Pearson English Kids Readers

Teacher’s Notes Pearson EnglishTeacher’s Kids Readers Notes Pearson English Kids Readers

Level 1 Suitable for: young learners who have completed up to 50 hours of study in English Type of English: American Headwords: 200 Key words: 5 (see pages 2 and 5 of these Teacher’s Notes) Key grammar: present simple, adjectives, prepositions, Who … ?

because Peter caused the loss of Hook’s left hand (he now has a hook in the place of his left hand). This leads to a series of adventures in which the Summary of the story children must find an Indian princess, Tiger Lily, Three children, Wendy, John, and Michael live in a and escape from Captain Hook. big house in London. While they are sleeping, Peter Pan and Tinker Bell go into the house. The three In the end, Peter Pan saves the children and the children wake up and see Peter Pan and Tinker Bell princess. The children go back home to London and flying around their bedroom. Peter tells them that Wendy tells her parents about their adventures. he lives in Neverland – a magical place. Background information Wendy, John, and Michael fly to Neverland with Peter Pan Comes to London is a short episode from Peter Pan and Tinker Bell. On the way they fly past the Walt Disney Productions animated movie Peter the famous London landmark, Big Ben. Pan. The movie was first released in 1953 and was Soon Neverland is below them and the children can the fourteenth Disney Animated Classic. see how beautiful it is. The movie was based on the story of Peter Pan by the Scottish writer, J. M. Barrie. The stage play Summary of the film: Peter Pan featuring the character first appeared in 1904, and The Darling family has three children Wendy, John, this was followed by the novel in 1911. and Michael. At bedtime, Wendy tells stories to her younger brothers about the magical Peter Pan, the boy who never grew up. Through her Did you know … ? storytelling, Wendy “steals” Peter’s shadow. Peter Pan and Tinker Bell (Peter’s friend) visit Wendy to J. M. Barrie gave the copyright in his find Peter’s shadow. Peter tells the children about novel to Great Ormond Street Hospital Neverland, the magical place where he lives. for Sick Children in London. There is a famous statue of Peter Pan in Peter and Tinker Bell throw pixie dust over the Kensington Gardens in London. children so they can all fly to Neverland. Captain Hook, an evil pirate, wants revenge on Peter Pan

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The characters Key words Wendy is a girl. She lives in London. (see page 5 of these Teacher’s Notes for the Key John is a boy. He is Wendy’s and Michael’s brother. words in context) Michael is a young boy. He is Wendy’s and children (n) magical (adj) John’s brother. fly (v) to (prep) Peter Pan is a boy. He lives in Neverland. live (v) Tinker Bell is a fairy. She is Peter Pan’s friend.

Topics and themes students believe in magic? What other stories have London Wendy, John, and Michael live in London. magical characters and places? What do the students know about London? Where Geography Neverland is a beautiful island with is it? Is it big / small? What can you do there? natural features, such as mountains and beaches. What can you visit? (Big Ben, Buckingham Palace, Ask the students to look at page 14 of the book etc.) What places can you find in a city? (parks, and say what they can see (mountains, beaches, cinemas, restaurants, etc.) (See also Activity 1 on ocean, clouds, etc.). (See also Activity 4 on page 4 page 3 of these Teacher’s Notes.) of these Teacher’s Notes.) Brothers and sisters Wendy, John, and Michael History Explain that the story is set in the past (in have a close relationship with each other. Wendy Victorian times). What things in the illustrations looks after her brothers and tells them stories look old-fashioned? (For example, the clothes, the at night. Ask pupils if they have any brothers beds, and the house, the chimney, etc.) or sisters. What are their names? How old are they? What are they like? What activities do they normally do with their brothers and sisters? (See Notes on the photocopiable activities also Activity 2 on page 3 of these Teacher’s Notes.) Page 5: Students could paste the list of Key words into a notebook. You could ask students to learn Friendship Wendy, John, and Michael make this vocabulary as homework and then test them friends with Peter Pan and Tinker Bell. Talk about on it. why friends are important to us. Ask the students about their friends. How do they make friends? Pages 6–7: While-Reading activities, Activity 4 What are their friends like? The students could Students should cut out the pictures using safety write a few sentences about a friend and share it scissors and stick them in their books in the with the class. correct order. They then cut out the sentences and stick them beneath the relevant picture. House and home The children live in a big house. Peter Pan likes the house. Ask the students to Pages 8–9: After-Reading activities, Activity 1 describe the house and the children’s bedroom if Students write the names under the relevant they can. Where do the students live – in a house pictures. They could then stick the sheet to the or an apartment? How big is their home? What card and cut out the cards with safety scissors. rooms do they have in their home? (See also In pairs, they can then play games with the cards Activity 3 on page 3 of these Teacher’s Notes.) such as concentration (pelmanism) or Snap!

Magic Peter Pan and Tinker Bell are magical Activity 3 Check that the students know the characters. They can fly and they live in a magical colors in the color key in English. Explain to the place – Neverland. They sprinkle pixie dust to students that the color key corresponds to the make Wendy, John, and Michael fly, too. Do the colors used in the story.

