therailwaychildrenediteddraft6-120208103646-phpapp02

7/31/2019 therailwaychildrenediteddraft6-120208103646-phpapp02

1/123

N O V E LForm

Curriculum Development Division. Ministry of Education Malaysia 2011

The Railway Children


2/123

Table of Content

Content Page

Preface 1Acknowledgement 4

Introduction 5

Synopsis 11

Elements 12

Activities 28

Assessment 84

Answer Key 101

Glossary 117


3/123

1

Preface

The Teachers Literature Component Teaching Module

This Literature Component Teaching Module is for teachers who are teaching the Literature

Component of Language Curriculum for Malaysian Secondary Schools. This second cycle

in the implementation of the Literature Component began in January 2010 for Forms 1 and

4. The Literature Component for Form 3 is made up of a selection of creative and literary

works in two main genres, Poems and Novels. The module provides an overview of the

texts to be taught and suggested activities for the different genres found in the literature

component of the English Language Curriculum for secondary schools.

This module provides teachers with practical ideas and suggestions for making the

teaching of the literature component an interesting and exciting experience both for teachers

as well as students. Through fun-filled learning activities, students should be able to

appreciate, demonstrate understanding and express personal responses to literary and

creative works. Teachers are encouraged to adapt and modify the activities and materials in

this module to suit their students learning styles and level of proficiency. This is to ensure

that the element of fun and experimentation with the language is not hampered.

Structure of the Module

The Literature Component Teaching Module for Form 3 is divided into eight sections:

Section 1 - Introduction: Provides a general overview of the novel and its elements:

- Plot

- Subplot

- Setting

- Characterisation

- Theme

- Symbols

- Irony

- Style

- Language

The authors background and retellers background are given as

additional information.


4/123

2

Section 2 Synopsis : This section provides a brief summary of the of the plot.

Section 3 - Elements : In this section, teachers and students will be introduced to:

- Plot summary of each chapter (17 chapters).

- Characters of the novel (main and minor characters),

characteristics of each character and the textual evidence.

- Themes or central ideas of the novel (main and minor themes).

- Values from the novel.

- Literary devices

Section 4 Activities : This section provides some suggested learning activities and each

activity may be accompanied by activity sheets, handouts and

suggested adaptations. Each activity consists of five parts:

- Time

- Aim(s) of activity

- Material(s) for the activity

- Steps on how to conduct the activity

- Additional notes are included for further clarification,

explanation and instruction.

Section 5Assessment : Test students performance using summative and formative types

of questions.

Section 6 -Suggested answers - The answer keys are provided for the activities in Section 4

and Section 5. The suggested answers are a guide only and other

appropriate responses are acceptable.

Section 7 Glossary : A glossary list is provided at the end of each genre section. This list

contains some of the words/phrases and their meanings as used in

the texts.

Section 8 Appendix.


5/123

3

Note to Teachers

This Literature Component Teaching Module for Form 3 provides suggested activities for the

teaching of the texts in the Form Three Literature Component. However, for purposes of

reinforcement and extension, teachers are encouraged to adapt, modify and adjust the

activities to suit the students proficiency level. Teachers should bear in mind that in the

teaching and learning of the literature component, it is pertinent to explore students

creativity and potential. Thus, there is a need to provide opportunities for the students to

participate actively and express themselves without much reservation.

The Literature Component Teaching Module in the English Language Curriculum for

Malaysian Secondary Schools primarily focuses on the fun aspect of learning. Thus, much

effort should be put into sustaining interest in reading literature for fun and not learning for

examination purposes. Rather, there should be some kind of formative assessments carried

out during the teaching and learning process to help students progress to their next level of

competence. Furthermore, formative assessment could improve instruction and

effectiveness in teaching of the Literature Component in the English Language curriculum.

It is hoped that teachers will find the module handy, resourceful, helpful and

beneficial to effectively and efficiently implement the new Malaysian English Language

Curriculum for Secondary School. So this will successfully produce and create effectiveEnglish Language Lessons that will stimulate students into becoming more proficient and

adept English Language users.


6/123

4

Acknowledgement

These teaching modules were developed and compiled with the help of a group of

dedicated teachers from various schools all over the country. To them, the Ministryof Education would like to express its sincere gratitude and thanks. Members of the

team, working in collaboration with the Curriculum Development Division are:

1. Pn Vasantha Mallar Narendran SMK Victoria, Kuala Lumpur

2. Pn Yong Wai Yee SK Brickfields 1, Kuala Lumpur

3. Pn Suhaila Ahmad Akhirudin SMK Taman Sri Muda, Shah Alam,

Selangor

4. En Khairul Anuar bin Yang Ahmad SMK King Edward VII, Taiping, Perak

5. Pn Sathiavany a/p Madhavan SMK St Paul, Seremban, Negeri Sembilan6. En Jimmy Then Choon Jing SMK Bintulu, Sarawak

7. En Norrol Sham bin Mohd Yunus SMK Sg. Pasir, Sg. Petani, Kedah

8. En. Xavier Manickam SMK Rantau, Negeri Sembilan

9. En Au Yeong Weng Hang SMK Seri Permaisuri, Kuala Lumpur

10. Pn Nooraini binti Baba SMK Wakaf Tapai, Terengganu

11. Pn Ezareen bt C. Ahmad Ezanee SMK Bukit Jelutong, Shah Alam, Selangor

12. Pn Ingrid Sarina Rueh SMK Bukit Indah, Ampang, Selangor

13. Pn Vasanthi Sandragasam SMK Tun Habab, Kota Tinggi, Johor

14. Pn Hyacinth Foo Mook Keow SMK Seri Sentosa, Kuala Lumpur

15. Pn Norfidzah bt Mohd Nordin SMK Taman Melawati, Gombak, Selangor16. Pn Khoo Guat Tin SMK Subang Jaya SS14/6, Selangor

17. En. Mohd Zamri bin Abu Zarin SBPI Rawang, Selangor

18. En. Adrian Robert SM La Salle, Kota Kinabalu, Sabah

19. Pn Sabina Kok SMK Assunta, Selangor

20. Pn Marina bt Mahmood SMAP Labu, Labu, Negeri Sembilan

21. Pn. Intan Hamimah bt Mamat SMK Seksyen 18, Shah Alam, Selangor

22. Pn Michelle Lim Pek Sim SMK Bandar Puchong Jaya (B), Selangor

23. Pn Elyani bt Khalid SMK Agama Kuala Lumpur, Kuala Lumpur

24. Cik Darshini Nadarajan SMK Alor Akar, Kuantan, Pahang

25. En. Mohd Redza Asyraf bin Ramlee SMK Jitra, Kedah26. Pn Juliana Ali SBPI Jempol, Negeri Sembilan

27. Pn Diana Fatimah Ahmad Sahani Bahagian Pembangunan Kurikulum, KPM

28. Cik Masreen Wirda Mohammad Ali Bahagian Pembangunan Kurikulum, KPM

29. YM Tengku Ireneza Marina Tengku Mazlan Bahagian Pembangunan Kurikulum, KPM

30. En Ng Yew Kee Bahagian Pembangunan Kurikulum, KPM


7/123

5

THE RAILWAY CHILDREN NOVEL

A novel is a fictional piece of prose usually written in a narrative style. Novels tell stories,which are typically defined as a series of events described in a sequence.

There have been stories and tales for thousands of years, but novels must combine a fewunique characteristics in order to be defined as such. First, a novel is written down, ratherthan told through an oral account. Secondly, novels are meant to be fictional in form,differentiating them from myths, which are said to have their basis in reality or theology.Although some modern scholars argue differently, there is no truly established guideline forlength, point-of-view, or even establishment of a moral or philosophical point in novels.

Throughout the centuries, the novel stumbled along with great waxing and waning inpopularity. Many modern examples held up as great novels were written throughout the 19thand 20th centuries, when novels finally gained a permanent position as an acceptable formof literature. Since that time, novels have become the most common form of published

literature, far outpacing the published plays, poetry, and works of non-fiction that once heldsway over the literate world.

Novels are often beloved for their creation of spectacular worlds, compassionate characters,and carefully thought-out arguments. They are often seen as a boundless realm ofexploration and creativity, with sub-genres springing up to include nearly every type ofsubject that can be written about. A novel requires only imagination and talent to createmassive worlds and detailed characters.

