeared behind a cloud and

watched. The wind started to blow hard.
He blew some branches off the trees. The man’s
hat flew off, too. ‘Good!’ thought the wind, ‘I’m
going to win!’
The wind blew some more. He blew the birds out
of the trees. The man’s scarf nearly flew away.
‘Great!’ thought the wind, ‘But I have to blow
harder.’
Now the wind blew as hard as he could. The
man felt very cold. He tied his scarf more tightly
around his neck and held onto his jacket.
‘Hmm,’ said the wind to the sun. ‘Perhaps it isn’t
as easy as I thought. It’s your turn now. I can’t
blow any more.’

The sun started to shine gently. The snow disappeared from the fields.
The ice disappeared from the river. The sun shone more strongly. The
birds started to sing. The rabbits came out of their holes and played
in the fields. The man stopped and looked around. ‘What a beautiful
day it is now!’ he said. ‘I’m hot. I’m going to sit down where it’s cool.’ He
took off his scarf and his jacket and he sat under a tree by the path.
‘You see,’ said the sun to the wind, ‘I’m stronger than you.’

© Oxford University Press 2018 PHOTOCOPIABLE Text type:

Text type: a play8
a fable 8 two
eight
 Extensive Reading 2: Lesson 1 A fable

1 REMEMBER THE STORY Tick ✔ the things that the wind says he can do.

2 Write the headings Bad and Good in your notebook. Write sentences
about what the wind can do under the correct headings.

Good: The wind can make kites fly.

3 Find the highlighted words in the fable. Read the sentences with the words.
Look at the pictures and write the words.

1 holes 2 3 4 5

4 Complete the table.

Action Result

1 Some branches fell off the trees.

The
wind blew 2 The man’s flew away.
3 The man felt .
4 The man pulled his tightly around his body.

5 The snow on the disappeared.

The sun
shone 6 The on the river disappeared.
7 The played in the fields.

three nine 9 © Oxford University Press 2018 PHOTOCOPIABLE

Extensive Reading 2: Lesson 2 A fable

1 Think Read and write the weather types for each sentence. Then check your
answers with a partner. Were your answers the same or different?

fog   ​ice   ​rain   ​snow   ​sun   ​wind

1 It makes me feel cold. snow, ice 5 It makes me feel thirsty.

2 It can make me fall over. 6 It can make my house disappear.
3 It makes me wet. 7 It makes me feel happy.
4 It’s fun to play in. 8 It can make my nose red.

2 Collaborate Think about which weather types are stronger. Write sentences.
1 rain / snow I think the rain is stronger because it can wash away the snow.
2 sun / rain
3 snow / sun
4 fog / wind

3 Imagine a competition between two types of weather.

Read and complete the notes.

Choose and write two weather types. How does each weather type try to win
the competition?

Choose a competition.
Who can make a man fall over?
Who wins?
Who can make a man drink? Why?

Who can make a man laugh? Collaborate

Who can make a man run? Community Task

Tell your story to the class. Use different
sounds for the weather.

4 Create Write your fable.

It was a day. The and the were in the sky.

A man came along the road. He .
The said, ‘I’m stronger than you. I can .’
‘OK’, said the . ‘Let’s do an experiment.’ …

© Oxford University Press 2018 PHOTOCOPIABLE 10 ten

 A fable 3 Find the highlighted words in the fable. Read
the sentences with these words. Look at the
Lesson 1 pictures and write the words.
Lesson Objectives KEY COMPETENCES Learn to learn
Develop extensive reading skills. This activity develops the skill of working out the meaning
Explore and understand the text type of a fable. of words from context and encourages students to look at
Understand action and result in the story. surrounding words and meaning of new words.

