Oxford Read and Imagine Teachers Handbook

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Oxford Read and Imagine
Teacher’s Handbook
Hannah Fish
Contents
Introduction 2
Series summary 3
About the syllabus and grading 7
Contents Summary charts 9
Using Oxford Read and Imagine 16
The methodology behind Oxford Read and Imagine 16
How to use Oxford Read and Imagine 19
How to use the Early Starter level 21
How to use the e-books 21
How to use the Photocopiable Templates 23
A Message from Series Consultant and

Lead Author, Paul Shipton 24
1
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Introduction
About Oxford Read and Imagine Reading stories is very motivating for language learners.
It stimulates interest and builds confidence as learners
Oxford Read and Imagine is a series of graded
realize that they can read and enjoy a whole book in
Readers at nine levels (Early Starter, Starter, Beginner,
English! The Oxford Read and Imagine series also offers
and Levels 1–6), suitable for learners of English from
learners many features that support their reading and
age three or four and older. The levels are designed
English learning, and a range of different components
to match the language content of pre-school and
to help teachers and parents get the most out of
Elementary English-language coursebooks. The
the Readers.
Early Starter level is aimed at very young children
who are encountering English for the first time and
may not be reading yet.
Components and features
These Readers are carefully written in graded The components of Oxford Read and Imagine are:
language to provide easy and enjoyable reading at Readers with in-book activities, projects, and
every level. The fictional stories are age-appropriate a Picture Dictionary or Glossary to support both
and will engage children and encourage them to language learning and comprehension of the
enjoy reading. The stories all feature the same group
story, as well as providing specific exam practice.
of characters (brother and sister Ben and Rosie, and
their grandfather, other family members, and friends). Audio Packs (Reader with audio) for all except
This allows learners to personally engage with the Early Starter, Starter, and Beginner levels – where
stories, and this familiarity is retained as they move up free audio downloads are available online.
through the levels. Activity Books for all levels (except Early Starter).

At Levels 1–6, each Reader is linked by topic to a
e-Books for selected Readers.
partner book in the non-fiction Oxford Read and
Discover series. The Read and Imagine stories provide Teacher’s Handbook with Photocopiable
the perfect first steps for learners to go on to explore Templates (graphic organizers) available online.
topics further with Read and Discover. For a list of all Answer Keys available online for all in-book

the partner books, please see the Levels 1–6 Contents
activities and Activity Books.
Summary charts.
Teacher’s website
www.oup.com/elt/teacher/readandimagine
Clunk, Grandpa’s
Ben robot
Rosie Grandpa
photocopiable © Oxford University Press 2 Oxford Read and Imagine Teacher’s Handbook
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Series summary
Average story word count: 60
Number of key word pages: 10 No Activity
Number of story pages: 10 Books at
this level
Number of activity pages: 2

Number of story pages: 12
Number of activity pages: 8 (including 2 project pages)
Picture Dictionary

Picture Dictionary

Picture Dictionary

Picture Dictionary

Picture Dictionary
Average story word count: 1,294

Picture Dictionary

Glossary

Glossary
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Readers ● Two project pages (except at Early Starter level)

provide extension material, encouraging students
Each Reader provides an interesting and engaging story
to personalize the story topic, or research the topic
with colorful illustrations on every page.
further. Structured support is provided.
A two-page introduction to the characters in the story Project pages
(except for Early Starter level) allows learners to familiarize je
Pro ct
A Fantastic Match 3 Think of a name for a new soccer team. Draw a
jersey, shorts, and soccer shoes for the players.
themselves with the characters, their names, and their Do people in your country like soccer? Which
team is the best? Tell a friend your ideas.
Name:
relationships. Each level has a different introduction, 1 Complete the chart with these soccer words.
team back soccer shoes soccer ball
reflecting the fact that the artwork and language become bicycle kick soccer bounce score goal
catch kick chest goalkeeper hands
Answer these questions about your team.
match jump jersey stadium head
more sophisticated as the levels increase. shorts feet hit player How many players are there?
Who is the best player?
Verbs Clothes Body Parts Other Words Who is the goalkeeper?
The story text is carefully graded at every level and Tell a friend about your team.
is accompanied by engaging illustrations which fully 4 Write about a fantastic soccer match your team
plays. Use the words in the chart to help you.
support learners’ understanding of the story and

the language.
At the back of each Reader the following are provided: 2 Can you think of more soccer words?
Write them in the chart.
Tell a friend about the match.
● In-book activities to support every two pages of 44 45
story text (except at Early Starter level). Tabs on ● To support vocabulary building and the
the story pages indicate where to find the relevant development of dictionary skills, there is a Picture
activities. These activities are carefully graded to Dictionary (at Starter, Beginner, and levels 1–4)
support the language (vocabulary and grammar) or Glossary (at levels 5 and 6) containing the key
used in the story pages, as well as to promote vocabulary that is above level and likely to be
overall language learning. Activities also aid new for learners at that level. (At Early Starter level
comprehension and discussion of the story, along key words used in the story are introduced with
with critical thinking skills. Exam practice activities illustrated glosses in the first part of the book.)
support the Cambridge Young Learner exams, and
Early Starter Reader
at the higher levels, Cambridge KET and PET.
‘I can see lions!’ says Alice. ‘They’re Ben and Rosie go

sleeping under that tree.’ to find Bobby the
‘Ben and Rosie, you can go and find cat. They hear a loud,
Bobby, but be very quiet,’ says angry noise: ‘Meow!’
Grandpa. ‘We don’t want to wake ‘That’s Bobby,’ says Ben.
up the lions. Alice A gazelle runs close to them.
and I can watch
‘That gazelle is scared of Bobby!’
them from here.’
says Rosie.
They run and find the cat behind a tree.
4
house yellow circle 5
152 x 132 mm
I can see lions!

Picture Dictionary Picture
Dictionary
Africa angry animals behind kick lion meow monkey pages from a
Level 2 Reader
Tab shows where to find the
10
activities for these pages Go to page 26 for activities. 11
binoculars close dangerous fish noise place plate roar
gazelle giraffe grass happy run scared seat shout
Activities for pages 10–11 4 Choose and write the correct words.
1 Circle the odd one out. Alice can see the lions. They are sleeping hide hungry idea jump tail tree type zebra
1 scared / sleep / angry under a tree. Ben and Rosie go to find Bobby 38 39
2 Heading shows which story

lion / gazelle / loud the cat. Then they hear a loud, 1 angry
noise. A gazelle runs 2
to Ben and
3
4
pages these activities relate Rosie.
hear / see / gazelle
cat / watch / lion
to The gazelle is 3
of Bobby.
Here are some words used in this book,
Ben and Rosie find Bobby 4 a tree.
Glossary
invisible adjective silently adverb
Glossary and you can check what they mean. Use
a dictionary to check other new words. If something is invisible, you cannot without speaking; without making
2 Write yes or no. see it.
light noun
any or much sound
sleeve noun
pages from
anywhere adverb fashion noun the energy from the sun, a lamp, etc. the part of a coat, dress, shirt, etc.
1 The lions are sleeping under the van. in, at, or to any place
appear verb
a way of dressing or doing
something that people like and try
that allows us to see things
mask noun
that covers your arm
smart adjective
to suddenly be seen to copy for a time
Icon shows which exam

a thing that you wear over your face able to learn and think quickly;
2 Alice is watching the lions.
a Level 6
bar noun fashionable adjective to hide or protect it intelligent
a small piece of something hard popular, or in a popular style
match noun someone pronoun
follow verb
3 Ben and Rosie hear a happy noise. catch verb a short thin piece of wood that you a person; a person that you do not
this activity supports

to find and hold someone or to come or go after someone or use to light a fire know
Reader
something something
material noun sprinkler noun
4 Bobby the cat is behind a tree. close scared behind
click noun
a short, sharp sound
forget verb
to not remember something
cloth that you use for making clothes
and other things
a thing that sends out water in small
drops. Sprinklers are used on grass
code noun garage noun nothing pronoun and for stopping fires in buildings.
3 Order the words.