There are certain elements which every novel has and these are:

plot setting characterisation

theme style and presentation


8/123

6

Plot

This is what happens in the novel; it is the author's arrangement of the story.

Key points to note:

- There can be a logical development of events with a careful linking of scenes.

- There can be a series of apparently unrelated scenes which are not shown to be connected

until the end of the novel - there should be a beginning, a middle and an end.

- The plot should be plausible, but there can still be room for the element of surprise.

- There should be conflict, either within the central characters or between characters, or

between characters and their environment.

- The climax of the story is the highest point of interest, the moment when the conflict is most

intense, the time when the consequences of a character's actions become inevitable and

when all the main points of the plot merge.

- The denouement is when all the little mysteries in the plot are revealed and all the loose

ends are tidied up.

- The pace of the novel slows with the denouement.

Sub-plot

This is a sequence (or sequences) of events that parallels the main plot; it can closelyresemble the main plot or it can diverge in significant ways in order to highlight the main plot.

Setting

The setting of a novel encompasses a number of different, but linked elements:

- time - day or night, summer or winter, the historical period (an actual date)

- place - inside or outside, country or city, specific town and country, real or fictional

- social - the minor characters who take little part in advancing the plot, but whose presence

contributes to the realism of the novel

- mood and atmosphere - eerie, dangerous, menacing, tense, threatening, relaxing, nostalgic,

happy, light-hearted etc.


9/123

7

Characterisation

Characters in a novel are the vehicles by which the author conveys to us his or her view ofthe world.

Key points to note:- We learn about individual characters from their own words and actions, from what other

characters say about them and the way others act towards them.

- Characters help to advance the plot.

- Believable characters must grow and change in response to their experiences in the novel.

Theme

This is the central idea which runs through the novel, the authors purpose in writing.

Key points:

- It is the point of view from which the author is writing and there may be a moralvalue to

the story.

- The theme gives the story focus, unity, impact and a 'point'.

- The theme becomes clear by looking at what happens to the major characters and their

involvement with other elements of the story.

Symbols

These are often used to help clarify a theme and can be anything from a single object (a key, a

necklace, a stone), a place (the beach, an airport, a house), a repeated type of object (a dark car, a

woman in sunglasses, an eagle flying overhead), a shape (diamonds, circles, crucifixes), a gesture

(wiping glasses, lighting a pipe, a hand in a pocket), a colour, a sound, a piece of music, poetry; to a

fragrance (the smell of new-mown grass, cigar smoke).

- Symbols are used to give intangible ideas and emotions a visibility and solidity that makes

the reader notice them.

- Symbols can help to give unity to the plot - a recurring symbol is used to link different events

and characters.

Irony

This is the revelation of the unexpected consequences of actions and words.

- Irony can add interest, humour and impact to the novel.

- It can give depth to characters, tighten the plot, help to define the characters and contribute

to our understanding of the author's theme.


10/123

8

Style

This is the way the story is written.

There are four main ways a story can be presented and countless combinations of these:

- The central character tells the story in his or her own words.

- A non-central character tells the story.

- The author refers to all characters in the third person, but reveals only what can be seen,

heard or thought by a central character.

- The author refers to each character in the third person and describes what most or all of the

characters see, hear and think; the author can also describe events which do not concern

any of the characters.

The author can adopt:

- a subjective point of view, which means he or she judges and interprets the characters forthe reader

- an objective view, in which the author presents events and allows the reader to make

judgements

- an author can use flashbacks to fill in background

Language

The language used by the author also reveals the theme and purpose of the novel:

- The complexity of sentence and paragraph structure, the use of humour, satire and irony,

imagery and other poetic devices and word choice all contribute to our appreciation of the

characters and events which involve them.

- The reader can be left totally unconcerned about the fate of the characters or be moved by

some tragic end to the story.


11/123

9

AUTHORS BACKGROUND

Edith Nesbit was born on 15 August 1858 in London, England. She was an English author

and poet who wrote the children's novel The Railway Childrenin 1906. Her early years were

spent with her two brothers and sisters at the familys agricultural college that her

grandfather founded. After the sudden death of her father, and one of her sister's ill health,

they lived in various parts of the country before young Edith was sent to boarding school.

Later, the family moved to France and Germany, where Edith attended school.

In 1871 the Nesbits settled at Halstead Hall in Kent, England. The next few years were a

source of many happy memories and influences on Nesbit's future writing. Adventures in

and around the local pond, and in the surrounding gardens, investigating secret

passageways in their home, and walking down the railway tracks that crossed the back fieldswith her brothers were events she would develop in her popular stories for children. She was

already flexing her vivid imagination in the poems she started to write around the age of

fourteen.

On 22 April 1880 Edith married Hubert Bland. Her husband was one of the founders of the

Fabian Society, a British socialist movement, whose purpose is to advance the principles of

democratic socialism. At this time Nesbit became an active socialist, cut her hair short and

embraced the new values of the "advanced" woman. She and her husband jointly edited the

Society's journal, Today, and entertained many friends and colleagues at their grand home

Well Hall, Kent. After Hubert died in 1914, Edith married Thomas Tucker.
http://en.wikipedia.org/wiki/History_of_Socialism_in_Great_Britainhttp://en.wikipedia.org/wiki/Democratic_socialismhttp://en.wikipedia.org/wiki/Democratic_socialismhttp://en.wikipedia.org/wiki/History_of_Socialism_in_Great_Britain


12/123

10

Nesbit then lived a colourful and active life while writing many poems, plays, short stories,

fiction and non-fiction, but some of her most enduring works are her children's stories. With

elements of fantasy, time travel and spies, fairy tales and magic, they are a reflection of her

idyllic childhood days and travels through England, France, and Germany. Some of Nesbit's

additional works include, The Prophet's Mantle(1885), Something Wrong(1886), The Story

of the Treasure Seekers(1899),The Wouldbegoods(1901),The Red House(1902), FiveChildren and It(1902),The Phoenix and the Carpet(1904),The New Treasurer-Seekers

(1904),The Amulet(1906), The Enchanted Castle(1907), and The Magic World(1912).

Nesbits notable work, The Railway Children(1906) has inspired television and film

adaptations. John Escott, a published adapter, is among some authors who had retold the

story under the Oxford Bookworms series.

Edith Nesbit died on 4 May 1924 and lies buried in the churchyard of St Mary's in the Marsh,

Kent, England.

Source: From the Biography written by C.D. Merriman for Jalic Inc. Copyright JalicInc 2006,

http://www.online-literature.com/edith-nesbit/ Date accessed: 4 April 2011.

RETELLERS BACKGROUND

John Escott was born in Somerset, England. He started writing childrens books and comic

scripts, but now he writes for students of all ages. He is also a published adapter, author,

editor, and a narrator of children's books. Escott enjoys writing crime and mystery thrillers.

He has published many titles for the Oxford Bookworms series including Agatha Christie,

The Fly and Girl on a Motorbike. Other published credits of John Escott include the

Dominoes Series such as A Pretty Face Cassette, The Wild Westand White Fang. When he

is not writing, he enjoys walking along empty beaches, watching videos and searching old

books. John Escott is married with two grown-up children and three grandchildren.
http://www.online-literature.com/edith-nesbit/http://www.online-literature.com/edith-nesbit/http://www.online-literature.com/edith-nesbit/


13/123

11


Roberta ( also known as Bobbie), Peter and Phyllis live in a comfortable home inLondon with a wonderful mother and father as well as a maid. One day their father

leaves home with two men. He is actually taken away to prison but the children do not

know this at first. When he leaves and does not come back, they have to move to a

poor cottage in the country (rural area) near a railway station. The children become

familiar with the passing trains, the workers at the train station and signal-box, and life

in a small town while their mother struggles to make ends meet by writing stories.

They learn to live with what little they have and they get used to being poor. They also

learn not to steal coal from the railway station, even if they have so little to keep warm.

