Selections: The Long Walk Home: Teacher'S Notes

TEACHERS NOTES
Selections: The long walk home

by Josephine Cotterill
Level: Flyers+
Recommended age: Grade 6, primary (11+)
Time needed: Indicated for each activity
Type of English: American
Note: These activities can be done one after
the other, or separately. Some activities need to
be done in sequence, i.e. you need to do Activity 1 before you do Activity 2.
2. Put the children into pairs or groups of three and

ask them to discuss their answers.
3. Monitor and help where necessary.
4. After about five minutes or so, stop the activity
and ask a few children to report back on
their discussion.
Activity 2 (10 minutes)

1. Hand out the worksheet.
2.

Explain that you are going to play a recording of

a story called The long walk home and that you
want the children to think about the words they
might hear in the story and then fill in the
footprints with six words.
3.

At this stage you might want to explain how to

play bingo every time a student hears a word
that is written in the box, they cross it out. If they
cross out all six words they win.
4. Give the children a minute or so to write their six

words in the footprints.
3.

Play the recording of the first two verses (the

answers are all in verse two, but by playing
verse one you will help the children to tune in
and listen properly).
4. Ask the children to check their answers with

their partner.
5. Check the answers as a class.
Key:
1. school books; 2. sums; 3. water
Activity 4 (10-15 minutes)

1. Make enough copies of the transcript so there is
one between three children.
2. Cut out the nine verses.
3. Put children in groups of three and give each
group a copy of the cut out verses.
4. Ask the children to put the verses into the
correct order.
6. Play the recording and ask the children to check
their answers.
5. Play the recording through once

without stopping.
7. Finally, ask the children to read the whole poem in

the correct order (you might want them to read
this out loud).
6. Watch carefully to see which children put up

their hands.
7. After listening ask the children who put their

hands up first to tell you the words they had
on their card.

1. Hand out the worksheet with Activity 3 or write
the three questions on the board.
1.

Ask the children to spend a few minutes reading

through the questions and trying to remember
the answers. Encourage them to discuss their
ideas in pairs.
2. Play the recording through once

(without stopping).
O
H
P
YOUNG LEARNERS / Selections / The long walk home
Macmillan Publishers Ltd 2010
O
FR BE C
O DO O
M W P
W N IA
EB LO B
SI A L
TE DE E
D
1. Hand out the worksheet with Activity 1 and

ask the children to spend a few minutes reading
the questions and thinking of their answers.
2. Put the children in pairs and ask them to discuss

the three questions can they remember
the answers?
CA
young learners tEACHERS NOTES
Activities author: Adrian Tennant
TEACHERS NOTES
4. Play the recording again, if necessary.

5. Finally, check the answers as a class.
Key:
1. afternoon (verse 1)
2. windy, rainy and cold (verses 1 and 3).
3. because he (thought he) saw a dragon (verse 4)
2. Keep the children in their groups of three to six

and ask them to discuss their answers to the two
questions with each other.
3.

Not all of the children will be able to answer the

question but encourage those children to ask
further questions to find out more from those who
have an experience to share.
4. Monitor and listen to a few of the discussions.
5. he followed the dragon (verse 6)
5. Ask a few children to tell the class about either

their own experience or one from another member
of their group.
Note: This activity is especially good for children who

are visual learners. It can be done at any stage after
the main listening activities.
1. Ask the children to spend a couple of minutes

trying to match the words in the cloud to the
correct definitions.
1. Hand out the worksheet with Activity 6.
2. Put the children in pairs and get them to check

their answers together.
4. the dragon (verse 5)
2. Make sure the children have pencils (including

colored ones).
3. Tell the children they have ten minutes to draw
the dragon that the boy in the poem saw.
4. Afterwards put the drawings up on the walls and
give the children a few minutes to look at the
other pictures.

1. Tell the children you want them to use
their imagination.
2. Either write up the activity on the board or hand
out the worksheet with Activity 7.
3. Tell the children to spend a couple of minutes
thinking of their answers to the two questions.
4. Put the children into groups of three to six and
ask them to discuss their answers.

4. Check the answers as a class.
Note: You might want to extend this activity by
asking the children if they can remember how the
words were used in the poem, i.e. what was beating?
(the boys heart); what was stinging? (the icy wind on
the boys face); etc.
Key:
1. howling; 2. stinging; 3. pace; 4. creep;
5. footprint; 6. beating; 7. twig; 8. puddle
s together.
4. Finally, check as a class.
5. Encourage the children to ask each other more

questions about each others answers.
6. Monitor and listen to a few of the discussions.
7. Ask a few children to tell the class about their
groups discussion.
O
H
O
FR BE C
O DO O
M W P
W N IA
EB LO B
SI A L
TE DE E
D
1. Write the following questions on the board: Have

you ever seen something unusual when youve

been out walking? What did you see?
CA
young learners tEACHERS NOTES
3. Put the children in pairs and ask them to answer

the questions.
TRANSCRIPT
Written by Josephine Cotterill
Illustrated by Elsa Warnick
It was a rainy afternoon.