a group of numbers or letters that a building where you keep a car not anything; no thing straight adjective
helps you find something gas noun nowhere adverb going in one direction only
cold adjective something like air not anywhere; at, in, or to no place suit noun
give someone back something
1 lions. / can / Alice / see
not friendly or kind program verb a jacket and pants, or a jacket
connected adjective to return something to someone to give a set of instructions to and skirt, that you wear together
(of two or more things or people) gold noun a computer and that are made from the same
having a link between them a yellow metal that is very expensive projector noun material
cookie noun headache noun a machine that shows movies or test verb
a kind of cake that is small, thin, a pain in your head pictures on a wall or screen to use or look at something carefully
2 wake up / to / They / the lions. / don’t want and sweet heat noun return verb to find out how good it is or if it
works well
cool adjective something that is hot has a lot to give, put, send, or take
run angry loud People say ‘Cool!’ to show that they of heat something back voice noun
‘Talk’ icon indicates an

think something is a good idea. hood noun right adjective the sounds that you make when you
criminal noun the part of a jacket or sweater that good; the opposite of wrong speak or sing
3 go / to find / Rosie and Ben / Bobby the cat. Are you scared of lions?
a person who does something that
is against the law
covers your head and neck
hurry verb
roof noun whisper verb
to speak very quietly to someone, so
activity which involves

the top of a building or car
disappear verb to move or do something quickly that other people cannot hear what
Talk to a friend.
shape noun
If a person or thing disappears, they you are saying
imagine verb what you see if you draw a line
go away so people cannot see them. to make a picture of something around something wrong adjective
4 find / tree. / They / Bobby / behind / a

bad, or not what the law allows
discussion
edge noun in your mind show verb
the part along the side or the end of invention noun to let someone see something; yard noun
something a thing that someone has made to appear or be seen an area next to a building or house,
everywhere adverb for the first time sometimes with grass and trees in it
in all places or to all places and a wall around it
26 27 54
Definitions in this glossary are taken and adapted from
Oxford American Dictionaries for learners of English 55
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Number of Readers at each level Activity Books

The following is an illustration of the Read and Imagine An Activity Book is available for each Reader (except at
series today, but this is a series that will expand and Early Starter level, which is a pre-reading and writing
grow for many years to come (and these teacher’s notes level). The activities in the Activity Books are carefully
will be updated accordingly). For a list of all the Readers graded and are designed to provide learners with
at each level, please see the Contents Summary charts. extra reading and writing practice, language work, and
consolidation of the story. Before-reading activities
Early Starter 2 Readers prepare learners for what they are about to read, and

with 2 more to follow after-reading activities stimulate learners further by
Starter 5 Readers reflecting on the story as a whole. Activity Books are

with 3 more to follow the perfect resource for homework activities. Exam
practice activities support the Cambridge Young
Beginner 5 Readers Learner exams, and at the higher levels, Cambridge

with 3 more to follow KET and PET.
Level 1 6 Readers After-reading activities

with 4 more to follow After-Reading
Act ivities for pa
ges 2–1 9 help students to reflect
write the corre
ct words. on the story as a whole
d
1 Choose an go
Level 2 6 Readers
1
teor shower. The
There is a me ’t see the meteors.
y can

. The
to the backyard s an
with 4 more to follow The sky is too
.
2
The y ge
. Grandpa ha
t in the van. The
n the
2 Comp
But a lete the Pict
y are in space!
3
in the sky. The ure Dicti

van goes up . onary.
Level 3 6 Readers
4
s the van . One wing is

meteo r hit
t no w the mi rror is broken
wing. Bu

with 4 more to follow Clunk fixes the
and Clunk is flo
ating in space!
Rosie
5
again!
Clu nk is ho lding the van
nk.
the van to Clu air
go ho me .
Now they can
Level 4 6 Readers cloudy

with 4 more to follow broken children
idea robot
crash
Level 5 2 Readers

with 2 more to follow flies cloudy
fall
wheel
11
Level 6 2 Readers float

with 2 more to follow
12
Audio 3 Find the

words and
write the name and
the page. Name Page
Two audio recordings accompany each Reader, 9

my drink! It’s Rosie
1 ‘Look at
providing recordings of the text in both American floating in
the air!’
r is brok en !’
2 ‘The mirro
and British English. For levels 1–6, audio is available 3 ‘Where do
you want 4 Wri
te th
to go?’ e spa
ce wo
in audio packs, and for Early Starter, Starter and 4 ‘I’m good
at the Spac
!’
e rd s.
Jump game
Beginner levels, audio recordings are available as free 5 ‘Three, tw
o, one…’
y.
1
is too cloud 1 It’s 2
6 ‘The sky a
downloads from www.oup.com/elt/readandimagine We can’t se
e the meteo
ng the
rs.’ 2 It’s
3 It’s
the .
3
4
5
k is ho ldi a .
7 ‘Clun
4 It’s
van again!’ the
5 It’s
that? Is it a .
8 ‘What’s 6 It’s
.
a meteor?’ .
6
sky.
d look at the .
9 ‘Come an ’
teor shower!
There’s a me
space!’ My Book
10 ‘We’re in What
I like Revie
abou w
My fa t this
vorite book
My fa p a g e is
14 vorite
My fa chara
vorite cter is .
Draw pictu
re is o
, n pag .
, or e
I like
this b . .
ook.
I like
the p
icture
s.
15
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e-Books
For selected Readers there are accompanying e-books
with animations, synchronized audio, and sound
effects. These can be used to read and listen to the Learners can
choose to listen to
stories on a computer, laptop, or tablet, or they can be British or American
projected onto an interactive whiteboard. You have the English audio
choice to use the e-book in conjunction with the print

Reader, or as a replacement for it – whichever you feel Learners can
choose to read
would be most engaging for your learners. The story silently or with
and Picture Dictionary/Glossary text in the e-books is synchronized audio
identical to that in the print Readers.