Language ANSWERS
New: disappeared, tied, held, holes, puddles 1 holes  2 tied  3 puddles  4 held  5 disappeared
Review: past simple 4 Complete the table.
ANSWERS
Reading pages pages 7–8 1 branches  2 hat  3 cold  4 jacket  5 fields  
6 ice  7 rabbits
1 BEFORE YOU READ Look at the pictures.
• Divide the students into pairs and give them a time limit
to discuss the questions. Lesson 2
ANSWERS Lesson Objectives
1 It’s cold in the first picture and sunny in the last picture. Practise weather language and how it makes you feel.
2 Suggested answers – sun, windy, rain, snow
Focus on the strengths of different weathers and cause
2 Read and listen. e129 Check your answers. and affect.
Write a fable.
3 AFTER YOU READ Ask and answer about the
wind, the sun and the man. Language
• Ask students to make notes about the wind, sun and man New: gentle, violent
to prepare for the activity. Review: fog, ice, rain, snow, sun, wind, because
• In pairs, students take turns to share their answers.

4 Complete the activities. Reading pages pages 7–8

• Students complete the activities on the Activity page.
1 Read the fable again. Answer the questions.
Activity pages page 9
8
TIP Discuss with the class that the wind comes across as
1 REMEMBER THE STORY Tick ✓ the things that
stronger because of the damage it can do but the sun has
the wind says he can do.
strength in its persuasion and prolonged gentleness.
ANSWERS
2 ✓  3    4 ✓ 5 ✓  6 ✓  7 ✓  8 ✓ • Divide the class into pairs to discuss and justify their
answers before you share as a class.
2 Write the headings Bad and Good in your
ANSWERS
notebook. Write sentences about what the wind
1 The gentle sun (see Tip above).
can do under the correct headings. 2 Kindness and gentle persuasion work better than
ANSWERS harsh force.
Bad – The wind can make storms at sea. The wind can
blow cows out of the field. The wind can blow the man 2 Do you know any other fables? What’s the
into the river. message in them? 9
Good – The wind can make kites fly. The wind can turn the
TIP Tell the students the fable was written by Aesop who
sails of windmills. The wind can blow sailing boats along
the sea. was famous for his tales and messages. If the students
don’t know any fables you could choose another Aesop
fable like The hare and the tortoise to tell them.

11 Extensive Reading 2 © Oxford University Press 2018 PHOTOCOPIABLE

 KEY COMPETENCES Social and civic competence
Fables and their messages help children to look at
different behaviours and make connections to their own
world and learn the importance of different values.

3 Complete the activities.

• Students complete the activities on the Activity pages.

Activity pages page 10

1 Read and write the weather types for each

sentence. Then check your answers with a
partner. Were your answers the same or different?
8
2 Think about which weather types are stronger.
Write sentences. 0
• Divide the class into groups of four to work together to
discuss which of the weather types are stronger before
they write.
SUGGESTED ANSWERS
sun / rain – The sun is stronger because it can burn
your skin.
snow / sun – The sun is stronger because it can melt
the snow.
fog / wind – The wind is stronger because it can blow the
fog away.

3 Imagine a competition between the two types of

weather. Read and complete the notes.
• Encourage the students to use their imagination for how
the weather types try to win the competition.

4 Write your fable. q

TIP Ask the students to swap fables with their partners
to read and then discuss what they think the message of
their fables are.

© Oxford University Press 2018 PHOTOCOPIABLE Extensive Reading 2 12

Extensive Reading 3: Lesson 1 An information text

1 BEFORE YOU READ Look at the pictures. In which paragraphs of the

text do you think you’ll find these words?

boat   dress   ​
elephant   ​
Europe   fashion   ​
Japan   ​
peace   ​
swan

2 Read and listen. 195 Check your ideas.

3 AFTER YOU READ Ask and answer.

What interesting things did I discovered that the word origami

you discover about origami? comes from two Japanese words.

4 Complete the activities.

What is origami?
1 This boat, this elephant and this swan are origami models.
Origami is the art of paper-folding. The word origami comes
from two Japanese words: oru means fold and kami means
paper.
2 There are a lot of different ways of making origami models,
but they all use paper and no scissors or glue. The boat and
the elephant are made from one piece of square paper. The
piece of paper for the boat was huge – as long as a football
pitch! The swan is an example of a different style of origami.
The artist made it with a lot of small models.