The wind was wild and strong.
The rain was getting in my eyes,
The wind a howling song.
My backpack was full of school books,
My head was full of sums,
My boots so full of water,
I couldnt even run.
Then as I lifted up my head
Although the rain was in my eyes,
Through the stinging of the icy wind
I got a big surprise.
There in the winding road,
Its tail hanging down,
I saw a kind of dragon-thing
Its back a golden brown.
I tried to see it clearly,
I wiped the water off my face.
But it took one long look at me
And ran off at a rapid pace.
I followed it into the woods
And saw its footprints clear.
The prints were big and very deep,
It must have been quite near.
I crept into the shadows
My heart was beating fast.
I followed a trail of broken twigs
And the footsteps on the path.
I stepped very carefully
And listened for strange sounds.
At every turn I checked for clues
Upon the puddled ground.
O
H
O
FR BE C
O DO O
M W P
W N IA
EB LO B
SI A L
TE DE E
D
As the rain was beating down

The footprints disappeared.
The woods were dark and silent,
There were no dragons here.
CA
young
subject
learners
title
transcript
The long walk home
WORKSHEET
Activity 1
Work with a partner or in groups of three. Discuss these questions:
1. Do you ever take long walks? When do you take them? Where do you go?
2. Which of these things do you do when you are walking?

sing to yourself
talk to friends
think
listen to music
look around you
3. When you go for a walk, is there anything else you do?

4. Do you like walking in the rain? Why / Why not?
Activity 2
You are going to hear a story called The long walk home. Fill in the footprints
with six words you think you will hear.
P
H
N T
O
FR BE C
O DO O
M W P
W N IA
EB LO B
SI A L
TE DE E
D
Now listen and cross out any of the words you hear. If you cross out all your
words, put your hand up.
CA
subject
young learners
title
WORKSHEET
Before listening / reading
WORKSHEET
Activity 3
Before you listen again, see if you can remember the answers to these
questions about the boy in the poem. Write your answer in the object under
the question.
1. What was in his backpack?
2. What was his head full of?
3. What was in his boots?
Activity 5
Listen again and answer the questions about the poem.
1. What time of day was it? ____________________________________________
2. What was the weather like? __________________________________________
3. Why was the boy surprised? _________________________________________
4. Who ran away? ___________________________________________________
P
H
N T
O
FR BE C
O DO O
M W P
W N IA
EB LO B
SI A L
TE DE E
D
5. What did the boy do? _______________________________________________
CA
young
subject
learners
title
WORKSHEET
Listen or read
WORKSHEET
Draw the dragon.
Activity 7
What would
you have done?
______________
__________________
_____________________
________________________
_____________________
__________________
_______________
____________
______________
__________________
_____________________
________________________
_____________________
__________________
_______________
____________
O
H
P
What would
you have felt?
O
FR BE C
O DO O
M W P
W N IA
EB LO B
SI A L
TE DE E
D
Imagine you were the boy in the story
CA
young
subject
learners
title
WORKSHEET
Activity 6
WORKSHEET
Match the words in the cloud from the poem to the correct definition (1-8).
beating
creep
howling
footprint
puddle
twig
pace
stinging
1. a long loud sound made by an animal or the wind __________________

2. a sore or uncomfortable feeling on your skin __________________
3. the speed at which you walk or run __________________
4. to move slowly and quietly __________________
5. a mark made on the ground by a human or animal when they walk or run
__________________
6. making the same sound and movements again and again __________________
7. a very small thin branch from a tree __________________
8. a small pool of water, usually on the ground after rain __________________
CA O
N T
O
FR BE C
O DO O
M W P
W N IA
EB LO B
SI A L
TE DE E
D
young
subject
learners
title
WORKSHEET
Activity 9

Selections: The Long Walk Home: Teacher'S Notes

Uploaded by

Copyright:

Available Formats

Selections: The Long Walk Home: Teacher'S Notes

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Selections: The Long Walk Home: Teacher'S Notes

Uploaded by

Copyright:

Available Formats

TEACHERS NOTES

Selections: The long walk home

2. Put the children into pairs or groups of three and

Activity 2 (10 minutes)

Explain that you are going to play a recording of

At this stage you might want to explain how to

4. Give the children a minute or so to write their six

Play the recording of the first two verses (the

4. Ask the children to check their answers with

Activity 4 (10-15 minutes)

5. Play the recording through once

7. Finally, ask the children to read the whole poem in

6. Watch carefully to see which children put up

Activity 5 (10 minutes)

7. After listening ask the children who put their

Activity 3 (5-10 minutes)

Ask the children to spend a few minutes reading

2. Play the recording through once

YOUNG LEARNERS / Selections / The long walk home

Macmillan Publishers Ltd 2010

1. Hand out the worksheet with Activity 1 and

Activity 1 (10 minutes)

2. Put the children in pairs and ask them to discuss

young learners tEACHERS NOTES

Activities author: Adrian Tennant

4. Play the recording again, if necessary.

2. Keep the children in their groups of three to six

Not all of the children will be able to answer the

4. Monitor and listen to a few of the discussions.

5. he followed the dragon (verse 6)

5. Ask a few children to tell the class about either

Activity 6 (10-15 minutes)

Activity 9 (10 minutes)

Note: This activity is especially good for children who

1. Ask the children to spend a couple of minutes

1. Hand out the worksheet with Activity 6.

2. Put the children in pairs and get them to check

4. the dragon (verse 5)

2. Make sure the children have pencils (including

Activity 7 (5-10 minutes)

3. Monitor and help where necessary.

5. Encourage the children to ask each other more

Activity 8 (5-10 minutes)

YOUNG LEARNERS / Selections / The long walk home

Macmillan Publishers Ltd 2010

1. Write the following questions on the board: Have

young learners tEACHERS NOTES

3. Put the children in pairs and ask them to answer

Written by Josephine Cotterill

Illustrated by Elsa Warnick

It was a rainy afternoon.

YOUNG LEARNERS / Selections / The long walk home

Macmillan Publishers Ltd 2010

As the rain was beating down

The long walk home

look around you

3. When you go for a walk, is there anything else you do?

YOUNG LEARNERS / Selections / The long walk home