The on-screen illustrations are bright and fresh to The e-book includes activities that are adapted from
engage learners, while simultaneously supporting the print Reader, with the added benefit of a marking
vocabulary and story understanding. New or above- system which allows learners to check if their answers
level vocabulary is supported further by pop-up are correct or not.
dictionary definitions. Words which are included in
the Picture Dictionary or Glossary are highlighted
in blue where they appear in the story text. These
words can be activated by tapping to make pop-
up definitions appear. Together, the engaging
illustrations, pop-up definitions, and sound effects
bring the stories to life in a way that has not been Learners can check
done before in graded Readers. their answers
Words contained
in the Picture
Dictionary or
Glossary are
highlighted in blue And for a little bit of interactive fun and vocabulary
building, the e-books include vocabulary-based games
Pop-up
definitions appear that learners will enjoy playing, while simultaneously
consolidating the new vocabulary they have
encountered. At levels 1–4, each e-book has three
games, and at levels Early Starter, Starter, Beginner, 5,
and 6 there are two. These always include one game
which relies on listening to vocabulary items.
The e-book provides the whole Reader as a digital

book, and each page fills the screen, adapting to the
size of the screen used. Importantly, each page is fixed
to a ‘portrait’ alignment, to ensure that we retain the
key features of the printed book that are designed to
support reading skills.
The e-book audio consists of two recordings of the
full story text, one in American English and the other
in British English. The learner can choose which
version they prefer to listen to, or can choose to read
silently. The words listed in the Picture Dictionary or
Glossary are also recorded. When you turn to a new
page, the audio for that page begins automatically so To find out how to get the best use of the e-books and
you can read and listen at the same time – or choose for teaching ideas see the How to use the e-books
the silent mode. section of this Teacher’s Handbook.
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Teacher’s Handbook Beginner Level

This Teacher’s Handbook provides an overview of 150 headwords
the Oxford Read and Imagine series. It will help you
Syllabus:
plan how you use the Readers and accompanying
● As above, plus present continuous tense: positive,
components – whether you want to plan lessons or
negative, and question forms (used very sparingly)
sections of lessons around the Readers, or help your
● negative imperatives
learners to read them independently for pleasure.
● there is / there are
There are teaching suggestions in the sections on ● sentences with two clauses using and
Using Oxford Read and Imagine and How to use the (used sparingly)
e-books. You can adapt these suggestions to specific
Cambridge exam level: YLE Starters
Readers and teaching contexts.
CEFR level: Below A1
The Photocopiable Templates (graphic organizers) will
support your teaching and give you further ways to
bring Oxford Read and Imagine Readers to life within
Level 1
your classroom or as part of your students’ homework.
300 headwords
About the syllabus and grading Syllabus:
At each level, the author of Oxford Read and Imagine ● As above, plus possessive ’s
has certain language available to write the stories. The ● conjunctions: sequential then, but, so
words which the author can use are called ‘headwords’. ● infinitive, infinitive of purpose
Any other words used in a story are listed and Cambridge exam level: YLE Starters
explained in the Picture Dictionary or Glossary. CEFR level: Below A1 – Low A1
The following summary of the headwords and
grammatical syllabus available at each level, combined
with the corresponding Cambridge exam and CEFR Level 2
levels, can be used to ensure you find the perfect level
for your learners to read comfortably. 450 headwords
Syllabus:
Early Starter Level ● As above, plus past simple tense with verb be
● complex sentences (used very sparingly)
30 headwords ● conjunctions: because, when
Syllabus: ● gerunds
● present simple tense: positive and negative forms; ● comparative and superlative adjectives
simple question forms with be, do and what (used sparingly)

● adverbs of frequency (used sparingly)
● pronouns: I, you, it
● positive imperatives Cambridge exam level: YLE Starters and Movers
● modal verb can for ability CEFR level: Low A1
Starter Level
100 headwords
Syllabus:
● As above, plus present simple tense question forms
with who, how many, where

● pronouns: he, she, me
● possessive adjectives: my, your
CEFR level: Below A1
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Level 3 Level 5
600 headwords 900 headwords
Syllabus: Syllabus:
● As above, plus past simple tense: regular and ● As above, plus past perfect tense: positive, negative,
irregular for high-frequency verbs and question forms

● past continuous tense: positive, negative, and ● present perfect continuous tense
question forms (used sparingly) (used sparingly)

● going to future (used sparingly) ● present continuous future tense
● modal verbs: may, must, have to ● the passive voice with present and past simple
● comparative form as … as (e.g. ‘as tall as’) ● modal verbs: should
● zero conditional (used sparingly) ● second conditional
● adverbs of manner ● reported speech with say, tell, think, hope, know
Cambridge exam level: YLE Movers Cambridge exam level: YLE Flyers and
CEFR level: High A1 Key English Test (KET)
CEFR level: A2 – B1
Level 4
Level 6
750 headwords
Syllabus: 1,050 headwords
● As above, plus present perfect tense: positive, Syllabus:
negative, and question forms (used sparingly) ● As above, plus past perfect continuous tense:
● used to past positive, negative, and question forms

● will future ● future continuous tense
● conjunctions: after, as, before, if, or, than, when, ● the passive voice
where, while ● non-defining relative clauses
● defining relative clauses (used sparingly) ● reported speech
● possessive pronouns ● third conditional, conditionals with wish
● first conditional
Cambridge exam level: Key English Test (KET) and
Cambridge exam level: YLE Movers and Flyers Preliminary English Test (PET)
CEFR level: A1 – A2 CEFR level: B1
For a more detailed, book-by-book summary of the

vocabulary and grammar included in each Reader,
please see the Contents Summary charts.
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Contents Summary: Early Starter and Starter

Key Words / Main Grammar
Level and The grammar listed below
Reader Title Picture Dictionary occurs naturally in the stories, Topics
Headwords and is not the main focus of
Vocabualry the Readers.
Early Starter Spider, Spider ball, blue, car, chair, present simple; colors; basic objects;
30 Headwords flower, glass, purple, It’s in… / It’s on… saying hello and
red, spider, table, train, goodbye; respect for
yellow animals
Early Starter What’s This? cloud, circle, house, present simple; colors; shapes;
30 Headwords ice cream, pink, red, Do you have …?; asking questions
square, sun, triangle, What’s this?
white, yellow
Starter At the Zoo banana, eat, fish, fruit, present simple positive, animals and what they
100 Headwords lion, meat, monkey, negative, and question eat; food; watching
penguin, rock, forms; animals
sandwich, tree, water, can for ability
zoo
Starter Clunk Draws a Picture black, blue, crayons, present simple positive, animals and what they
100 Headwords draw, green, happy, negative, and question eat; food; watching
orange, paint, paper, forms; animals
penguin, picture, pink, adjectives
purple, red, robot, tiger,
white
Starter Hello, Clunk arm, ball, banana, book, present simple positive, parts of the body;
100 Headwords eat, five, head, hello, negative, and question numbers
kitchen, robot, two, forms
wheel, yellow
Starter One, Two, Three duck, fish, five, four, present simple, positive, colors; numbers and
100 Headwords frog, green, head, one, negative, and question counting; animals
park, pond, see, six, forms;
three, two, water How many…?;
can for ability
Starter Where’s My Hat? black, brown, door, present simple positive, clothes; describing
100 Headwords green, hat, head, jacket, negative, and question clothes; colors
long, red, robot, run, forms;
scarf, short can for ability;
adjectives
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Contents Summary: Beginner

