OVERVIEW Pearson English Teacher’s

Kids Readers Notes

Water starts surging towards Arendelle but Elsa

stops it by making a wall of ice. The Enchanted
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Forest is now free again and the Northuldra are at

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peace with the Arendellians. They learn that Elsa

is the fifth spirit, the bridge between the people
and nature.
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The characters
Elsa, Queen of Arendelle. Elsa has magical powers
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with snow and ice.

Anna, Elsa’s sister and Princess of Arendelle. She
wants to help her sister.
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Olaf, a magic snowman. He is friends with Elsa and

Anna. He is very funny.
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Kristoff, Anna’s boyfriend. He loves her very much.

Sven the Reindeer, Kristoff’s friend. He helps Elsa
Summary of the story: Frozen 2
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and Anna.
King Agnarr tells Elsa and Anna a story about the Grand Pabbie the Troll, Elsa’s wise friend. He can
Enchanted Forest, where the Northuldra live. He tell the future.
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says that years earlier, their grandfather made them

a dam, because they were friends. Years later, Elsa Background information
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hears a voice and she follows it. She awakens the Frozen 2 is the sequel to Frozen. The movie was
spirits of nature and suddenly the earth trembles in
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released in 2019.
Arendelle. The Arendellians are scared. Their friend, The story of The Snow Queen by Hans Christian
Grand Pabbie, arrives and tells Elsa that she must Anderson helped inspire the Frozen movies.
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understand the past to save Arendelle. So, Elsa, The scenery and colors in Frozen 2 were inspired by
Anna, Kristoff, Sven, and Olaf travel to the Enchanted the original drawings from Sleeping Beauty.
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Forest to find the voice.

When they arrive, the Wind Spirit pushes them into
Did you know …?
the forest. She uses her magic to stop it and an ice
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statue of a Northuldra girl saving their young father

appears. The girl is their mother. The Northuldra Elsa is still human despite being the
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appear and show Anna a picture of a fifth spirit, fifth spirit.

a bridge, on their mother’s scarf. They go north
The movie takes place three years
to find it and discover a map on their parents’
after Frozen. Elsa is 24 and Anna
shipwrecked boat.
is 21.
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On the map, they see the river Ahtohallan, from

their mother’s song, a river that holds stories of the
past. Elsa goes there alone across the Dark Sea.
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When she arrives, she sees stories of the past on

the glacier wall. She learns that her grandfather
built the dam because he wanted to hurt the
Northuldra, not help them. Anna decides to destroy
the dam in order to make things right. She wakes
the Earth Giants and runs across the dam. They
throw rocks at her and the dam starts to fall.

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 Level and Title Information

LEVEL 3 Global Scale of English level: 25–35

CEFR level: A1–A2
Lexile measure: 520L
Type of English American
GRAMMAR Grammar focus: Can for permission
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Have to for obligation

Function: Asking for and giving permission
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Stating obligation
Examples from the story: Now the Northuldra can’t leave the forest.
You can save Arendelle.
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I can stay and help the people of Arendelle.

The Northuldra can leave and they can smile again.
Elsa has to find the voice.
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I have to go to the Enchanted Forest.

We have to come with you!
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They have to find that bridge.

Elsa knows she has to find Ahtohallan.
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The dam has to fall!

VOCABULARY Key story words: a little forest magic sky
a lot fun map snow
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across glacier mist song

also ground nature spirit
appear hate next stay
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asleep have to north straight

because his outside through
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called (is/are/ hurt past use

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was/were) ice river voice

change inside same wake up
dam into save wall
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fall light scarf year

feel made shout
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fight
Sounds, exclamations: CRASH!
Picture Dictionary words: dam glacier mist scarf
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earth ice nature snow

fire map river spirits
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PHONICS Phonics focus and letter-sounds: Consonant digraphs with similar sounds: initial, final
+ medial
ch sh
Phonics words chair shape
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touch brush
VALUES Value: Resilience
Key lesson: Keep going.
Key words: bad grandfather right without
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can’t look strong

do man thing
FIND OUT Subject area: Geography
Topic: Glaciers
Big Question: What do you know about glaciers?
Key words: centimeter kilometer percent thousand
iceberg meter