They have various adventures - stopping a train when a landslide covers the tracks,

finding an injured older boy in the train tunnel and getting help, while dealing with the

mystery of their father's disappearance. Sometimes they argue and have crises, but in

time they make many new friends. They also experience amusing adventures aplenty

which happen near the railway and the canal. The children develop the habit of waving

to the train as it goes past and sometimes the people in the coaches wave back. Their

friendly gestures forge a special friendship with one person in particular, who goes by

in the train. He then eventually gets to know them, and helps them out in various

ways. Then, one day a train calls at the station and the children are pleasantly

surprised to see their father. They are finally re-united.


14/123

12


CHAPTER 1 : THE BEGINNING OF THINGS

One night at their home in London, Father, Mother, Roberta (also known as Bobbie), Peter

and Phyllis are talking about Peters broken model engine when there is a knock on the front

door. Two gentlemen come to see Father and talk for a long time. Father speaks briefly with

Mother and mysteriously leaves home. The next morning, Mother leaves for London and

returns in the evening, looking tired. She requests the children to be good while she is away

and not to ask any question about Father. Several horrid weeks go by and one morning,

Mother tells the children that they are moving to a little white house near a railway line in thecountry. They take the train and arrive at their new home in the dark.

CHAPTER 2 : PETER AND THE COAL

The family do not get a decent supper as they think Mrs.Viney has not prepared it for them.Mother prepares what she can and off they go to bed. The next morning, the children wakeup feeling excited in their new home. They discover that a nearby field backs onto a railwayline but the railway station is too far to see from where they are. Before supper the childrendecides to go to the railway station. They have a lot to see and a large heap of coal catches

Peters attention. When Peter steals coal from the station yard, he is caught by the StationMaster. Peter thinks that taking some coal from the middle of the heap is harmless. TheStation Master warns them that what they have done is stealing because the coal belongs tothe railway station. It is only then they realise what they have done is wrong.

PLOT SUMMARY


15/123

13

CHAPTER 3 : THE OLD GENTLEMAN

By now the children know the time when the trains pass. Every morning they will wave to an

old gentleman who always waves back at them. They pretend that the old man knows their

father and takes their love to him in London. One day, their mother becomes very ill and

Bobbie resolves to do something positive to help. The children paint the words, "LOOK OUTAT THE STATION" on a large white sheet and wave it at the 9.15 train the next day. When

the train is about ready to leave, Phyllis passes a letter to the Old Gentleman. In the

evening, a large box of supplies is delivered to the children with all the things they have

asked for.

CHAPTER 4 : BOBBIES RIDE

When their mother finally recovers from her illness, they confess to her what they have done

earlier. The family later celebrates Bobbies 12th birthday, all dressed in their best. Bobbie

receives various presents from the family including Peter who reluctantly has to give her thebroken half of his toy train filled with sweets. Her lovely birthday party however ends on a

sad note when she realises that her mother is very upset later that night. Bobbie secretly

wants to repair Peters broken train. She goes to the station and accidentally gets into the

engine of one of the trains. Feeling scared, she seeks help from two railway workers. The

two men not only repair the toy train but also make sure she arrives home safely. Weeks

later, Bobbie introduces Peter and Phyllis to the friendly engine driver and Jim, the fireman.

CHAPTER 5 : SAVING THE TRAIN

The children witness a landslide that covers the railway line. The children prevent animminent accident by waving the girls red petticoats. The train comes to rest just in time,

at about twenty metres from where Bobbie stands on the tracks. Weeks later, aceremony is held at the station to commemorate the children's bravery. The OldGentleman presents the children with a gold watch each and meets their mother at home.The children relay the eventful day to their mother.

CHAPTER 6 : A BIRTHDAY FOR PERKS

The childrens mother has just sold a story and suggests having some cakes for tea. Bobbierequests that they have it on Perks birthday and Mother agrees. Peter comes up with an

idea to ask the villagers for little gifts, confident that they will give something to a person as

nice as Perks. Some of the villagers are delighted with the idea but others, such as Mrs.

Ransome simply brushes them off. The three children, however, go home and collect

several roses for Mrs. Ransome since it is her birthday. That kind gesture touches Mrs.

Ransomes heart and she gives the children several apples as well as her dead grandchilds

pram for Perks son. The children bring the gifts to Perks house and wait for his arrival so as

to surprise him. In spite of this, Perks becomes upset as he sees the gifts as a form of

charity. The children explain that these gifts are given sincerely and Perks relents. He asks

the three children to stay for tea.


16/123

14

CHAPTER 7 : THE TERRIBLE SECRET

Bobbie discovers the reason for her fathers disappearance when she reads the newspaperarticle. Deeply upset, she refuses to believe that he is a spy and is imprisoned. Her motherattempts to explain that her father has been falsely accused of selling government secrets toanother country. Bobbie believes in her fathers innocence and decides to write to the OldGentleman to clear his name.

CHAPTER 8 :THE BOY IN THE RED SHIRT

The boy in red goes missing during a hareand hounds game organised by their school.

Bobbie and her siblings enter the dark railway tunnel to look for him. They find him lying by

the railway track with a broken leg. Bobbie stays with the injured boy, Jim, in the dark tunnel

while Peter and Phyllis seek help from the farm. The children take Jim home for medical

attention. They later learn that Jim is the grandchild of the Old Gentleman whom they have

met earlier. The Old Gentleman visits the little white house where Jim is taken care of.

Mother offers herself to take care of Jim until he gets better. The Old Gentleman is grateful

to the family. When the Old Gentleman leaves the house, he has a private chat with Bobbie

about her father. He says that he has received the letter and has been looking into the case.

He also believes that her father is innocent.

CHAPTER 9 : THE MAN AT THE STATION

The children wave at the passing 9.15 train and all the passengers respond. At the station,

an overjoyed Mr. Perks, who has read about Bobbies father in the newspapers, greets her.

A London train stops at the station and Bobbie sees her father return after serving hissentence in prison. They return home happy and reunited.


17/123

15

CLIMAX

RISING ACTION FALLING ACTION

EXPOSITION (BEGINNING) RESOLUTON (ENDING)

PLOT SUMMARY BASED ON FREYTAGS PYRAMID

Roberta (Bobbie), Peter and Phyllis

are children of a fairly wealthy

family. They live a happy and

stable life with their parents in

London. However, things changewhen their father is mysteriously

taken away from their home. Then,

the family moves to a country

house near a railway line.

The children have various adventures. First, they

discover a heap of coal at the station yard. Peter takes

some coal home and stacks them at the back of the

house but he gets caught by the station master. The

children also sit on the fence waiting for the train to

pass by. They develop the habit of waving to the train

as it goes past. Their friendly gestures make them one

special friend in particular, a distinguished Old

Gentleman who eventually gets to know them. Then,

Mother falls sick. The children seek help from the Old

Gentleman. One day, they stop a train when a

landslide covers the tracks by creating red warning

flags to save it. These kind children even ask around

the village for birthday presents for Perks, a porter.

Perks is initially furious, but is touched when the

children convince him the gifts are a mark of respect

from the villagers.

One day, Perks gives Bobbie some old newspapers and magazines. She is

horrified to notice a newspaper headline announcing her fathers conviction

and sentence. Knowing that he is innocent, Bobbie resolves to rescue him.

She writes a letter to the Old Gentleman.

The children continue with their adventures. One

day, they watch a Hare and Hounds game that

leads them to the dark tunnel. One of the

hounds fails to appear from the dark tunnel. The

children go in to investigate. They find the injured

hound (Jim) and rescue him.

One day, a train from Londonhalts and Bobbie sees a tall figure

on the platform. She embraces the

tall man who is her father. The

family is reunited.