Key Words / Main Grammar
Level and The grammar listed below
Reader Title Picture Dictionary occurs naturally in the stories, Topics
Headwords and is not the main focus of
Vocabualry the Readers.
Beginner The Cake Machine ask, butter, café, cake, present simple positive, food; describing food;
150 Headwords count, eat, egg, flour, negative, and question ingredients for a cake;
hand, hit, ice cream, forms; making a cake
kitchen, look for, can and can’t for ability;
machine, milk, adjectives;
shopping bags, store, direct speech
strawberries, sugar, van
Beginner Crocodile in the House animals, bear, car, present simple positive, toys; animals; friendship;
150 Headwords crocodile, door, friends, negative, and question sharing; feeling scared;
hand, hear, hello, horse, forms; parts of the body
house, lion, mouth, adjectives;
robot, run, teddy bear, direct speech
teeth, toy box, toys
Beginner I’m Sorry arms, ball, cat, catch, present simple positive, at the park; simple
150 Headwords climb, down, fall over, negative, and question actions; feelings – sad,
happy, help, jump, kick, forms; scared, happy; saying
park, ride, robot, run, can and can’t for ability; sorry; helping
sad, scared, shout, tree, adjectives;
up direct speech
Beginner In the Snow backyard, bear, boots, present simple positive, clothes; animals; having
150 Headwords buttons, carrot, coat, negative, and question fun/playing in the snow;
cold, eyes, gloves, hat, forms; parts of the face
head, house, nose, put present continuous
on, rabbit, robot, scarf, positive;
scarves, snow, snowball, can for ability;
snowman, tree, warm adjectives;
direct speech
Beginner A Rainy Day ball, board game, present simple positive, the weather; at the
150 Headwords children, cloudy, fly, negative, and question park; feeling sad
hands, house, kite, forms; or disappointed;
machine, park, rain/ present continuous having fun
rainy, robot, run, sad, positive;
snow, sunny, turn, up, can for ability;
wheel, window, windy adjectives;
direct speech
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Contents Summary: Level 1

Oxford Read
Level and Vocabulary Areas
Reader Title Main Grammar and Discover
Headwords and Topics
partner book
Level 1 Ben’s Big Swim present simple +, -, ?; at the beach; the weather; At the Beach
300 Headwords present continuous +; overcoming fear;
can for ability; bravery; helping people
adjectives; prepositions
of place; conjunctions;
direct speech
Level 1 Clunk in Space present simple +, -, ?; space; in the sky; In the Sky
300 Headwords present continuous +; in space; equipment;
can for ability; fixing things
adjectives; conjunctions;
direct speech
Level 1 Monkeys in the School present simple +, -, ?; animals; places in Schools

300 Headwords present continuous +; a school; school
can for ability; equipment; food
adjectives; conjunctions;
direct speech
Level 1 Rainforest Rescue present simple +, -, ?; rainforest plants; fruit; Fruit
300 Headwords can for ability; orangutans; respect
adjectives; direct speech for animals; helping
animals in distress
Level 1 Robbers at the Museum present simple +, -, ?; types of art; describing Art
300 Headwords present continuous +; art; animals; colors; theft
direct speech
Level 1 Too Fast! present simple +, -, ?; skateboarding; vehicles Wheels

300 Headwords present continuous +; and transportation;
adjectives; adverbs; friendship; caring
conjunctions; about people; respect
direct speech for people and their
possessions
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Oxford Read
partner book
Level 2 The Big Storm present simple +, -, ?; the weather; electricity; Electricity
450 Headwords present continuous +, ?; equipment; caring
past simple +, -, ?; can about people; danger
for ability; adjectives;
comparative adjectives;
conjunctions;
direct speech
Level 2 Can You See Lions? present simple +, -, ?; African grassland Camouflage
450 Headwords present continuous +, -, ?; animals; animals;
past simple +; can for watching animals;
ability; adjectives; feeling scared; danger
comparative and
superlative adjectives;
conjunctions;
direct speech
Level 2 Clunk’s New Job present simple +, -, ?; jobs; food; places; in a Jobs
450 Headwords present continuous +, ?; restaurant; parts of the
can for ability; body; friendship; feeling
adjectives; conjunctions; sad; helping people;
direct speech working hard
Level 2 In the Big City present simple +, -, ?; sightseeing; in a city; Cities

450 Headwords present continuous +; vehicles; equipment;
can for ability; theft
adjectives; superlative
adjectives; adverbs;
conjunctions;
direct speech
Level 2 Sheep in the Snow present simple +, -, ?; farm animals; on a Farms

450 Headwords present continuous +; farm; farm buildings;
can for ability; feeling worried; helping
adjectives; prepositions people; helping animals
of place; conjunctions; in distress; problem
direct speech solving; determination
Level 2 Stop the Machine! present simple +, -, ?; recycling; materials; Plastic

450 Headwords present continuous +; machinery; processes;
can for ability; feeling scared
direct speech
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Oxford Read
partner book
Level 3 Danger! Bugs! present simple +, -, ?; minibeasts; other Amazing Minibeasts
600 Headwords present continuous +, -, ?; animals; studying
past simple +, -, ?; modal animals; parts of the
verbs can, would; adjectives body; plants; nature;
and adverbs; conjunctions; danger; feeling scared
infinitives and gerunds;
comparative adjectives and
forms; direct speech
Level 3 The Game present simple +, -, ?; computers; computer Your Five Senses
600 Headwords present continuous +, -, ?; games; computing;
past simple +, -, ?; modal senses; parts of the
verbs can, would; adjectives body
and adverbs; conjunctions;
forms; superlative adjectives;
direct speech
Level 3 In the Eagle’s Nest present simple +, -, ?; present animals; animal life Animals in the Air
600 Headwords continuous +, -, ?; past cycles; eagles; watching
simple +, -, ?; going to future; birds; parts of a bird’s
modal verbs can, would; body; rock climbing;
adjectives and adverbs; science; feeling scared;
conjunctions; infinitives danger
and gerunds; comparative
adjectives and forms;
direct speech
Level 3 High Water present simple +, -, ?; present pets; danger from Wonderful Water
600 Headwords continuous +, -, ?; past floods; vehicles; helping
simple +, -, ?; going to future; people; helping
modal verbs can, would; animals; problem
adjectives and adverbs; solving; determination;
conjunctions; infinitives overcoming fear;
and gerunds; comparative bravery
direct speech
Level 3 The New Sound present simple +, -, ?; present music; sound; musical Sound and Music
600 Headwords continuous +, -, ?; past instruments; concerts;
simple +, -, ?; going to future; bands; computers; theft;
modal verbs can, would; helping people
adjectives and adverbs;
conjunctions; infinitives
and gerunds; comparative
direct speech
Level 3 Soccer in present simple +, -, ?; soccer; soccer Free Time Around
600 Headwords the Street present continuous +, -, ?; equipment; in a city;
the World
past simple +, -, ?; modal vehicles; friendship;
verbs can, would; adjectives caring about people;
and adverbs; conjunctions; generosity
forms; direct speech
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Oxford Read
partner book
Level 4 The Lost City present simple +, -, ?; present archaeology; Wonders of the Past
750 Headwords continuous +, -, ?; present history; respect for
perfect +; past simple +, -, ?; historical artefacts;
past continuous +; going to the rainforest;
future; adjectives and adverbs; equipment
conjunctions; infinitives and
gerunds; comparative adjectives
and forms; superlative adjectives;
modal verb must; direct speech
Level 4 Lost in the Desert present simple +, -, ?; present desert animals; All About Desert Life
750 Headwords continuous +, -, ?; past simple weather; equipment;
+, -, ?; past continuous +; vehicles; caring
adjectives and adverbs; about people;
conjunctions; infinitives and helping people
and forms; modal verb must;
direct speech
Level 4 A Machine present simple +, -, ?; present science; machinery; Machines Then