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 TEACHING NOTES Pearson English Teacher’s
Kids Readers Notes

Before You Read Activity 2

Look at the picture and answer the
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Refer to the relevant activity page in the Frozen 2

reader. questions.
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GSE Learning Objectives

Introduction
Reading: Can understand simple sentences,
Ask the following questions after students have read given prompts.
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the Introduction: Speaking: Can describe a picture showing a

1 Who is King Agnarr? familiar scene or activity using simple language,
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2 What is the story about? if prompted by questions.

3 What happens to Elsa? Writing: Can write simple sentences to describe
4 What does she decide to do and why? what’s happening in a sequence of pictures.
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Activity 1 Teaching tips: Ask students to look at the picture

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Choose the words to complete the and work in pairs to answer the questions. Go over
sentences. the question words who, where, what, why by asking
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familiar questions, e.g., What is your name? Who

GSE Learning Objectives is your best friend? Where do you live, etc. Then
Reading: Can recognize simple words and answer the questions as a class.
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phrases related to familiar topics if supported Support: Write the answers on the board and have
by pictures. the students match them to the questions.
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Writing: Can write basic, single-clause sentences, Stretch: This can be made into a speaking or
given a model. writing activity. Ask the students to make sentences
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to describe extra details about the pictures, e.g.,

Teaching tips: Write the words in the box on the appearances, colors they can see, time of day, etc.
Elsa is a woman. She is tall and she has long, blond
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board and make gestures to help the children guess

the meaning, e.g., act out a fight and have children hair. The forest is dark.
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shout out the correct word. Do this with each word

in the box. Stick the sentences up on the wall in While You Read and Listen
the classroom and hand out the words to the class. Refer to the Photocopiables, pages 1–3.
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Give them 5 minutes to decide where the words

go. In pairs, the students stick the words up on Activity 1 (pages 1–4)
the wall next to the correct sentence. Note: these
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Circle the correct words.

sentences don’t relate to the story, they pre-teach
key vocabulary.
GSE Learning Objectives
Support: Students use the reader to support them
Reading: Can guess the meaning of a word from
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with this activity.

an accompanying picture.
Stretch: Ask students to write a sentence with the
Writing: Can write basic, single-clause sentences,
new words they have learned in the box, e.g., Anna
given a model.
appeared in the forest. I fight with my sister. There’s
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a pen on the ground.

Teaching tips: Read the sentences out to the
class. Ask students to stand up if they think the first
option is correct and to stay seated if they think the
second option is correct. When finished, ask students
to circle the correct words.

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 Support: Students look at the story to help Activity 4 (pages 14–17)
complete the sentences. Write True or False. Correct the false
Stretch: Students use the examples to write their sentences.
own sentences using pages 1–4, and then students
guess which word is correct. GSE Learning Objectives
Listening: Can understand simple sentences on
Activity 2 (pages 5–8) familiar topics if spoken slowly and clearly and
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Write the page number for each sentence. with pauses.

Reading: Can understand simple sentences,
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GSE Learning Objectives given prompts.

Reading: Can understand a simple text if Speaking: Can respond to a simple question
supported by pictures. with a gesture (e.g. a shake of the head) or yes/
Writing: Can write basic, single-clause sentences, no answer.
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given a model. Writing: Can write basic, single-clause sentences,

given a model.
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Teaching tips: Look through pages 5–8 with the

class. Ask students what is happening in each of the Teaching tips: Ask students to write a T on one
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pictures. Read through the sentences with the class side of a mini whiteboard or piece of paper and an
and ask them to find the correct page number from F on the other. Read the sentences out loud with
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the story to go with each sentence. Complete the first the students and ask them to hold up T or F for
one with the class. Give them 3 minutes to do this True or False.
and then go through the answers with the class. Support: Students can use the pages of the story
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Support: Tell students to use the text on each page to help them correct the sentences: 2 She rides a
to help them find the answers. horse (the Water Spirit) across the sea. 4 He wanted
Stretch: Ask students to cover the text on each to hurt them.
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page to make it more difficult. Stretch: Students try to correct the sentences
without using the story. Students can also write
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Activity 3 (pages 9–13) more false sentences and give them to their partner
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Match the questions and answers. to correct.