18/123

16

Main Characters

Character Characteristics Textual Evidence

ROBERTA (BOBBIE) A twelve-year old girl Twelve lighted candles on it, one foreach of Bobbies years. (p 22)

Eldest child of thefamily

....she was always called Bobbie, andwas the oldest. (p 1)

Very determined Mother must have those things,saidBobbie.The doctor said so. How can we getthem for her? Think, everybody, justas hard as you can.(p 17)

Caring Bobbie picked up the box withPeterstoy engine inside it. II wanted toask if you could mend this, sheexplained and took the engine out of

the box.(p 26)

Why didnt you go with them? hesaid.Someone had to stay with you, saidBobbie. I must put out the candles orit will burn itself out.(p 49)

Resourceful You must go and get help, saidBobbie quickly. Ill stay with him. Youtake the longest bit of candle, but bequick.(p 48)

She used Peters knife to cut off theboot, then she looked at the brokenleg. It needs something soft under it,she thought, and then rememberedher petticoat. She took it off andcarefully put it under the boys leg. (p49)

CHARACTERS


19/123

17

Sensitive It was a lovely birthday. But later thatnight, Bobbie came silently down thestairs to get her presents. She sawher mother sitting at the table, with apen and some writing paper in front ofher. Shes writing to Father, thought

Bobbie. (p 23)

Its my birthday, and she doesnt wantme to know shes unhappy, thoughtBobbie. (p 24)

Responsible Then Bobbie fetched coal and wood,and lit a fire. It was a strange suppertomatoes, potato chips, dried fruit andcake. And they drank water out of tea-cups. After supper, they put sheetsand blankets on the beds, the motherwent to her own room.(p 7)

PETER Second child and theonly boy

Next came Peter...(p 1)

Wants to be an

engineer

...who wanted to be an engineer whenhe grew up. (p 1)

Courageous Perhaps hes had an accident, saidPeter, Lets go and look.(p 46)

Adventurous On their last night in the house, Peterhad to sleep on the floor, which he

enjoyed very much. I like moving, hesaid. (p 4 and 5)

Where shall we go? saidBobbie,although she already knew theanswer. To the railway, of course!cried Peter (p 9)

It was very exciting!said Peter. (p 10)

Innocent I didnt thinkit was stealing, saidPeter. Theres so much coal here. Itook some from the middle of the

heap, and I I thought nobody wouldmind. And Mother says were too poorto have a fire...(p 14)

Quick thinking We need something red. Then wecould go down on the line and waveit, said Peter. Everyone knows thatred means danger, and the trainwould stop.(p 29)


20/123

18

PHYLLIS Youngest And the youngest was Phyllis, whowas always trying to be good. (p 1)

Insecure They went inside thedarkImmediately, the candle wentout. Oh, I wish we hadnt come! said

Phyllis. (pgs 6,7)

There was a low noise on the railway

line Let me go back! cried Phyllis.

(p 47)

Nave The boy in the red shirt was on the

ground, beside the line. His eyes were

closed and he did not move when

they reached him.

Is...he dead? asked Phyllis.(p 47)

MOTHER Homely Mother was almost always at home,ready to play with the children, or toread to them to the children to them.(p 1)

Protective We have to play being poor for awhile. (p 4)

Practical Then we cant have any supper, saidPhyllis, unhappily. Yes, we can. Wecan unpack one of the boxes. Theressome food from the old house.(p 7)

Resourceful Mother spent every day in her room,writing stories. Sometimes shemanaged to sell a story to amagazine, and then there were cakesfor tea. (p 12)

Caring ...ready to play with the children, or toread to them. (p 1)

Proud Now listen, its true that were poor.she told them, but you must not tellanyone. And you must never, neverask strangers to give you things.(p 21)

FATHER Tolerant ...who was never angry ... (p 1)

A civil servant/government officer

The children knew that Father worked

in a Government office. (p 4)

Wonderful always ready to play a game. (p 1)

Caring Of course theres hope! Ill mend it on

Saturday(p 3)

Wrongly accused FIVE YEARS IN PRISON FOR SPY!

And the name of the spy was her

father. (p 40)


21/123

19

OLD GENTLEMAN Friendly And a hand waved back! It was

holding a newspaper and it belonged

to an old gentleman.(p 15)

PERKS

Kind and Helpful The old gentleman asked me to bring

it, he (Perks) said.

Perks left, and the children opened

the box. Inside were all the things

they have asked for (pgs 19, 20)

When I read about your father in the

newspaper at the time, I began trying

to find out things (p 52)

A very nice and

friendly railway porter

...they spent a happy two hours with

Porter, a nice friendly man called

Perks(p 17).

and there stood Perks, the friendly

Porter, (p 19)

Perks is nice to everybody (p 34)

Hardworking He says he doesnt keep birthdays

anymore, because he has other

things to keep his wife and children !

(p 34)

And other people said you were kindand polite and hardworking. said

Bobbie. (p 38)

Proud Im not having any of it! Weve

managed all these years, asking

people for nothing, and Im not going

to start taking things now. We may be

poor, but we dont need charity.

(p 38)

Reasonable I I wont, said Perks, quietlyI take

every word I said. I-I dont know if I

were ever so pleased...not only with

the presents, but with the kind

thoughts of our neighbours. (pgs 38,

39)

Responsible I am pleased to give something to Mr.

Perks. He always pays his bills. (p 38)


22/123

20

MRS RANSOME Sensitive Its my birthday tomorrow, said old

Mrs. Ransome at the post office.

Nobody will remember mine. Why

should I give anything to Perks? Go

away! (p 35)

Appreciative I want to thank you for the roses.she

said. (p 36)

Generous And here is yourbox,said Mrs.

Ransome, giving it back to them. It

was full of shiny red apples.(p 36)

The Perks children will like them.

And Ive got a pram in the back of the

shop. (p 36)

DR FOREST HopefulI expect you want to be nurse

,Dr.Forest said to Bobbie, after he had

seen the mother.

Your mother is ill and must stay in

bed(p 17)

Responsible Ill send some medicine for her, but

she will need fruit and milk, and some

other special things that Ill write down

on a piece of paper for you. (p 17)

MRS. VINEY A woman from thevillage

Whos she? asked Bobbie. Awoman from the village. I asked her to

clean the place and make our supper,

said Mother. (p 6)

Responsible Theres a letter from Mrs. Viney,

explained Mother. Her son broke his

arm and she went home early. Shes

coming again later this morning.(p 8)


23/123

21

Place Setting

A home in London (pgs 1,2 ) Little white house in the country that stands in a field near the top of a hill. (p 8) The railway station (p 10) The railway lines (p 11) The railway tunnel (p 43)

The village ( pgs. 34,35 )

Social Setting

Edwardian times - petticoats(p. 29), large heap of coal which steam trainsused for their engines(p 10), telegraph(p 10)

Cultural Setting

British setting having tea(p 1) , tea-time(p 41), ...stay to tea(p 39) make oursupper(which means dinner to other cultures) (p 6), high hats and long coats(p 32)

SETTING


24/123

22

The Importance of a Family

1. There is a strong bond in the family.

Mother was almost always at home, ready to play with the children, or read tothem(p 1)

they also had a wonderful father who was never angry, and always ready to play agame(p 1)

the children did not forget their father, ... (p 12)

2. The children are always together - at the railway line, railway station and even whenthey collect gifts for Perks.

Lets go and look at the railway,said Peter. (p 8)

the children went to fetch the presents which other people had promised (p 36)

Hope and Optimism

1. Father is always positive with his children that everything shall be fine.

Of course, theres hope! said Father, smiling. Ill mend it on Saturday, and you canall help me. (p 3)

2. Bobbie has high hopes that the old man can help her seek the truth about herfathers innocence.

But Bobbie did think about it. She did not talk to Peter or Phyllis, but she wrote aletter to the old gentleman. (p 42)

3. The old man believes that Bobbies father is innocent.

I havent done much yet but I have hopes, my dear I have hopes.(p 52)

The Joys of Childhood

1. The family is fortunate to move to a country house that many would dream of livingin. They do not go to school; hence, they fully enjoy their privileged freedom andhave some adventures at their neighbouring railway line. The three siblings havemore adventures than they ever did in London. They spend a lot of their time on theirown as their mother has to work. They have a freedom they never had before.

The children did not go to school now and Mother spent every day in her room,writing stories. (p12)

The children could not keep away from the railway... (p 15)

THEMES


25/123

23

Kindness Brings Reward

1. As a note of appreciation to Perks for being nice, his birthday is celebrated with muchkindness and benevolence from the children as well as the villagers

But other people gave things a pipe, a tin of tea, a walking stick and others

promised to give small presents too. (p 35)

The Loss of Innocence

1. The children have been formerly sheltered from a life of hardship and led acomfortable life. However, after their circumstances change, they have to learn and,over time, discover the harsh truth of poverty.