750 Headwords for the Future continuous +, -, ?; past simple time; time travel; and Now
+, -, ?; past continuous +; equipment; the
adjectives and adverbs; pulley; parts of the
conjunctions; infinitives and body; respect for
gerunds; comparative adjectives people
direct speech
Level 4 Pictures from present simple +, -, ?; present archaeology; Animals in Art

750 Headwords the Past continuous +, -, ?; past simple +, animals (including
-, ?; past continuous +; going to the mammoth); the
future; conditional sentences; past; studying the
conjunctions; infinitives and past; cave paintings
direct speech
Level 4 Swimming with present simple +, -, ?; present diving; diving All About
750 Headwords Dolphins continuous +, -, ?; present equipment; scientific Ocean Life
perfect +; past simple +, -, ?; equipment; sea
past continuous +; adjectives animals; protecting
and adverbs; conjunctions; sea animals;
infinitives and gerunds; determination;
comparative adjectives and feeling scared;
forms; superlative adjectives; bravery
direct speech
Level 4 Volcano present simple +, -, ?; present weather; nature; Incredible Earth
750 Headwords Adventure continuous +, -, ?; present volcanoes; vehicles;
perfect +, -; past simple +, -, ?; equipment; feeling
past continuous +; adjectives scared; helping
and adverbs; conjunctions; people; friendship;
infinitives and gerunds; respect for different
comparative adjectives and cultures
forms; modal verbs have to, must;
direct speech
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Contents Summary: Levels 5 and 6

Oxford Read
partner book
Level 5 The Bad present simple +, -, ?; technology; Homes Around
900 Headwords present continuous +, -, ?; computing; homes;
House the World
present perfect +, -, ?; emotions – fear,
past simple +, -, ?; anger, jealousy,
past continuous +, -; regret; danger;
past perfect +, -; going to and will caring about
future; conditional sentences; people; helping
infinitives and gerunds; people
modal verbs; reported speech
Level 5 Day of the present simple +, -, ?; archaeology; Exploring

900 Headwords present continuous +, -, ?; science; dinosaurs;
Dinosaurs Our World
present perfect +, -, ?; equipment; time
past simple +, -, ?; travel; parts of the
past continuous +, -; past perfect +; body; friendship
going to and will future; conditional
sentences; infinitives and gerunds;
modal verbs; reported speech
Level 6 Invisible! present simple +, -, ?; science; materials Clothes Then

1,050 present continuous +, -, ?; (including
and Now
present perfect +, -, ? gold); scientific
Headwords past simple +, -, ?; equipment;
past continuous +, -; past perfect +; inventions;
going to and will future; conditional invisibility; crime
sentences; relative clauses and and criminals;
pronouns; infinitives and gerunds; intimidation;
modal verbs; reported speech bravery
Level 6 The Secret present simple +, -, ?; space and space All About
1,050 present continuous +, -, ?; travel; the Moon;
on the Moon Space
present perfect +, -, ?; the Earth; gravity;
Headwords past simple +, -, ?; history; astronaut’s
past continuous +, -; ?; equipment;
past perfect +; going to and will science; time; time
future; conditional sentences; travel; helping
relative clauses and pronouns; people; bravery
infinitives and gerunds; modal
verbs; reported speech
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Using Oxford Read and Imagine

The methodology behind In this way, Oxford Read and Imagine incorporates all
the strengths of a high-quality first-language reading
Oxford Read and Imagine scheme. This is further enhanced by its partner series,
Oxford Read and Imagine provides a wonderfully rich Oxford Read and Discover. Together, the two series
variety of stories for use in the language classroom. offer a broad choice of both fiction and non-fiction
Much like a first-language approach, Read and books to engage every type of learner.
Imagine uses a learner-centered methodology which
aims to build up a collection of really engaging stories The children like the big city.
that appeal to children of different ages. Ben sees a building. ‘That’s

the tallest building in the
city,’ he says. ‘We can go
to the top and look at
the city.’
‘Let’s go!’ says Rosie.
What’s this? Do you have a yellow circle?
Let’s go!
When they are
at the top of the
building, they can see lots of the city.
‘Look at the cars,’ says Rosie.
‘Look there!’ says Max. ‘I can see
Grandpa’s van, and it’s moving!’
It’s a house. Yes. ‘Where?’ asks Grandpa.
8 Go to page 24 for activities. 9
01 ORI L2 In the Big City_finalAW.indd 8-9 29/05/2015 13:46
But there was a

problem. The sea
here wasn’t very deep,
and Clunk didn’t see
16 17 the rocks under the water.
CRASH! There was a terrible
sound as the van hit one of the rocks.
‘Water is coming into the van!’ shouted Ben.
Stories represent language in a natural and meaningful Chapter Two

Grandpa jumped up. ‘Clunk, get the tools,
please,’ he said. ‘We have to fix this quickly.’
While Clunk drove, Dan got his diving While Grandpa tried to fix the van, Clunk used
context, and learners are motivated by stories because equipment ready.
‘Ludo was a little afraid so he stayed close to
a bucket to throw out the water.
they have a desire to know what is happening, and

the shore,’ Dan explained. ‘Perhaps he can’t
move because of a fishing line.’ He looked at his
watch. ‘When will we arrive there?’
how a story will end. ‘We’re there now!’ said Clunk.

The children looked out
the window at the blue
sky all around them.
‘Please land on the
water,’ Grandpa
told the robot.
Clunk turns the wheel on
the machine to WINDY. And the ball goes up! 8 Go to page 28 for activities. 9
It hits the machine.
‘Thank you, Clunk!’
says Rosie.
The kite goes up. option 1
‘No!’ shouted Sparrow.
A moment later the van slowly moved up until
Cooger could see it. Ben was sitting happily on the
van’s roof. His sister was in the driver’s seat. They
both smiled at Cooger.
‘Perhaps you didn’t know that the van could fly,
too?’ shouted Rosie.
Ben and Professor Ben looked at Professor Sparrow. ‘Come with us,’
Sparrow were near the he said.
edge of the roof now. There The scientist pushed his glasses up his nose.
was nowhere to run. ‘Thank you, but no,’ he answered. ‘I did something
But then Ben heard a that was very wrong. But now I’m going to do the
sound that he knew very right thing.’
well. He looked over his Rosie understood. ‘Van, take us home,’ she said.
shoulder and smiled. He
The wheel turns turned back to Cooger.
and turns. It ‘I think I’m going to
doesn’t stop. leave now,’ he said, as he
moved closer to the edge.
‘Goodbye, Mr Cooger.’
‘What are you talking
10 Go to page 18
00 for activities. 11
about?’ shouted Cooger.
‘Where do you think –’
Before Cooger could
finish his question, Ben
As learners move up the levels, the recurring

jumped off the building.
30 Go to page 49 for activities. 31
characters grow in age, and the story themes and

illustrations grow in sophistication and complexity, The Readers can be used in a number of ways, with
ensuring a range of stimulating stories for learners individual students or whole classes. With a whole
that are carefully matched to their age and level class, you have the option of using the same Reader
of English. Literacy skills are further supported by with all the students, or allowing your students to
the use of a larger book format (or size) at the three read independently, choosing different books at
lower, Kindergarten levels; by the gradually reduced different levels. How you use the Readers will depend
font sizes as learners move up the levels; and by the on your teaching context and the linguistic abilities
introduction of chapters from Level 3. of your students. You can adapt the general teaching
suggestions below to suit your individual needs.
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Reading Skills Language Skills

