Unit 3 lesson 5: Read and respond
Learner’s Book pages: 42–45
Activity Book pages: 36–37
Lesson objectives
Listening: Listen to a story.
Speaking: Discuss a story, act out a play.
Reading: Read a story, read and answer questions.
Writing: Label a picture, fill in a chart, complete
sentences.
Critical thinking: Predicting; making inferences;
memorising their part in a play; using a chart to classify
information.
Vocabulary: narrator, character, fast, strong, brave,
boasting, whisper, clever, ridiculous, race, pond, cheer,
cave, winner, win, lose, rabbit, frog, deer, fox, crow
Review adjectives to describe feelings (Lesson 3).
Materials: Map of the world.
Learner’s Book
Warm up
• Do the warm-up routine.
• Remind learners of the adjectives for feelings they
learnt in Lesson 3. Play a guessing game in teams.
• Team A draws a face showing a feeling and Team B
says the correct word.
1 Before you read
• Critical thinking: Tell learners to look at the pictures
and the title of the story and predict what the story will
be about. Elicit as many suggestions as possible.
• Tell learners that this is a story from the Seneca
Indians in the United States. If learners have not heard
of the Seneca Indians, supply some information about
them (see information box below) and ask learners to
locate the US and Canada as well as other relevant
places on a map.
• Read the introductory sentences and encourage learners
to look at the pictures and find who the characters are.
• Tell the class they are going to listen to the story.
While they listen, they read the text in their books.
• Play the story twice if necessary.
Audioscript: Track 31. See Learner’s Book pages 42–45.
Answers
Bear, the turtles, Rabbit, Frog, Deer, Fox and Crow.
1 Cambridge Global English Stage 2 Teacher’s Resource
Background information on the Seneca nation
The Seneca Indians originally lived in the area that is now
New York State. They were part of the Iroquois League, a
union of six Native American nations. Today many Seneca
people still live in New York State. Communities of Seneca
people have also settled near Ottawa, Canada, and in
Oklahoma (as a result of forced migration).
For child-appropriate information about the Seneca people,
please see http://www.bigorrin.org/seneca_kids.htm. The
official Seneca Nation website also provides useful
information http://sni.org/culture/
2 Talk about it
• Focus on the questions. Tell learners to work in groups
and discuss them.
• Tell them to make notes of their answers and be ready
to justify them.
• Circulate, offering help.
• When learners have finished, discuss the questions as a
class.
• Critical thinking: These questions provide a good
opportunity for learners to analyse, make inferences
and come to conclusions as some of the answers
cannot be readily found in the text. Learners are also
required to give opinions and justify them, especially
in the last question.
Suggested answers
1 Because he is always boasting/he thinks he is bigger,
faster, stronger and braver than everyone else.
2 Rabbit, Frog, Deer, Fox and Crow.
3 Ready, steady, go!
4 unhappy, cross, tired
5 happy, excited
6 three (turtles 2, 3 and 4)
7 Learners’ own answers.
For further practice, see Activities 1, 2 and 3 and the
Challenge in the Activity Book.
3 Act out the play
• In groups, learners assign roles and rehearse the play.
• They act it out for the class.
• Check for correct pronunciation and intonation. Make
notes about learners’ weaknesses to set up some
remedial work later.
Wrap up
• Ask learners if they know another story like The Bear
and the Turtle, e.g. The Hare and the Tortoise. How
similar or different are they? Learners tell their story
to the class.
• Home–school opportunity: Learners can tell the story
to their family and teach them the names of the
animals.
© Cambridge University Press 2019
 Answers Answers
Learners’ own answers. Learners’ own answers.

Activity Book Differentiated instruction

Additional support and practice
1 Where is Crow?
• Play a mime game. Learners choose an animal and
• Tell learners to look at the picture and write the correct
mime what it can do. The class guesses what
words on the labels.
animal it is and say, e.g. A deer! A deer can jump!
• Ask learners to answer the questions.
Extend and challenge
Answers
• Ask learners to search the Internet and find
1 Crow is on the rock.
2 Bear is in the cave. information about the Seneca Nation. They then
3 There are four holes. prepare a poster about them.

2 Did you know …?

• Learners look at the pictures and write the names of two
animals which are good swimmers.
• Ask learners the names of other animals which are
good swimmers.

Answers
a bear b deer

3 Running, jumping and swimming

• Ask learners the names of animals which can run,
jump and swim. Elicit some answers.
• Tell learners to read and fill in the chart. They draw a
tick ✓ if they think the animal can do the action and
they draw a cross ✗ if they think the animal can’t do it.
• Critical thinking: Discuss with learners what they can
use a chart for and what other information they can
classify using it.
• Challenge: Ask learners to choose another animal and
find out and write about what it can or can’t do.

Answers
Most likely responses are marked on the chart below but
variations are also fine (since answers may vary across
species).

run jump swim

bear ✓ ✗ ✓
turtle ✗ ✗ ✓
frog ✓ ✓ ✓
deer ✓ ✓ ✓
rabbit ✓ ✓ ✗

I can read, talk about and act out a play

script
• Direct learners’ attention to the self-evaluation
question at the top of page 36. Ask them to think and
answer. Emphasise the importance of giving an honest
answer.

2 Cambridge Global English Stage 2 Teacher’s Resource © Cambridge University Press 2019