Mother must have those things, said Bobbie. The doctor said so. How can we getthem for her? Think, everybody, just as hard as you can. (p 17)

We have to play being poor for a while. (p 4)

Can we light a fire?asked Bobbie. We cant have fires in June, said Mother. Coalis very expensive. (p 12)

Justice Shall Prevail

1. The father of Bobbie, Peter and Phyllis is an innocent man being falsely imprisoned

for spying. He is finally vindicated with the help of the Old Gentleman.

He held her hand and said, You must go in by yourself, and tell Mother very quietly

that its all right. Theyve caught the man who did it. Everyone knows now that your

Daddy isnt a spy. We always knew you werent,said Bobbie. (p 57)

Coping with Hardship

1. The characters in this novel are resilient and courageous as they go throughhardship and difficulties without complaints or despair.

We cant take everything, Mother told them. Just the necessary things. We have toplaybeing poor for a while. On their last night in the house Peter had to sleep onthe floor, which he enjoyed very much. I like moving,he said. (pgs 4,5)

Then Bobbie fetched coal and wood, and lit a fire. It was a strange suppertomatoes, potato chips, dried fruit and cake. And they drank water out of tea-cups.

2. Despite being thrown into poverty, the childrens mother does not use it as an excuseto deprive the children of having one or two pleasures in life.

Ive sold another story, darlings,she said. We can have cakes for tea. (p 34)

3. The children are deprived of school, and Mother has to write stories to put food onthe table. Yet they are told that they are not to depend on others.

The children did not go to school now, and Mother spent every day in her room,writing stories. Sometimes she managed to sell a story to a magazine, and then therewere cakes for tea. (p 12)

Mother said we werent to ask people for things. (p 34)


26/123


27/123

25

The novel teaches us to be responsible

1. The children are very responsible.

All day, they helped Mother to unpack and arrange everything in the rooms. (p 9)

2. The mother is responsible in taking care of her childrens welfare.

Mother spent every day in her room, writing stories. Sometimes she managed tosell a story to a magazine, and then there were cakes for tea. (p 12)

3. Mrs Viney is a responsible person in the sense that she prepares the mealsand cleans the house as instructed.

There was a table in the little square room, and on the table was their supper. (p 8)

The novel teaches us to be able to stand proud even when we are poor.

1. The Mother has a very strong sense of moral conviction that she does not seethe need to seek help from others as long as she can hold the fort.

Now listen, its true that were very poor, she told them, but you must not tellanyone. And you must never, never ask strangers to give you things.(p 21)

2. Perks may be poor, but he does not want charity.

Im not having any of it. Weve managed all these years, asking people for nothing

andIm not going to start taking things now. We may be poor, but we dont needcharity.(p 38)

The novel teaches us to be benevolent and generous

1. G.P (The Old Gentleman) is very benevolent when he responds to their pleasfor the things that the doctor said their mother required. He gave the childrenmore than what they have actually asked for.

Here are the things you need. Your mother will want to know where they came from.Tell her they were sent by a friend who heard she was ill(p. 20)

2. The villagers gave various presents to Perks for his birthday.

But other people gave things a pipe, a tin of tea, a walking stick and otherpromised to give small presents, too. (p 35)

VALUES


28/123

26

The novel teaches us to be helpful.

1. When Jim hurts his leg in the tunnel during the paper chase, the children helphim.

The others came out, but you didnt. So we came to look for you.(p 47)

The novel teaches us that we must show our appreciation.

1. The children are given an invitation from the Secretary of the RailwayCompany as appreciation for their brave act as in the following letter:

Dear Sir and Ladies we would like to say thank you for saving the train andstopping a very bad accident. Please come tothe station at the three oclock on the30thof the month, if this is a suitable day. (p 31)

It was a very special day indeed Then everybody sat down and an important mangot up to speak. He said nice things about the children how brave and clever theywere - (pgs 31,32)

The novel teaches us that we must be honest

1. The children admit to their mother about writing to the Old Gentleman despiteknowing that she would be upset about it.

Then it was time for the children to tell Mother what they had done. It was not easy,but they had to do it...

Were sorry,said Phyllis and Peter, crying too.(p 21)

2. The children admit to stealing the coal.

We did it too,Bobbie told the Station Master. (p 14)


29/123

27

Narrator

The novel is being told in the third persons point of view.

Simile

Then a noise seemed to come from inside the walls of the house. It soundedlike smallanimals running up and down.(pgs 6,7)

Oh! said Bobbie, when it had gone. It was like a great wild animalgoing by!(p 10)

Oh!my Daddy, my Daddy! cried Bobbie.That scream wentlike a knifeinto the heart of everyone on the train. (p 57)

Onomatopoeia

But after three days, the engine wentBANG! (p 2)

Foreshadowing

In the opening chapter, the writer gives the reader what will happen later on in a novel .

Is there not hope? said Peter

Of course theres hope! said Father,smiling. Ill mend it on Saturday, and you can all helpme. (p 3)

Personification

The next moment, the railway linesbegan toshakeand the train camescreamingout ofthe tunnel. (p 10)

But the trees andthe flowersall seemed to bewaitingfor something to happen. (p 55)

Imagery

He put hislarge handover hersmallone. (p 49)

POINT OF VIEW

As the narrator, I am the masterstoryteller! It's up to me to keep the storyalive and interesting with exciting detail.So, I tell everything with expression andexcitement!

LITERARY DEVICES


30/123

28

THE RAILWAY CHILDREN PRE-ACTIVITY 1

Time : 80 minutes

THE RAILWAY CHILDREN ACTIVITY 1

STEPS

1. Divide students into groups.2. Distribute the various covers of the novel The Railway Children

(refer to Worksheet 1).3. Ask students to predict what the story is about in five sentences based on

the book covers.4. Distribute the mahjong papers and coloured markers to each group and ask

students to illustrate a new cover for the book based on their predictions.

5. Students present this to the class.

MATERIALS

1. Worksheet 1 3. Coloured markers2. Mahjong papers

AIMS

1. To encourage students to predict the plot of the story2. To design a suitable cover for the short story

For Lower English Proficiency (LEP), teachers can either:

a) brainstorm words, phrases or sentences to help them write out the

sentences

b) provide students with guide words, phrases or sentences to describe the covers.


31/123

29

THE RAILWAY CHILDREN WORKSHEET 1

Predict what the story is about in five sentences.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________


32/123

30


Time : 40minutes

STEPS

1. Divide the class into groups of 52. Distribute worksheet to each member of the groups.3. Ask students to read and look for the meanings of the words provided in the

worksheet using the dictionary.4. Get students to discuss and guess the title and what the story is about.5. Get a representative from each group to present their prediction.

6. Discuss the predictions from all the groups with the class.

MATERIALS

1. Worksheet 2

AIMS

1. To give ones opinion2. To make predictions

Groups can present their work in graphic form or using illustrations.


33/123

31


1. Find the meanings of the words in the clouds below.2. Discuss and answer the questions that follow.

1. Guess what the story is about.

___________________________________________________________________________

2. Suggest a suitable title of your choice for the novel.

___________________________________________________________________________

3. Explain to the class why you have chosen this title.

___________________________________________________________________________

telegraphwires railway

lines

steamengines

enginedrivertunnel

fireman

Stationmaster

porter


34/123

32


Time : 40 minutes

STEPS

1. Discuss the different types of trains.2. Distribute Worksheet 3 to each student.3. Tell students to write sentences that describe why the children are there

(reasons) and what will happen (prediction) based on the picture.4. Ask students to share their reasons and predictions with the class.

5. Discuss students answers.6. Tell students to retain Worksheet 3 with them. Compare their answers afterreading Chapter 5.

MATERIALS

1. Worksheet 3

AIMS

1. To make predictions about what is found in the story based on the picture given2. To participate in a discussion by suggesting, agreeing, and defending ones point

of view

If the class consists of Low Proficiency students, teachers may assist

by asking WH questions that will lead to the answers.


35/123

33


Study the picture below and answer the questions that follow.

Why are the children there?

1. _______________________________

_______________________________

2. _______________________________

_______________________________

3. _______________________________

_______________________________

What do you think will happen?

1. _______________________________

_______________________________

2. _______________________________

_______________________________

3. _______________________________

_______________________________


36/123

34


Time : 40 minutes

STEPS

1. Prepare sets of word/vocabulary taken from the text.2. Cut out the sets of words and put them in a box.3. Tell students to pick up the words at random.4. Tell students to construct a sentence using the words they have picked.