The main ambition of Read and Imagine is to offer The range of in-book activities are designed to both
engaging opportunities for both extensive reading support and consolidate understanding of the story,
practice and closer reading with exploitation of certain and provide plenty of opportunities for learners to
language points. practice their language skills. The activities provide
integrated reading and writing practice, with a
Then a big durian falls from the tree!
It hits the ground close to the men.
Then two, three, four … a lot
of durians hit the ground.
variety of activities at both word and sentence level,
‘What’s that?’ shouts the tall man.
‘I can smell it!’ says his friend. ‘It
‘Run!’ shouts the tall man.
including exam-focussed activities. There are activities
smells very bad!’
which focus on the vocabulary found within the
What’s that?
stories, while some have a grammar focus or look at
sentence structure.
There are also plenty of opportunities for learners
In the tree, Ben has to practice their speaking skills with the ‘Talk’
a durian in his hand.
‘We can stop now,’ he
says to Clunk.
We can
stop now. activities, which either personalize the story, or
14 Go to page 25 for activities.
At last, Rosie pulled
15 encourage learners to predict what happens next.
away the fishing line.
Ludo could swim again! (If learners are lacking in spoken English fluency they
Rosie watched happily as
the dolphin kicked his tail
and swam up to get some air. could be encouraged to complete the Talk activities
in their own language, which will encourage deeper
Rosie began to swim up, too.
Then she saw a large shape in the water.
‘What’s Ludo doing now?’ she thought.
But the shape wasn’t Ludo.
It wasn’t a dolphin. engagement with the stories.) Tabs on the pages
It was a shark ...
When she was close enough, Rosie saw the
problem. There was an old fishing line around
clearly indicate which page of activities learners should
go to, which makes navigation quick and easy.
Ludo’s body. One end of the line was around
a rock on the sea floor.
Rosie tried to break the fishing line, but it was
too strong. Carefully she started to take the
fishing line off the dolphin. Ludo stopped
kicking his tail. The projects provide further opportunities for
‘He understands,’ thought Rosie. ‘He’s trying
14
to help me!’
Go to page 34 for activities. 15

language practice, with many chances for learners to
plan and write their own stories.
Learners can read closely by making use of the in-
Students can also explore topics in other books or
book activities as an integrated part of their reading.
on the internet, and can present their findings, for
They can do the appropriate activities after reading
example, as posters, charts, or summaries.
every two pages, or they can do all the activities after
The Activity Books provide additional language
finishing the whole Reader.
practice, and clearly indicate which pages of the
Learners can also use the Readers for extensive
Reader the activities are based on, which makes
practice, reading independently for pleasure. Using
navigation quick and easy.
this approach allows students to learn language
through natural acquisition. This is ideal for mixed- je
Pro ct
Lost Cities Around the World 2 Now do some Internet research on another
lost city. Answer the questions.
Project pages
ability classes as learners can read at their own pace.
1 Read about the lost city of Machu Picchu. Where is it?
Where is Machu Picchu?
It is in the mountains of Peru.
Allow children time to choose the books they are What does Machu Picchu mean?
It means ‘Old Peak’. The peak is the
What does its name mean?
interested in, and encourage them to keep a record

very top of a mountain.
Who built Machu Picchu? Who built it?
The Inca people.
of the Readers they have completed. When did they build Machu Picchu?
They built it around 1450. When did they build it?
Why was Machu
The illustrations not only enrich the reading

Picchu lost?
The rainforest Why was it lost?
grew over it.
experience, but are carefully designed to support Is there a lot to see
at Machu Picchu? Is there a lot to see there?
Yes, it is amazing!
vocabulary and story understanding. Learners will je
Pro ct
3 Write about a fun job for Rosie.
Fun Jobs! Tell your friend about your lost city. Would you
feel inspired by the bright and engaging pictures, Would you like to visit Machu Picchu?
Talk to a friend.
1 Complete the chart. to your city.
Draw
like to visit it? With your friend, planRosie doing the job.
a vacation
44 Job: 45
which really bring the story to life as well as assisting

firefighter chicken fish office worker pizza
chef potatoes rice waiter cup of tea
What she does:
understanding of the text. The illustrations also Food and

Drink
Jobs
provide a springboard for interesting discussions

4 Now write about a fun job for Ben.
relating to the story. Draw Ben doing the job.
Job:
Children who may be struggling with the text can still What he does:
engage with and appreciate the story on a visual level. 2 Can you think of more food and drink or
This supports their comprehension of the story and jobs words? Write them in the chart.
What jobs are fun? Talk to a friend. Tell your friend about the fun jobs.
helps them to remain motivated while reading. 36 37
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To develop listening skills, the stories are all recorded Cross-curricular Links and
in both American and British English. To raise
awareness of pronunciation and intonation, students
Critical Thinking Skills
can listen to the audio recording as they read. The Levels 1– 6 Read and Imagine Readers are all linked
Alternatively they can listen to the audio after they by topic to a partner non-fiction book in the Oxford Read
have read each chapter or the whole story, with their and Discover series. Each Read and Imagine story is the
books open or closed. perfect springboard for interested students to go on to
learn more about the topic using
Activities Read
for pages and Discover.
10–11
Exam Skills Oxford1Read
Writeand Discover
yes or no. graded Readers provide a
The in-book activities and the Activity Books provide variety of non-fiction topics that can be used for cross-
1 Dan hit his head. yes
plenty of opportunities for learners to practice exam- curricular2 work or for CLIL (Content and
Ben put on some diving equipment.
Language
style questions to help them prepare for the following Integrated Learning). The topics have been chosen
3 Rosie doesn’t know how to dive.
exams: to stimulate students’
4 Rosie jumpedinterests and to cover key
into the water.
curriculum content
5 Ben fromwith
was sitting three broad subject areas:
Dan.
Beginner Level – Cambridge YLE Starters The World 6 of
DanScience andhis
didn’t open Technology,
eyes. The Natural
Level 1 – Cambridge YLE Starters World, and The World of Arts and Social Studies.
2 Answer the questions.
Level 2 – Cambridge YLE Starters The partner books for all Read and Imagine stories
1 What happened to Dan?
and Movers can be found in the Level 1– 6 Contents Summary, so if
He hit his head when the van hit the rock.
one of your learners is enthused by the topic of a Read
Level 3 – Cambridge YLE Movers 2 What did Rosie put on?
and Imagine Reader they have just finished, you know
Level 4 – Cambridge YLE Movers which Read and Discover book to direct them to next.
3 Who is the best swimmer?
and Flyers This type of
activity requires
Level 5
– Cambridge YLE Flyers 4 Why does Ludo need help now?
critical thinking
and Key English Test (KET) skills
5 Why did Rosie jump into the water?
Level 6 – Cambridge Key English Test (KET)
and Preliminary English Test (PET)
Can Rosie help Ludo? Tell a friend your ideas.
Activities for pages 10–11 30