GSE Learning Objectives Activity 5 (pages 18–20)

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Listening: Can understand basic questions about Write the correct words. There is one
extra.
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personal details if spoken slowly and clearly and

supported by pictures.
Reading: Can understand simple sentences, GSE Learning Objectives
given prompts Reading: Can understand simple sentences,
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Speaking: Can answer simple questions about given prompts.

very familiar topics, if delivered slowly and clearly Writing: Can write basic, single-clause sentences,
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Writing: Can write basic, single-clause sentences, given a model.

given a model.
Teaching tips: Write the words in the box on the
Teaching tips: Read through the questions with board. Complete the first sentence together as
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the students and ask them to underline key words a class.

that they see in the questions and in the answers. Support: Students can use the story to help them
When completed, this can be made into a speaking complete the sentences.
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activity, with one student asking the question and Stretch: Students try to complete the sentences
the other answering. They can be answered with or without looking at the words in the box.
without support from the story.
Support: Students can use the story to help them,
or they can work in pairs.
Stretch: Ask students to write their own answers to
the questions without looking at the answers.

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 After You Read Activity 3
Refer to the relevant activity pages in the Frozen 2 Put the story into the correct order.
reader.
GSE Learning Objectives
Activity 1 Reading: Can follow the sequence of events in
short, simple cartoon stories that use familiar
Match the spirit to the pictures.
key words.
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Writing: Can write basic, single-clause sentences,

GSE Learning Objectives
given a model.
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Reading: Can guess the meaning of a word from

an accompanying picture.
Teaching tips: Put students into pairs. Make the
Speaking: Can say single words related to
sentences into cut-outs and give each pair a set of
familiar topics, if supported by pictures or
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sentences. Ask students to rearrange them into the

gestures.
correct order.
Support: Students use the pages of the story to
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Teaching tips: Ask students to look at the pictures

help them.
and name the spirits—do this as a speaking activity
Stretch: Students add extra sentences or detail
as a whole class. Ask the students: Are the spirits
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to give more information about what happened in

happy, sad, angry? Why?
the story.
Support: Students can use the story to help them
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find the correct spirit name.

Stretch: Ask the students to explain what each After You Read Topics, Themes,
and Activities
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spirit does in the story, e.g., The Wind Spirit helps

them enter the Enchanted Forest. The Water Spirit The following topics and themes are found in the
helps Elsa to cross the Dark Sea. story. In most cases, the related activities are best
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done after reading the story with the class. However,

Activity 2 in some cases, an activity can be done before
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Match the names to the sentences. reading the story as an introduction to the topic.
Some activities have accompanying photocopiable
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GSE Learning Objectives activity sheets. See Photocopiables, 4–6.

Listening: Can understand simple sentences on
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familiar topics if spoken slowly and clearly and 1 Special Powers

with pauses. In the story, Elsa has special powers: she can
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Reading: Can understand simple sentences, make things out of snow and ice. Does she use her
given prompts. powers for good or bad? Make a list together on
Speaking: Can read aloud short, familiar the board, e.g., page 5—she changes the snow into
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phrases with intelligible pronunciation. beautiful ice shapes, page 10—she stops the Wind
Spirit and she makes ice shapes appear.
Teaching tips: Write the names Grand Pabbie, Elsa,
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Ask the students to think of special powers that

Anna, and Kristoff on the board. Read the sentences they would like to have, e.g. I’d like to fly / know
out loud, using character voices to help them guess what people are thinking / see in the dark, etc.
the correct one. Make a list on the board.
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Support: Students use the pages of the story to

help them. Activity: Special Powers
Stretch: Ask students to look for more speech in
Aim: To describe appearance, personality, and
the story. They read the sentence for their friend to
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abilities; to practice can for ability, and adjectives

guess who says it.
Materials: colored pencils, safety scissors, glue,
copies of activity sheet Special Powers
• Hand out copies of the activity sheets. Students
can design their own or work in a pair.