What is the history of origami?

3 The Chinese invented paper more than 2,000 years ago, and they made simple
paper models. Paper arrived in Japan 500 years later, and they started to fold paper,
too. At first, paper was very expensive and they only made origami models for
special occasions, like weddings. Later, when paper was cheaper, people started to
fold paper for fun.
4 People started folding paper in Europe, too. There’s a picture of
a paper boat in a European book about astronomy. The book
is more than 500 years old.
In this painting by Auguste Joseph Trupheme, the boy
on the right has got some origami animals.

© Oxford
thirteen University Pressan2018
13 Text type: PHOTOCOPIABLE
information text © Oxford University Press Text
2018 13 thirteentwo
type: aPHOTOCOPIABLE
play
 Extensive Reading 3: Lesson 2 An information text

1 Think Read the text again. How many different origami models are
mentioned in the text? What are they?

2 Think, pair, share! Why do you think origami is popular?

3 Create Follow the instructions and make an origami butterfly.

Who does origami now?

5 In the 20th century, Akira Yoshizawa, from Japan,
designed more than 50,000 models. He made
origami popular and people all over the world
started to fold paper. Yoshizawa is called the
grandfather of origami.

6 The crane is one of the most popular origami

models in the world, because of a Japanese
tradition. People believe that somebody with
1,000 cranes can make a wish. Now groups of
people meet and fold cranes to ask for peace, or to
help people with problems, or wildlife in danger.

7 Artists, engineers and fashion designers all use

origami in their work. Obviously, paper dresses and
shoes aren't very practical! But some designers fold
fabrics to make clothes in the same way as origami
models are made. Issey Miyake was one of the first
designers to use origami in his designs. His clothes
are both fashionable and fun!

© Oxford
three fourteen 14
University Press 2018 PHOTOCOPIABLE© Oxford University Press
Text type: 2018
an information 14
PHOTOCOPIABLE
text fourteen
 Extensive Reading 3: Lesson 1 An information text

1 REMEMBER THE INFORMATION TEXT Read and complete.

scissors   ​one   ​small   ​paper   ​glue

To make origami models, you need a square of 1 paper . You don’t need
2
or 3
. Most models are made from 4 piece
of paper, but some models are made from a lot of 5 models.

2 Read and write the letters.

1 This is a model of a swan. b

2 People fold these models to ask for peace.

3 This is made from one piece of paper.

4 This is made from a lot of small origami models.

5 Tradition says that people with 1,000 of these can make a wish.

6 The piece of paper for this model was huge.

3 Write a short description of each of the models in activity 2 in your notebook.

This is a model of an elephant. It’s made from one piece of paper.
The paper was huge. It was about the size of a football pitch!

4 Find the highlighted words in the text. Read the sentences with these words.
Look at the pictures. Write.

fold

© Oxford
threefifteen 15
University Press 2018 PHOTOCOPIABLE© Oxford University Press 2018 15
PHOTOCOPIABLE
Extensive Reading 3: Lesson 2 An information text

1 Create Follow the instructions and make an origami butterfly.

Step 1 Step 2 Step 3

Use a square of paper. Fold twice Push the
Fold twice on the side corners
on the dotted lines. together.
dotted lines. Open and
Open and turn over.
turn over.
corners

Step 4 Step 5 Step 6

Then fold Fold up Fold up the
down the the corners pointed half
top to the of the of the triangle
bottom, to top layer. on the
make a Turn over. dotted line.
triangle. top layer

Step 7 Step 8 Step 9

Look! The top Fold in Push
corner is half on down well.
higher. the
Fold the top dotted
corner over. line.
Turn over.

Collaborate
Step 10
Community Task
Your butterfly!
Find out how to make
another origami model. Then
show the class. Give the
instructions as you make it.

2 Collaborate What other models can you make

from paper? Share your ideas and write a list in
your notebook.