Activities for pages 12–13
1 Choose and write the correct words. 1 Trace and write the words.
The Readers in both these series help to develop critical
Activity Clunk sees
1
Rosie with Mom and thinking skills, as students need not only to understand
supports Dad. ‘Don’t go in the 2 !’ he English, but bear storybear
1 also to process and / or topic
Cambridge YLE
Starters examsays. ‘There’s a !’ Ben and Max
3
information. The activities provide practice of both the
go to the door. Ben has the toy crocodile teddy bear
language and content 2 of the Reader, and they develop
in his 4 . students’ critical thinking skills with activities such
as organizing information into charts, sequencing or
correcting carsolving puzzles, giving personal
3 information,
opinions, writing notes, and planning projects.
Activities for pages 28–29 Activities
2 Look at the pictures onfor pages
page 12.30–31
crocodile toys Rosie
1 Choose the correct answers. Write yesthe
1 Read or no.
sentences. Choose and write the correct
1 Why did Rosie show the man her face? words.
Activity 1 Rosie is in the car.
a She wanted to frighten him. 1 Ben was the edge of the roof.
supports 2 There’s a teddy bear in the car.
Cambridge b She wanted time to type in the computer code. a next b near c about
PET exam 3 The car is red.
c She knew she could get away. 2 Ben moved to the edge.
house Max hand 4 Clunk is in the house.
d She wanted the man to help her. a closer b closest c closely
2 What happened when the man tried to turn off the van? Do you like this story? Talk to a friend.
3 Then Ben jumped the building.
18 a He was too late and the van had gone. 19
a up b out c off
b He had just enough time.
c He could see Rosie’s face. 4 Ben on the roof of the van.
photocopiable © Oxford University Press 18 Oxford aRead
land and Imaginec Teacher’s
b landed landing Handbook
d The van took him with Rosie.
3 What happened when Ben and Sparrow got to the roof? 5 Cooger didn’t know the van fly.
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How to use Oxford Read and Imagine

Individual Use ● Show the cover, initially hiding the title, and ask
students what they can see, and to predict from the
The benefit of individual students reading different
picture the content of the story, for example: Who/
Readers is that they can work at their own level and
What can you see on the cover? Where are they? What
at their own pace. This is ideal in a mixed-ability class
are they doing? What do you think the title of the
or a class with children who have special educational
story is? What do you think the story is about?
needs. It is also an ideal way to allow learners to
follow their interests. You can check understanding
by asking simple questions, for example: Who is your
favorite character? What did Ben do in the last few pages?
If learners are also doing the activities, you can check
these orally either in English or in their own language.
Whole-Class Use
You can use the Readers as story books that are read to
the whole class during a ‘story time’ section of a lesson.
Students can sit in a circle on the floor or on chairs,
and you can tell the story using the Reader, or the
e-book on a computer or projected onto a whiteboard.
(For whole-class storytelling teaching ideas, and to
find out how to get the best use of the e-books, see
the How to use the e-books section of this Teacher’s
Handbook.)
Alternatively, you may want your class to read the
same Reader but quietly and independently, so that
they can work at their own pace and be given the ● Ask students what vocabulary they know related to
appropriate support from you where needed. In this the topic of the story, and ask them to guess what
way, learners can pace themselves, but activities and vocabulary will occur in the story. You can write all
discussions about the Reader can be done in pairs, the vocabulary on the board, and also introduce
groups, or as a whole class. any key vocabulary from the Picture Dictionary
If a whole class is reading the same Reader, you can or Glossary that you think students will need.
use some of the Before Reading and After Reading Alternatively, you can allow your students to find
ideas below. the new vocabulary in the Picture Dictionary or
Glossary when they need it.
Before Reading ● If the story is set in a particular type of region
(for all levels except Early Starter) or habitat, you can ask students to discuss what
they know about that type of place. You can
If you are working with the whole class, you can
also use a globe or world map to show students
introduce the story, check on previous knowledge, and
where such places are. You can use the World
stimulate interest with the following activities.
Map Photocopiable Template and associated
● Use the character introduction pages (pages 2-3 of teaching ideas.
the Reader) to either introduce or review the main
characters and their relationships. If your students
have read previous Read and Imagine stories, ask
them to discuss their favorite characters and why
they like them. They can also discuss any other
stories they have read involving these characters,
and describe what happened.
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● Ask learners to write a few questions about the
During and After Reading story for a partner to answer.
(for all levels except Early Starter)
● Describe something from the story without saying
After every two story pages, or after the whole story, what it is. Then ask your students to guess what it
learners can complete the in-book activities. Students is, or have them ask you questions to find out. You
can read at their own pace, and then go straight to the should only answer ‘yes’ or ‘no’.
activities when they are ready, which is ideal for classes ● Depending on their level, ask students to say or
that contain mixed abilities or learners with special
write three, five, or ten things about the story.
educational needs. You can then check understanding
● If students have read different stories, ask them to
either individually or once they have all finished. If
present their story to the rest of the class without
you check answers orally, students can practice their
giving away the ending.
listening and speaking skills.
● The Picture Dictionary or Glossary is a great
The projects at the back of each Reader provide
resource for practice of key vocabulary after
expansion of the story topic and allow learners to
reading. Show or say the words and ask students to
consolidate some topic vocabulary, and either conduct
match them to the pictures/definitions, or show the
some research or write their own story. Then they can
pictures/definitions and ask students to say or write
share their work with other members of the class.
the words.
You can use the following activities to find out how
● Give students key words from the Picture Dictionary
much students have understood about the story,
and ask them to write sentences with the words.
and to provide opportunities for further practice and
Students can then create their own versions, and
stimulation. You may need to adapt these activities
test other students.
according to your students’ abilities, and some are
● Give students sections of the story text with key
more appropriate for groups who are all using the
same Reader. words removed or changed, and ask them to
complete or correct the text.
Where possible, ask students to work in pairs or groups
● Students retell the story in their own words.
to share and discuss their ideas and their work. In
many of the activities below, the teacher role can be Encourage them to include a beginning, middle,
substituted by a learner working in a pair or group. and end to the story. They can first practice in pairs
Group work is very motivating for learners as it creates and then they can tell the story to the whole class if
a genuine need for information exchange, which can they feel able.
be both stimulating and challenging. ● Students draw a scene (or scenes) from the story
● For active listening practice, give students sections and write a sentence to go with each scene. Or you
of text with key words removed or changed, and can give each student a different scene to draw and
ask them to complete or correct the texts while write about, and then ask them to work together to
listening to the audio recording. organize the scenes into the correct order.
● ● Students create their own storybooks, by retelling
For active practice of pronunciation and intonation,
students can listen to the audio and read out loud and illustrating the story. Or students can work
at the same time. Alternatively you can pause the together in pairs or small groups and make a big
audio after paragraphs and ask your students to book of the story.
repeat what they heard. ● Students create a timeline for the story, listing key
● Invite students to give personal responses to the events in the order that they occur. You may need
story, either in English or in their own language. For to demonstrate a timeline on the board before they
example: Did you like the story? What was the most begin this activity.
exciting part, and why? ● Students make up different variations of the story,
● Say or write verbs, phrases, or scenes from the story for example by changing the characters, or making
and ask students to mime/act them. up an alternative ending.
● Say or write sentences about the story or characters ● Use the Photocopiable Templates and the
and ask students to say or write if they are true associated teaching ideas in the How to use the
or false. Photocopiable Templates section below.
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How to use the Early Starter Level How to use the e-books
Read and Imagine Early Starter level is different in Students are very motivated by the use of technology
layout to the other levels. This level is designed to be in the classroom. Technology is an important part of
used with very young learners who cannot yet read, life for young people, and they relate well to its use in
or with learners who are just learning to read. While the classroom, and find it valuable and stimulating. The
it uses the same family of characters, unlike the other Oxford Read and Imagine e-books are the ideal way to
levels, each Reader tells the story twice. bring technology into the classroom in an enjoyable
and motivating way.
Individual Use
Students can use the e-book to read the story and do
the activities for the first time, or they can use it after
they have read the printed Reader.
To raise awareness of pronunciation and intonation,
students can listen to the audio as they read the story.
For active practice of pronunciation and intonation,
students can listen and read out loud at the same time.
2
red square triangle 3
They can also enjoy the animations and hotspots,
and the sound effects, all of which enhance the story
understanding.
Do you have a red square? Do you have a red triangle?