MATERIALS

1. Sets of word cards (Worksheet 4)

AIMS

1. To use words in context

Word cards must consist of words taken from the novel.

Teacher can guide students with Lower English Proficiency by asking a fewquestions pertaining to unfamiliar words.

Alternatively, the teacher may change the words to the level of the students proficiencyand level.


37/123

35


TRAIN PETTICOAT SPY TUNNEL

THIEF PASSENGERS APPLE PIE PIPE

WALKING

STICKPRAM PORTER ENGINE

CHARITY BILLS PRISON STATION

NEWSPAPER LETTER FLAG ACCIDENT

GENTLEMAN SECRET PRESENTS HONEST

CHILDREN BIRTHDAY HANDKERCHIEFS PLATFORM

STEAM MAGIC SUPPER POOR


38/123

36

THE RAILWAY CHILDREN (CHAPTER 1) WHILE ACTIVITY 1

Time : 40 minutes

STEPS

1. Ask students to retell what the chapter is about.2. Tell students to look up the meanings of five difficult words in Chapter 1 using the

dictionary.3. Distribute Worksheet 1 and ask students to complete Task 14. Get students to compare the house in London and the little white house near the

railway line and complete Task 2.5. Read Chapter 1 again and identify compound nouns.6. Complete Task 3 of Worksheet 1.

MATERIALS

1. Worksheet 1 3. Text ( Chapter 1)2. Dictionary

AIMS

1. To retell what the chapter is about2. To compare and contrast two settings3. To form new words by combining two words

Some new words in Chapter 1 that the students may not know are:

wonderful awful excitement countrycart supper doorstep telegraph

Students can do Post-Activity 13 as an enrichment exercise.


39/123

37

THE RAILWAY CHILDREN (CHAPTER 1) WHILE ACTIVITY WORKSHEET 1

Task 1Read Chapter 1. Look up new words and find the meaning in a dictionary. Choose two

words that you like the most and write them below with a meaning.

Word Explanation

Task 2THE BEGINNING OF THINGS

Answer the questions below.

1. Write down two sentences about the childrens lives before Father went away.

i. ________________________________________________________________

ii. ________________________________________________________________

2. Write down two sentences about their new home, the little white house.

i. ________________________________________________________________

ii. ________________________________________________________________

Task 3Match the word in the columns to make five compound nouns used in the first chapter. The

first one has been done for you.

rail - - daydoor - - menbirth - - thingsome - - way

up - - stepgentle - - stairs


40/123

38


Time : 40 minutes

STEPS

1. Distribute a copy of the worksheet to each student2. Students read the questions carefully and answer them by providing textual evidence.

MATERIALS

1. Worksheet 2 2. Text (Chapter 2)

AIMS

1. To read and identify details in the story

Read and answer questions based on Chapter 2.


41/123

39

THE RAILWAY CHILDREN WHILE ACTIVITY - WORKSHEET 2

Answer these questions based on Chapter 2 that you have read. For answers 1 to 4,provide textual evidence from the novel and indicate the page number as well.

1. Why are the children very excited in the morning?

Answer:

___________________________________________________________________

___________________________________________________________________

Textual evidence:

___________________________________________________________________

___________________________________________________________________

2. What do they have for breakfast? Do they enjoy it?

Answer:

___________________________________________________________________

___________________________________________________________________

Textual evidence:

___________________________________________________________________

___________________________________________________________________


42/123

40

3. What do they do after breakfast?

Answer:

___________________________________________________________________

___________________________________________________________________

Textual evidence:

___________________________________________________________________

___________________________________________________________________

4. Why do Bobbie think that the train was like a wild animal going by?

Answer:

___________________________________________________________________

___________________________________________________________________

Textual evidence:

___________________________________________________________________

___________________________________________________________________

5. Why do the Station Master let them off for taking the coal? Tick ( ) the statement orstatements that you think are correct.

a) He is a kind man

b) He feel sorry for them being poor

c) The children dont know that stealing was wrong


43/123

41

THE RAILWAY CHILDREN (CHAPTER 3) WHILE - ACTIVITY 3

Time : 40 minutes

STEPS

1. Distribute Worksheet 3 to each student.2. Read the statements in Section A.3. Identify the statements in Section A and match them with the characters in

Chapter 3 of the novel.4. Write the statements in the graphic organiser in Section B.

MATERIALS


AIM

1. To identify characters by matching them with the statements given

Read and answer questions based on Chapter 3.


44/123

42

THE RAILWAY CHILDREN (CHAPTER 3) WHILE ACTIVITY - WORKSHEET 3

Read the statements in Section A . Match the statements to the characters in Chapter3.

Section A

A. I havent seen you at the station recently

B. After the trouble with the coal

C. I expect you want to be a nurse.. your mother is ill and must stay in bed.

D. Impossible!... we cant buy all those things! Were poor remember?

E. Mother must have those things, the doctor said so. How can we get themfor her? Think , everybody, just as hard as you can

F. I thought I was going to miss you!

G. I think we were right.

H. Of course, we were right

I. I hope Mother thinks we were right, too.

Section B Graphic Organiser

E.g.

Peter(i) After the trouble with the coal

(ii)

Who Said what?

(i)

(ii)

(i)

(ii)

(i)

(i)

(i)


45/123

43


Time : 80 minutes

STEPS

1. Ask students to talk about their own blogs or Facebook.2. Ask students to explain some of the things that they post in their blogs or

Facebook.3. Distribute Worksheet 4(a).4. Ask students to complete Worksheet 4 (a) based on Chapter 4.

5. Distribute Worksheet 4(b).6. Ask students to post their status in the Choo Choo... CornerFacebook

MATERIALS

1. Worksheets 4(a) and 4(b) 2. Text (Chapter 4)

AIMS

1. To recall an event in the story

Teachers should make sure that students use standard languagewhen posting their status in the Facebook.


46/123

44

THE RAILWAY CHILDREN WHILE ACTIVITY - WORKSHEET 4(a)

Complete the table below on how Bobbie celebrated her birthday by referring to Chapter 4.

Who were there?

What happened?

What did I receive?

How did I feel?


47/123

45

THE RAILWAY CHILDREN WHILE ACTIVITY - WORKSHEET 4(b)

Imagine that you are Bobbie. Based on Chapter 4, complete your Choo Choo CornerFacebook below by writing out how you celebrated your birthday and your feelings on thatday .

Cho Choo CornerWhats on your mind?

It was a wonderful day today. I celebrated my...............

.

.

We were .......

.

I received wonderful

.

.

Unfortunately, a wonderful day..

Share


48/123

46


Time : 40 minutes

STEPS

1. Get students to work in pairs.2. Read Chapter 5 Saving the Train silently.3. Let each pair of students sequence the events in Handout 5.4. Cut the boxes in Handout 5.5. Paste the events according to the sequence onto the coaches of the train in

Worksheet 5.6. Display work on the notice board.

MATERIALS

1. Worksheet 5 3. Text (Chapter 5)2. Handout 5 4. Scissors and glue

AIMS

1. To identify and sequence events in the story

Teachers may add more coaches if the students can manage more

details of the events that are found in Chapter 5 Saving the Train


49/123

47

The driver

managed to stop

the train just in

time

The children

wave flags made

from the sisters

red petticoats.

While they werethere, they saw

some of the treesmoving.

The threechildren havesaved the day.

A ceremony isheld at the stationto commemorate

the childrensbravery.

One day, Bobbie,Peter and Phyllis

are walkingbeside the railway

line.

After several

minutes, the trainfinally

approaches andluckily, the enginedriver spots them.

A few secondslater, everything

at the hillsidecrashes down onthe railway line.

THE RAILWAY CHILDREN (CHAPTER 5) WHILE ACTIVITY - HANDOUT 5

Read the events in the boxes below. Cut the boxes and paste them onto the coaches of thetrain given in the Worksheet 5 according to the sequence of events.


50/123

48

THE RAILWAY CHILDREN (CHAPTER 5) WHILE ACTIVITY WORKSHEET 5

Cut the boxes in Handout 5 and paste them onto the coaches of the train below.