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5 Frozen 2 © 2020 Pearson Education, Ltd. Photocopying for classroom use is not permitted.
 • Students draw a picture of someone with special
powers (set a timer) and write sentences about
them using the sentence starters, e.g., He is
called EyeMan. He lives in Cape Town and he
wears black trousers and a yellow t-shirt. He can
see things in the dark and he is very strong! He
can help you find things at night and he likes
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• As a class, have students share their false
sentences. Students get a point if they guessed
correctly.
• Share your own false sentence and two truths
with the class and whoever guesses correctly
and the quickest gets 2 points.
If you can win the game just be guessing the last

to help people. He is kind and funny and he is

sentence correctly (the teacher’s) then students
very tall.
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might feel a bit cheated after the effort they put in

• Students can present their ideas to the class.
to guess the other sentences.

GSE Learning Objectives

GSE Learning Objectives
Listening: Can understand simple sentences on
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Listening: Can understand simple sentences on

familiar topics if spoken slowly and clearly and
familiar topics if spoken slowly and clearly and
with pauses.
with pauses.
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Speaking: Can read aloud a familiar short text.

Speaking: Can read aloud a familiar short text.
Writing: Can write basic, single-clause sentences,
Writing: Can write basic, single-clause sentences,
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given a model.
given a model.

2 Truth
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3 Community Spirit
In the story, Elsa and Anna must understand
In the story, Elsa and Anna worked together to help
the past and find out the truth in order to save
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the people of Arendelle and the Enchanted Forest.

Arendelle and the Enchanted Forest. In When they
When everyone worked together, life was happier
found out what really happened, they could make
and easier. Talk about the importance of helping
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things right again by destroying the dam. Talk to

each other. Ask, Who we can help? (friends, family,
the students about the importance of telling the
our school, our town or village, our world). Why is it
truth. Is it important to tell the truth? Is it bad to
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important to help others?

say things that are not true? Talk to the students
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about how it is better to tell the truth, even when

Activity: Community Spirit Pledges
it is difficult.
Aim: To learn about the importance of working
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together as a community; to practice imperatives

Activity: One False, Two True
and have to for obligation
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Aim: To talk about the importance of telling the

Materials: Pen, pencils, colored pencils, safety
truth; to practise common action verbs in the
scissors, glue, A3 copies of the activity sheet
present tense
Community Spirit Pledges
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Materials: Pencils, pens, copies of activity sheet

One False, Two True • Explain to the students that they are going to
make a pledge poster on how they can help
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• Give each student an activity sheet.

each other.
• Explain to the students that they are going to
• Put students in small groups of two or three and
write down three sentences about themselves,
give each group a copy of the activity sheet.
two true and one false, e.g., I have two
• Give each group a different area of life to work
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sisters (T), I don’t like chocolate (T), I did my

on: school life, city / town / village life, home life.
homework (F).
• Students write their pledge title on the template,
• Write examples on the board.
e.g., Helping our School.
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• Ask students to walk around the classroom and

• Ask students to come up with five sentences to
share their sentences with three people.
encourage community spirit in all of these areas.
• Each student listens and fills in the table, writing
For example:
down the sentence that they think is false in
• School: we have to help our friends in class.
the box.
Listen to the teacher and our friends.