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Class Activities (After Reading) • Ask some students to show their family photographs and say who the family Here are some activities to do with your class members are. after reading Peter Pan. • Draw a family tree on the board. You could 1. London poster use the Darling family as an example for the Materials: pictures or video clips of famous students, inventing any aunts, uncles and / London sights downloaded from the internet; large or grandparents you wish to include. Draw a sheets of paper; smaller sheets of paper; colored simple face for each family member. pens / pencils / paints; safety scissors; glue • Students create their own family trees, following • Ask students which city Peter and Tinker Bell the model on the board and including their own visit in the book. Ask if any of the students have drawings or the photographs if permission has been to London. been given to use them. • Explain to students that they are going to • When they have finished, students could present make a poster about some of the famous sights their family trees to the class. For example, This in London. is my mom. This is my dad. This is my brother … etc. • Ask the students which famous sight is in the 3. Design a house book. (Big Ben) Do they know any other famous Materials: large sheets of paper; colored pens / sights? (London Eye, Houses of Parliament, pencils Tower of London, etc.) • Talk about the Darling Family’s house in the • Show the students some pictures or clips of the book with the students. famous sights in London. • Brainstorm some vocabulary for the rooms of • Students then draw or paint pictures of some the house and furniture. Write the vocabulary of the sights, then cut them out and stick them on the board. onto the larger sheet of paper to make a poster. • Draw a simple picture of a house in cross- • Students label their posters London and they section on the board, showing bedrooms, could write the names of the places on the bathroom, kitchen, dining room, garden, etc. poster. They could also write one or two sentences about London, such as London is a big • Ask the students what their dream house would city. This is the London Eye … be like. What would their bedroom be like? • Give out the materials and ask the students to 2. Family tree draw a picture of their dream house. Materials: sheets of paper; colored pens or pencils • The students finish their drawings and label the rooms of the house and some of the main pieces • Before the session, ask students to bring of furniture. photographs of their family to class. • They could then talk about their houses in pairs • Talk about Wendy, John, and Michael’s or groups, using as much English as possible. relationship in the book. • Brainstorm some family vocabulary with the students and write the words on the board.

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4. Paint a map of Neverland Materials: large sheets of paper with the outline of Neverland; paints / colored pens; smaller sheets of paper; safety scissors • Before the session, draw an outline of the island of Neverland on a large sheet of paper (you can copy this from page 14 of the book). Make enough copies of this for your students. • Ask the students what they can remember about Neverland in the story. • Tell the students that they are going to make a map of Neverland. (This could be done individually or in groups.) • Ask the students to think about what features you might find in and around Neverland. Write down any appropriate vocabulary on the board (mountains, beach, hill, jungle, lake, village, pirate ship, etc.). • Students color the map using green for the land, yellow for the beaches, and blue for the ocean. • They then draw some pictures or symbols for the places on the island (mountains, villages, jungle, lake, etc.). They could also draw Peter Pan and Tinker Bell to include on the map, to show where they live. • Students cut out their drawings and symbols and stick them on the map. • Display the finished maps for the class to see.

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Key words ✁

children �� The children fly to Neverland. (p. 11)

fly �� Peter and Tinker Bell fly in the bedroom. (p. 6)

live �� Wendy, John, and Michael live in London. (p. 2)

magical �� Neverland is magical. (p. 11)

to �� They come to the big house. (p. 5) ✁

children �� The children fly to Neverland. (p. 11)

fly �� Peter and Tinker Bell fly in the bedroom. (p. 6)

live �� Wendy, John, and Michael live in London. (p. 2)

magical �� Neverland is magical. (p. 11)

to �� They come to the big house. (p. 5) ✁

While-Reading activities Activity 1 (pages 1–5) Circle the words. 1 Peter Pan / The children live in London. 2 The children live in a big / small house. 3 The children are in school / bed. 4 Peter Pan and Tinker Bell fly / go in the house. Activity 2 (pages 6–9) Match. Draw lines.

fly in the bedroom. see a boy. live in Neverland.

The children Peter Pan and Tinkerbell Activity 3 (pages 11–13) Write the words. Neverland happy children see 1 Peter Pan, Tinker Bell, and the fly to Neverland. 2 is magical. 3 They Big Ben. 4 They are .

Activity 4 (pages 1–14) Match the sentences to the pictures. ✁ 1 This is London. Wendy, John and Michael live here. 2 Peter Pan and Tinker Bell fly in the bedroom. 3 Peter Pan, Tinker Bell, and the children see Big Ben. 4 Hello, Neverland! ✁

After-Reading activities Activity 1 Write. Then cut and play. Tinker Bell Peter Pan London Wendy Michael John ✁ © Disney © Disney

1 2 © Disney © Disney

3 4 © Disney © Disney

5 6

Activity 2 Circle the words.

bedroom children house magical fly happy

b e d r o o m c h a y f g p a h a g t r f h g i p c d q p m i l p o f l y u c d y s u t g n a r e w o p b h l e h o u s e y f n

Activity 3 Read and color.

2 2

6 5 5 2 1

5 5 4

5 3 3

2 6 3 3

1 = green 2 = blue 3 = black 4 = pink 5 = brown 6 = yellow

Answer Key After-Reading activities In the back of the Reader Activity 1 1 London 2 Wendy 3 John 4 Michael Before You Read 5 Peter Pan 6 Tinker Bell 1 The children are in bed. Activity 2 After You Read 1 b e d r o o m c h a y f g p a h a g t r f h g i © Disney John Wendy Michael p c d q p m i l

p o f l y u c d y s u t g n a r

In these Teacher’s Notes While-Reading activities Activity 1 1 The children 2 big 3 bed 4 go Activity 2

fly in the bedroom. see a boy. live in Neverland. © Disney Activity 3 1 children 2 Neverland 3 see 4 happy Activity 4 1 c 2 d 3 a 4 b

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