12

3 4 5

76 8


51/123

49


Time : 40 minutes

STEPS

1. Get students to work in pairs.2. Distribute Worksheet 6(a) and 6(b) to each pair.3. Rewrite the dialogue in the speech bubbles and match them according to the

characters in Chapter 6.

MATERIALS

1. Text (Chapter 6)2. Worksheet 6(a) and (b)

AIMS

1. To identify characters from the novel by matching them according to theirdialogues2. To rewrite the dialogues in speech bubbles

This activity is to be used specifically after reading Chapter Six of The

Railway Children.


52/123

50

`THE RAILWAY CHILDREN WHILE ACTIVITY -WORKSHEET 6(a)

Match the dialogues below with the characters from the novel.

No Lines from the novel Characters

1 And weve brought some presents for him

2 I want to thank you for the roses.

3 Whats that pram doing here?

4 Ive sold another story, darlings,

5 There must be lots of people in the village who will want to

help us give him a nice birthday. Lets ask everybody.

6 Oh, yes please!

7 I - Ill never be kind to anyone again!

8 Its notcharity! People were happyto give you birthdaypresents.

9 Perks has never had a birthday like it!

10 I showed him my brooch the one you gave me for mybirthday and I asked him about his birthday. He says hedoesnt keep birthdays any more, because he has other thingsto keephis wife and children!


53/123

51

THE RAILWAY CHILDREN WHILE ACTIVITY -WORKSHEET 6(b)

Write the dialogues from Worksheet 6(a) in the speech bubbles below.

Mother

Mrs. Ransome

Mrs. Perks


54/123

52

Peter

Perks

Phyllis

Bobbie


55/123

53


Time : 40 minutes

STEPS

1. Distribute Worksheet 7 to each student.2. Find answers from Chapter Seven.3. Discuss the answers.

MATERIALS

1. Worksheet 72. Text (Chapter 7)

AIMS

1. To recall details of a text

This activity is specifically designed for Chapter 7 of The Railway Children.


56/123

54

THE RAILWAY CHILDREN (CHAPTER 7) WHILE ACTIVITY- WORKSHEET 7


57/123

55

Across

3. What was Bobbie's reaction during tea-time?

4. Bobbie's mother asked her to be _______ and patient about her father's situation.

7. Where did the police find the incriminating letters that showed that Bobbie's fatherwas selling Government secrets?

9. Mother said that Bobbie's father was ______

10. Who did Bobbie write a letter to?

12. Who packed the magazines for Bobbie?

14. How did the children's mother feel when they asked questions about their father?

15. The headline, FIVE YEARS IN PRISON FOR SPY refers to the childrens ______ .

16. Why did Bobbie stop to rest on her way home from the railway station? Because themagazines were too ________

17. A place for the confinement of persons convicted of crimes.

Down

1. Who did Bobbie pass her letter to?

2. How many years will the childrens father have to serve in prison?

4. Who found out about the secret?

5. How did Bobbie find out about her father's whereabouts?

6. Who is Bobbie's sister?

8. What is the name of the children's house?

11. What is Perks' occupation?

13. The children's father was falsely accused of being a ______


58/123

56


Time : 40 minutes

STEPS

1. Ask students to read Chapter 8.2. Distribute Worksheet 8 to each student.3. Ask students to write the events in the frames titled First, Next, Then, Finally4. Get students to paste or draw pictures in the space provided to illustrate the

events.

MATERIALS


AIMS

1. To sequence events using sequence connectors.

For Step 4, students may draw a picture to illustrate the events.


59/123

57


Write the events in Chapter 8 using the frames below.

First

The children watch the schoolboys

______________________________

______________________________

______________________________

Paste or draw picture

Next

One of the hounds ____________

______________________________

______________________________

______________________________

Then

The children enter the dark tunnel

______________________________

______________________________

______________________________

Finally

The children rescue ____________

______________________________

______________________________

______________________________

Paste or draw picture

Paste or draw picture Paste or draw picture


60/123

58


Time : 40 minutes

STEPS

1. Display the word cards (Handout 9) all around the classrooms prior to the lesson.2. Divide the class into small groups of 3 or 4.3. Provide Worksheet 9 to each group.4. Tell students to search for words that match the questions in the Worksheet 9 and

complete Worksheet 9.

MATERIALS

1. Sample Word Cards 3. Text (Chapter 9)

AIMS

1. To read and understand the text provided.2. To match words with questions based on the information in the text

Teacher can use many word distracters to make the activity for Chapter 9more challenging.

Students can do Post Activity 17 as an enrichment exercise.


61/123

59


Fill in the box with the correct answers.

1. What do the passengers use to wave at the children from the windows of the train?

2. What message do the children send as they wave at the passengers in the train?

3. I wonder if the railway misses us. Who says that?

4. What is the Father being accused of?

5. Besides Bobbie and Mother, who else believes that Father is innocent?


62/123

60

Sample word cards Handout 9

Spying

Hands

Phyllis

Porter

Newspapers

Handkerchief

Old Gentleman

Take our love to Father

Flag

LOOK OUT AT THE STATION


63/123

61

THE RAILWAY CHILDREN CHARACTER - ACTIVITY 10

Time : 40 minutes

STEPS

1. Explain that the personality traits of a character are often revealed throughdialogues.

2. Discuss the personality traits of some characters in the story.3. Distribute a copy of Worksheet 10 to each student.4. Get students to look for dialogues in the story that reveal the personality traits of a

character.5. Complete the tasks in Worksheet 10.6. Get students to present their work.

MATERIALS

1. Worksheet 10 2. Text

AIM

1. To analyse characters in the story

This activity can be done individually, in pairs or in groups.


64/123

62

THE RAILWAY CHILDREN CHARACTER - WORKSHEET 10

1. Name the character that you like.2. Choose a dialogue from any chapter, and write the whole dialogue of about 3 to 5

lines in the quote balloon in the graphic organiser below.3. Describe what the characters words tell about him or her.

Character

What does the character say?

What does this dialogue reveal about

the character?


65/123

63

THE RAILWAY CHILDREN SETTING - ACTIVITY 11

Time : 40 minutes

STEPS

1. Ask students to state some of the places mentioned in the novel.2. Get students to write descriptions of each place written on the board.3. Introduce the literary term setting to the class.4. Give out the worksheet and let students use the text to fill in the blanks given.5. Get students to complete Worksheet 11 with reference to the text.

MATERIALS


AIMS

1. To identify and describe the settings in the novel

Notes for teacher:Settings in The Railway Children

A house in London (pgs 1, 2) Little white house in the country (that stands in a field near the top of a hill)

(pgs 4,6) The railway station (p 10) The railway lines (p 10) The tunnel (p 10)

The village (pgs 34, 35)


66/123

64

THE RAILWAY CHILDREN SETTING - WORKSHEET 11

Write what the story says about these places using the words given in the box below.

clothes fire louder lucky Motherhouse train warm line angry

wonderful candle steam white kitchenrailway London dark telegraph game

A HOUSE IN LONDON

Bobbie, Peter and Phyllis lived with their Father and

(1)_______ in an upper middle class suburban home in

(2) __________ . They were (3) ___________ children

who had everything that they needed. Pretty

(4)_________, a (5)__________house, and lots of toys.

They had a (6)__________ father who was never

(7)_______, and always ready to play a (8)________

A LITTLE WHITE HOUSE IN THE COUNTRY

The children and Mother have to move to a little white

(9)_________ in the country near a railway (10)

________. There was a large (11)______with a stone

floor, but there was no (12)______, and the room was

cold. There was a (13)______ on the table, and the

cart man lit it.


67/123

65

THE RAILWAY STATION

There were a great many (14)_________lines at the

station. On one side of the big station yard was a large

heap of coal, which the (15) ______ trains used for their

engines. There was a (16)______ line on the wall

behind, near the top of the heap.

THE TUNNEL

At the bottom of the hill there was a wooden

fence. And there was the railway, with its shining

lines, (17)________wires and post, and signals.

They all climbed on to the top of the fence.

Suddenly, the children heard a noise, which grew

(18)_________ every second. They looked along

the line towards the (19)________ opening of the

tunnel. The next moment, the railway lines began

to shake and a (20)________ came screaming out

of the tunnel.