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6 Frozen 2 © 2020 Pearson Education, Ltd. Photocopying for classroom use is not permitted.
 • City: Walk, don’t take the bus. Don’t be noisy. Flashcard game: Snap!
Don’t throw things on the ground.
• Make two copies of the picture cards for each
• Home: We have to clean our bedrooms. Play
pair in the class.
nicely with our brothers and sisters. Listen to
• Ask students to shuffle the cards and deal out
our parents.
an equal number of cards, face down.
• Ask students to make a pledge poster using their
• Students take it in turns to place a card face-up
sentences.
on the table in a pile.
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• They share their posters with the class and make

• When a student sees that the same card has
a community spirit display.
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been placed on top of another, e.g., two mists,

• The following week, ask students if they are
the student who says SNAP! the quickest keeps
following these pledges and remind them of the
those cards.
importance of helping each other.
• The student with the most SNAP cards at the
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end of the game wins.

GSE Learning Objectives
Listening: Can understand simple sentences on
Phonics
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familiar topics if spoken slowly and clearly and

with pauses. At levels 1–3, the phonics focus is on sounds
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Speaking: Can read aloud a familiar short text. (phonemes): being able to read and pronounce the
Writing: Can write simple sentences using letter-sounds within words and phrases. In most
familiar words, given prompts. cases, the letter-sounds have been grouped to
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practice similar sounds, such as l and r, or voiced

and unvoiced sounds such as b and p.
Picture Dictionary
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At levels 4–6, the phonics focus is on letter

The Picture Dictionary presents some key words combinations (graphemes): being able to read and
needed to understand the story. (See the Overview
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spell letter combinations which share the same

for the full list of key story words.) The Picture sound, for example, the long vowel sound “a” /ā/:
Dictionary can be used in a number of ways: ay, a_e, ai; or word endings with similar letters, such
l

• To pre-teach key words before students read as -ire and -ure.

©

the story. These pages can be used to present For each letter-sound:
the words, or to check the meaning of words
• Present the letter-sound by saying the sound
after a vocabulary game or activity designed
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several times and having students repeat it.

to pre-teach the words. Alternatively, the pages
• Write the letter-group (grapheme) on the board.
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themselves can be used for games and activities.

Point to it and have students say the sound.
• To teach key words while students are
• Show a phonics picture card, or the picture from
reading or listening to the story. When a key
the reader. Say the word and have students
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word occurs in the text, the teacher can stop

repeat it.
reading and have the students go to the Picture
• Write the corresponding phonics word on the
Dictionary pages to find the word and check
on

board. Point to it and have students say it.

understanding.
• Underline the letter-group within that word and
• To consolidate learning after students read
have students say the sound, and then say the
the story. These pages can be used alongside
whole word a few times.
the photocopiable flashcards in games and
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activities. Added practice helps to move words
from short-term to long-term memory.
• To check the spelling of key words. Students
For the rhyme, tongue twister, or poem:
• Present the rhyme, etc. in short chunks.
23

• Have students listen a few times before they

can refer to these pages to check their spelling
of words as they work independently on activities.
This helps to develop good study habits.
These Teacher’s Notes provide photocopiable
flashcards that can be copied, cut out, and used
in games and activities. See Photocopiables,
pages 7–9.
attempt to say it.
• Write it on the board and have students come
up and underline the focus letter-sounds within
the words.
• Have students practice saying all or part of the
rhyme, etc. in pairs.