© Oxford University Press 2018 PHOTOCOPIABLE 16 sixteen

 An information text 4 Find the highlighted words in the text. Read the
sentences with these words. Look at the pictures.
Lesson 1 Write.
Lesson Objectives ANSWERS
Develop extensive reading skills. 1 fold  2 astronomy  3 crane  4 make a wish  
5 designers
Explore and understand an information text.
Find key information in the text and write a summary.
Lesson 2
Language
New: origami, peace, make a wish, huge Lesson Objectives
Review: past simple Read and follow instructions to make an origami
butterfly.
Give instructions and demonstrate how to make an
Reading pages pages 13–14 origami model.
1 BEFORE YOU READ Look at the pictures. In Language
which paragraphs of the text do you think you’ll
New: crane, design
find these words?
Review: origami, infinitive of purpose, past simple,
• Divide the students into pairs and give them a time limit imperatives
to match the words and pictures and paragraphs.

KEY COMPETENCES Learn to learn

Reading pages pages 13–14
The pre-reading task asks the students to use their own
experience and knowledge to predict what the text 1 Read the text again. How many different origami
is about. models are mentioned in the text? What are they?
8
2 Read and listen. e 195 Check your ideas. • Divide the class into pairs to discuss and list their answers
before you share as a class.
3 AFTER YOU READ Ask and answer.
ANSWERS
• Ask students to write notes about what they learned and 6 – swan, elephant, boat, animals, crane, clothes
two questions to ask before putting them in pairs to take
turns to ask and answer questions. 2 Why do you think origami is popular? 9
4 Complete the activities. KEY COMPETENCES Cultural awareness and expression
Students are asked to express their own opinions
Activity pages page 15 and ideas based on the text and the topic. They are
being encouraged to feel confident about expressing
1 REMEMBER THE INFORMATION TEXT Read
themselves.
and complete.
ANSWERS 3 Follow the instructions and make an origami
1 paper  2 scissors  3 glue  4 one  5 small butterfly.
2 Read and write the letters. • Students complete the activities on the Activity page.
ANSWERS
1 b  2 d  3 a, c   4 b  5 d  6 c

3 Write a short description of each of the models in

activity 2 in your notebook.
KEY COMPETENCES Learn to learn
This activity develops the skill of extracting key
information from a text to summarize the information.

17 Extensive Reading 3 © Oxford University Press 2018 PHOTOCOPIABLE

 Activity pages page 16

1 Follow the instructions and make an origami

butterfly. q
2 What other models can you make from paper?
Share your ideas and write a list in your notebook.
0
TIP The students may not know how to make any models.
They may know how to make an origami fortune teller and
a paper plane. It would be good to learn to make at least
one more model to teach the class how to make in case
they don’t have any ideas. If they all come up with similar
models, suggest they compare how to make them.

• Divide the class into groups of four to work together to

make a list of the models they can make.
• Ask the students to take turns to teach each other how to
make the models.

© Oxford University Press 2018 PHOTOCOPIABLE Extensive Reading 3 18

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acknowledgements
Stories written by: Sarah Phillips
Activity pages written by: Joanna Heijmer; Julie Penn
Teacher’s Guide notes: Jessica Finnis
Illustrations by: Oxford University Press pp.1, 2, (Black Beauty); Judy Brown p.3;
Ilias Arahovitis/Beehive Illustration pp.7, 8, 9; Bridgeman Images p.13 (The
Class Pranksters, (oil on canvas), Trupheme, Auguste Joseph (1836-98)/Private
Collection/Photo © Christie’s Images); Getty Images pp.13 (Time Life Pictures/
Mansell/Time Life Pictures/Japanses girl, David Woolley/Stone/paper boat),
14 (Frederic REGLAIN/Gamma-Rapho/Akira Yoshizawa), 15 (a/David Woolley/
Stone), (c/Frederic Reglain/Gamma-Rapho); Shutterstock.com pp.13 (Dado
Photos/origami elephant, Tiger Images/origami swan), 14 (Jules Kitano/paper
cranes, Kiselev Andrey Valerevich/paper dress), 15 (b/Dado Photos)