68/123

66

THE RAILWAY CHILDREN OVERALL-ACTIVITY 12

Time : 80 minutes

STEPS

1. Make copies of the Bookworm templates.2. Divide the class into nine groups.3. Give each group copies of the template.4. Assign a chapter to each group to work on.5. Tell students to discuss and identify main events of the chapter allocated.6. Let students write the main event/ action on the lines of the body segments of the

Bookworm.

7. Cut out the segments and paste them in sequential order to create a bookwormfor each chapter.

MATERIALS


AIMS

1. To identify and sequence the main events in the novel

Students can create a long bookworm by combining all the main events of each chapter.


69/123

67

THE RAILWAY CHILDREN OVERALL-WORKSHEET 12

Write the main events of each chapter in the body segments of this Bookworm. Then, cut

and paste them behind the head to form a Bookworm.


70/123

68


71/123

69

THE RAILWAY CHILDREN POST - ACTIVITY 13

Time : 80 minutes

THE RAILWAY CHILDREN WORKSHEET

STEPS

1. Read Chapter 1 in class.2. Form groups of 4.3. Distribute Worksheet 13 to students.4. Let students discuss who the main characters are, what they are like, and state a

main problem faced by them.

5. Let students predict what will happen to the rest of the story.6. Tell students to fill in Worksheet 13.

MATERIALS


AIMS

1. To give personal response to the text2. To predict what will happen in the preceding chapters3. To write out the sequence of events

This activity can be done as a post-activity after reading Chapter 1 or the end

of the novel. If the students have read the whole novel, let students come up with

a new plot (the way they want it to be).


72/123

70

THE RAILWAY CHILDREN POST - WORKSHEET 13

In your group, discuss who the main characters are, what they are like, and state a mainproblem. Predict what will happen in the rest of the story. Answer the questions that follow.

Your name : _____________________

Author / Reteller : _____________________

Title : _____________________

1. Who are the main characters?

2. What can you say about them? Describe them briefly.

3. What problem are the children facing now?

4. What do you think will happen after this?

Read the first chapter, then stop!


73/123

71

THE RAILWAY CHILDREN POST -ACTIVITY 14

Time : 80 minutes


STEPS

1. Discuss what students normally tell their parents when they talk about things thatthey do every day.

2. Put the students into groups of four.3. Distribute Worksheet 14.4. Ask students to role-play the conversations between the children and their father

after he comes home.5. Get the students to take turns to play the roles of the children and the father.

MATERIALS


AIMS

1. To identify important events in the novel2. To role-play the events

Teachers can guide students by getting them to ask WH-questions.


74/123

72


Use the following questions to guide you. You may add your own questions.

1. How did the landslide occur?

2. Where were you during the landslide?

3. What happened after the landslide?

4. What did you do to stop the train?

5. What happened after that?

Now try to come up with your own questions for the second situation.

In groups of four, role-play the following conversationsbetween the children and their father after he comes home.Take turns to be one of the children and the father. Thechildren tell their father about the following

I. The landslideII. The boy in the tunnel

1. ______________________________

2. ______________________________

3. ______________________________

4. ______________________________

5. ______________________________


75/123

73

THE RAILWAY CHILDREN CHARACTER-POST ACTIVITY 15

Time : 80 minutes


STEPS

1. Give Worksheet 15 to each student.2. Discuss in pairs and tick character traits that are relevant.3. Choose their favourite character and give reasons for their choice.

MATERIALS


AIMS

1. To identify and describe characters in the story

Include students suggestions for other character traits.


76/123

74


The following is a list of traits for the major and minor characters. Tick () the appropriate

trait(s) for each character.

Traits Bobbie Peter Phyllis Mother Father Perks Mrs. Ransome OldGentleman

determined

empathetic

courageousinnocent

afraidhomely

lovingoptimistic

patient

friendlyproud

hardworkingsensitive

hopeful

responsibleappreciative

Who is your favourite character? Why?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________


77/123


78/123

76

THE RAILWAY CHILDREN WORKSHEET 16(a)

Bobbie desperately needs the help of Mr.G.P (also known as the Old Gentleman) and has

posted her plea on Facebook. Imagine you are Mr. G.P, Peter or Phyllis. Write out your

replies to Bobbies message in the empty boxes provided.

Bobbie

Mother

Mother

PhyllisSister

Peter

Brother


79/123

77

THE RAILWAY CHILDREN WORKSHEET 16(b)


80/123

78

THE RAILWAY CHILDREN POST-ACTIVITY 17

Time : 40 minutes

STEPS

1. Get students to read chapters 8 and 9 of the novel.2. Ask students to answer the WH-questions in Worksheet 17.3. Discuss the answers with reference to textual evidence.

MATERIALS


AIMS

1. To identify details in the text2. To express opinion

Low Proficiency students can answer the questions by referring to the text.


81/123

79

THE RAILWAY CHILDREN POST ACTIVITY WORKSHEET 17

Answer the questions below.

1. What injury did the boy have?

___________________________________________________________________

2. Why did Peter want Jim to stay?

___________________________________________________________________

3. Why was Phyllis afraid to enter the tunnel?

___________________________________________________________________

4. In the schoolboys game, what was the job ofthe hare?

___________________________________________________________________

5. How did Peter know that one boy was still in the tunnel?

___________________________________________________________________

6. In what ways did the old gentleman, Jims grandfather, help?

___________________________________________________________________

7. How were the children able to see once they went into the dark tunnel?

___________________________________________________________________

8. Do you think Bobbie and the old gentleman were right to keep the secret from her

mother? Explain your answer.

___________________________________________________________________

___________________________________________________________________


82/123

80

THE RAILWAY CHILDREN EXTENSION - ACTIVITY 18

Time : 40 minutes

STEPS

1. Get students in groups of four.2. Give each group of students a set of newspaper front page.3. Let them read the headlines and the fine prints.4. Give each group Handout 18.5. Let students discuss how they are going to design their own newspaper front

page with the headline, FIVE YEARS IN PRISON FOR SPY!6. Allow students to complete their work using the computer or in collage form.

MATERIALS

1. The front page of different newspapers 2. Newspapers or magazines

AIMS

1. To compose short prose.2. To give personal response to the text.

Teacher may conduct this activity as a competition within the classor among classes. Display their work on the notice board.

Teacher should expose students to the features of writing a front page for a newspaper.


83/123

81

THE RAILWAY CHILDREN HANDOUT 18

Look at the front page of the following newspapers. What is the headline of each

newspaper? Give comments on the pages.

Based on the old newspaper that Bobbie read (p. 40), create a front page of a newspaper

with the headline,FIVE YEARS IN PRISON FOR SPY! Include the following:

Give a name to your paper.

Display your work on the notice board for others to read.


84/123

82

THE RAILWAY CHILDREN EXTENSION - ACTIVITY 19

Time : 80 minutes

STEPS

1. Introduce students to different types of poems for e.g. haiku, cinquain andacrostic poems (Look at the examples in Handout 19)

2. Let students choose a character or an event from The Railway Children.3. Students write the name of a character or a description of an event from the novel

on the A4 sized paper.4. Let students create a haiku, cinquain or acrostic poem based on the character(s)

or event chosen.5. Dis la students work on the notice board.

MATERIALS

1. Handout 19

AIMS

1 To give a personal response to the text.

2. To enable students to write simple poetry using key words found in the text.

HAIKU is a Japanese poem of seventeen syllables, in three lines of five, seven, and five.

CINQUAIN /sIeIn/ is a five-line poems

Line 1: pattern of syllables 2 SwimmingLine 2: pattern of syllables 4 An awesome diveLine 3: pattern of syllables 6 A fast turn off the wallLine 4: pattern of syllables 8 A struggle to the finish lineLine 5: pattern of syllables 2 A win

ACROSTIC POEM

The simplest form is to put the letters that spell your subject down the side of your page.

When you have done this then you go back to each letter and think of a word, phrase or sentencethat starts with that letter and describes your subject


85/123

83

THE RAILWAY CHILDREN EXTENSION ACTIVITY -HANDOUT 19

Look at some examples of haiku, cinquain and acrostic poe

therailwaychildrenediteddraft6-120208103646-phpapp02

Documents

Transcript of therailwaychildrenediteddraft6-120208103646-phpapp02