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7 Frozen 2 © 2020 Pearson Education, Ltd. Photocopying for classroom use is not permitted.
 These Teacher’s Notes provide photocopiable
phonics picture cards and word cards that can be
copied, cut out, and used to present the phonics
letter-sounds and practice them in games and
activities. See Photocopiables, page 10.
Phonics Presentation
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Say the sounds. Read the words.
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GSE Learning Objectives
Reading: Can identify individual sounds within
simple words.
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Teaching Tips: Both these individuals sounds are
represented by two letters. Show how these sounds
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can occur at the start, in the middle, and at the
end of a word. Ask students if they know any other
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words with these letter-sounds. Are they at the
beginning, middle, or end of the word? e.g. beach,
at
cheese, finish, fish, shoe, teacher.
Phonics Rhyme
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Say the rhyme.
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GSE Learning Objectives
Reading: Can link letters and sounds when
reading words.
l
Speaking: Can say simple tongue-twisters and
©
other types of playful language.
Teaching Tips: Read the rhyme aloud to the class
and ask students to stand up when they hear the
ch sound and to clap when they hear the sh sound.
Support: Assign only one or two lines for groups of
students to learn.
Stretch: Ask students to learn the whole rhyme and
perform it for the rest of the class.
Values
The Values comic strip takes a theme from the
story that demonstrates a universal value, such as
kindness. Students explore a key lesson around
that value and then connect it to their own lives.
The comic strip format can be used for role plays
and, in many cases, key words can be substituted to
personalize the role plays.
For this lesson:
• Show the comic strip and say the title. Ask
questions to set the scene: Who’s this? Where are
they? etc.
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8 Frozen 2 © 2020 Pearson Education, Ltd. Photocopying for classroom use is not permitted.
• Read or listen to the whole comic strip as
students follow along with their finger, or point to
who is speaking.
• Read, or play, each line of dialog separately and
have students repeat it, chorusing as a class
and individually. Focus on the pronunciation of
any tricky words, rising and falling intonation,
and sentence stress. Have fun practicing these
features of spoken English with the children.
• When the students are familiar with the dialog,
close books and role play the scene with the
whole class, or in groups. If space allows, get
students standing and doing actions.
• Finally, do the role play again, this time
substituting keys words in the dialog for other
words chosen by the class. (Note: Most, but not
all, of the comic strips can work in this way)
These Teacher’s Notes provide a photocopiable
version of the comic strip with the text removed,
which can be copied, cut out, and used in role plays
and activities. See Photocopiables, page 11.
Keep going.
GSE Learning Objectives
Listening: Can understand the main information
in short, simple dialogues about familiar activities,
if spoken slowly and clearly.
Reading: Can follow simple stories with basic
dialogue and simple narrative.
Speaking: Can read aloud a short, simple story
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in a way that can be understood.
ea
Writing: Can write simple sentences using
familiar words, given prompts.
Teaching tips: Talk to the students about the
rs
wider storyline around this scene. Anna discovers
that their grandfather is a bad man and Olaf starts
on
to disappear. Anna doesn’t know if she has the
strength to carry on without Elsa and Olaf, but then
finds the inner strength to continue, and thus saves
Arendelle.
20
Support: Read aloud with the class first to help
with pronunciation. Ask students to listen and repeat
any longer words, or words with more difficult
23
sounds such as happening, without, strong. Point
out the question marks and exclamation marks and
help students with the stress in these sentences.
Stretch: Ask the students to memorize their lines
and act it out without looking at the comic strip.
 Connect: Connect to the key lesson by asking
students to think of a difficult time when they had
to keep going. For example, playing a difficult game,
learning to play an instrument, learning to ride
a bike, or how to swim. Then have them work on
mini role-plays in pairs or small groups. Write the
example below on the board and ask students to
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substitute do my homework with their own idea.
am
A: Are you okay?
B: No, I can’t do my homework. It’s difficult.
A: It’s okay. You have to try again.
B: Okay. You’re right. I can do it!
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A: Yes, you can!
Find Out
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The Find Out section links a theme from the story
to core subject areas, such as science, history,
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geography, social science, P.E., arts and crafts, ICT,
and design and technology. The heading poses a
at
“Big Question” for students to discover as they read
and talk about the content.
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Students can show what they have learned, or can
find out more, about the topic by doing the project
activity. They get the chance to communicate and
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collaborate as they work on their project in small
groups, and use critical thinking and creativity. If
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the classroom has access to the Internet, students
can use it to research aspects of their project and
©
build digital and information literacy. The aim is that
students develop their presentation skills as they
present their projects to the class.
For this lesson:
• Pre-teach the key words.
• Look at the photos across the spread and ask
questions about what can be seen and what
students think or know about the topic. Read the
Big Question.
• Read or listen to the text. Break longer texts into
smaller sections and check comprehension as
you go along.
• Read the Big Question again and get students’
answers and ideas.
• Do the project to consolidate what students have
learned or to find out more about the topic.
Big Question: What do you know
about glaciers?
Story link: Frozen 2 is inspired by Norway,
surrounded by fjords, mountains, glaciers, snow, and
the Northern Lights. Ice and snow are everywhere in
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9 Frozen 2 © 2020 Pearson Education, Ltd. Photocopying for classroom use is not permitted.
the story—Elsa often uses her magic to turn snow
and ice into different things and we can see ice and
snow in every scene. At the end of the story, Elsa
arrives at a beautiful glacier, called Ahtohallen.
Background information: Due to climate change
and global warming, glaciers are melting. Glaciers are
important because they can tell us a lot about the
history of the Earth. However, when glaciers melt, sea
levels rise—as a result the world’s weather changes.
There are more storms and floods, and animals who
live in these cold places lose their homes. Global
warming is caused by many things including gases
from cars and factories, farming, and deforestation.
Project: Ice Experiment
Aim: To learn about how ice melts; to practice
comparative sentences with would like for future
intention
Materials: 4 paper cups per group, with an ice
cube in each (enough for the class), small pots
of water, salt, and sugar (enough for each group),
pens, copies of activity sheet Ice Experiment
• Explain to students that they are going to do an
ice experiment to see what melts ice the fastest.
They are going to try to melt the ice cube using
water, salt, sugar, and their own hands.
• Give each student a copy of the activity sheet
and ask them to complete the table at the top of
the sheet. They should predict what will melt the
ice and how long it will take.
• Split the class into small groups.
P
• Give each group 4 paper cups with an ice cube
ea
in each of them and some water, salt, and sugar.
• Add each item one at a time, together as a class.
• Use an online timer or stop-watch to see how
rs
long it takes for each item to melt the ice.
• Ask the students to shout MELTED! when the
cube has melted and stop the clock. Share this
on
time with the class by writing it on the board.
• Ask students to fill in the relevant section on
their sheet for each item with how long it took
and if it melted the ice, etc.
20
• When finished, students complete the table at
the bottom of the sheet to see if their predictions
were right or not.
23
GSE Learning Objectives
Reading: Can identify key information in short,
simple, factual texts.
Writing: Can write simple sentences using
familiar words, given prompts.
 ANSWER KEY Pearson English Teacher’s
Kids Readers Notes

Before You Read After You Read

S

Activity 1 Activity 1
am

1 voice, 2 ground, 3 past, 4 appeared, 1 C, 2 D, 3 B, 4 A

5 save, 6 fight
Activity 2
Activity 2
pl

1 b, 2 a, 3 d, 4 c
1 Elsa, Anna, Kristoff and Sven are in
the picture. Activity 3
e

2 They are in the Enchanted Forest. b, c, a, e, d

3 They are looking for answers/trying to
M

save the forest.

4 They are feeling scared.
at

Phonics
Phonics Rhyme
er

While You Read and Listen Elsa shows Anna

The shapes in the snow.
ia

Activity 1 (pages 1–4) She touches them,

1 The Enchanted Forest; 2 dam; 3 weren’t; She watches them,
l

4 voice, can’t; 5 river, past And Anna shouts, “Oh!”

©

Activity 2 (pages 5–8)

1 p. 6, 2 p. 8, 3 p. 7, 4 p. 5
P
ea

Activity 3 (pages 9–13)

1 c, 2 e, 3 a, 4 b, 5 d
rs

Activity 4 (pages 14–17)

1 True
on

2 False – she rides a horse

(the Water Spirit) across the sea.
3 True
4 False – he wanted to hurt them.
20

5 True

Activity 5 (pages 18–20)

23

1 Earth Giants, fall; 2 ice; 3 free;

4 fifth spirit, bridge

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10 Frozen 2 © 2020 Pearson Education, Ltd. Photocopying for classroom use is not permitted.