Whole-Class Storytelling
The e-book provides the perfect resource to support
shared storytelling with the whole class. Research
shows that shared reading between an adult and child
Yes.
Yes. is the foundation for early literacy, and the shared
storytelling approach is an extension of this concept
into the classroom.
With shared storytelling, you can create a relaxed and
14 15 interactive environment with a focus on reading for
enjoyment. The activities and games can also be done
The first time, the illustrations tell the story and key as a whole class, or with learners in groups or teams. If
words are introduced to the learner accompanied by you have a class that enjoys playful competition, you
small pictures underneath the story illustrations. In this can add a competitive edge to the activities by using
way, learners are fully prepared for the fuller version of time limits, team totals, or a game in which the first
the story that follows. The same large illustrations are team to raise their hands gets to answer the question.
used to tell the story the second time, but the full story In this way, the activities become game-like and add to
text is also included. learners’ motivation and enjoyment.
There are two pages of activities which do not assume Most of the activities described below can also be
any reading ability. They are designed to simply done with the print Reader, but by projecting the
allow learners to connect elements that occur in the e-book onto an interactive whiteboard you can create
illustrations and in the story, and to develop children’s a more collaborative storytelling experience that will
hand-eye coordination and pencil or pen control. ensure learners remain attentive and enthusiastic.
Further notes on using the books at this level can Once projected onto a whiteboard, the e-book creates
be found on the inside front cover of each Early a digital ‘big book’. Enlarged texts and images enhance
Starter Reader. class participation, allowing all students to easily see
the text and images as you read the story aloud – an
important similarity to the shared reading between
parent and child.
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● You can make comments to show what you
Below are some suggestions for whole-class
storytelling. You can also use some of the Before are thinking about the story, and to encourage
Reading and After Reading activities suggested for the students to do the same, for example: I wonder if
print Reader. These activities can be used the first time Clunk can help Rosie? This is a new word. Let’s click
you read the story. on it to find out what it means. I wouldn’t do that
●
because ... With very young or low-level learners this
Practice reading the story out loud beforehand, and
can be done in their first language.
think about how you can use expression, mime,
● Pause from time to time to allow students to predict
and gestures to increase the dramatic effect and to
support understanding. what will happen next in the story.
● ● Just before showing the last two pages, you can ask
When you read the story to the class, don’t rush –
enjoy it! It is very important to make the reading students to predict how the story will end.
experience an enjoyable one. These activities can be used on subsequent readings:
● It is a good idea to read the story over a few ● Students can listen to the audio as they follow the
lessons, as this provides more opportunities for story with you.
repetition and consolidation, increases interest and ● Pause at the end of a page and ask students to retell
anticipation, and maximizes the pedagogic value of the story.
the story.
● Pause at the end of a page and do a quick memory
● As you read, follow the text with your finger or a test, for example: What colour is the van? How many
pointer. Alternatively use the e-book’s recorded ... are there? What is his/her name? Where is Grandpa
audio, which has a synchronized line-by-line going?
highlight. This ensures that students can see exactly
what you are reading and learn to associate the
pronunciation with the written word.
When you play the

audio, there is a
synchronized line-by-line
highlight of the text
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How to use the Photocopiable Templates

The Photocopiable Templates (or graphic organizers) Story Words Jigsaw
are ideal as extension activities within the classroom,
After learners have read a story, ask them to create a
or as homework activities. Students can either
jigsaw with either words and pictures from the Picture
work alone, or together in pairs or small groups.
Dictionary or words and definitions from the Glossary.
Learners are highly motivated when they work with
They can then cut up their jigsaws, mix up the pieces,
their classmates, and they are also able to support
and give them to another student to put back together.
and help each other. Photocopy one worksheet for
each student, pair, or group of students who will be
using them.
Storyboard
A storyboard is a sequence of simple drawings with a
small amount of text on each, which helps to map out
World map
and plan a story. Introduce the idea of a storyboard
If the story is set in a particular type of region or
to your learners, perhaps using visuals as a guide.
habitat, you can use the world map to show students
Brainstorm some story plot ideas on the board and
where that type of place is, or you can ask them to find
then ask students to complete the storyboard. Color
places in an atlas or on the internet and mark them on
can be used to brighten the storyboard pictures, if
the map.
desired. Storyboards can be shared with other members
of the class or displayed in the classroom once they
Story summary are completed.
After learners have read a story, ask them to complete
a story summary. Offer your learners help and support Muddled Sentences
where necessary, and allow them to refer to the Reader
After learners have read a story, write key sentences
if they need to. Story summaries can be displayed in
from the story in the boxes on the template. Make
the classroom once they are completed.
copies of the template and then cut them up and ask
students to put the sentences in the correct order.
Vocabulary Organizer Students can work in pairs or small groups to do this.
As students are reading through the Read and Imagine You can also give learners blank templates and ask
Readers, either as a class or individually, encourage them to create their own muddled sentences for other
them to record useful vocabulary in this organizer. students to complete.
They can use the Picture Dictionary/Glossary at the
back of the Reader, classroom dictionaries, and the Imagine!
internet to help them find the information they
This template is for use with higher-level students once
need about each word. This will build up into a very
they are familiar with second-conditional sentences.
useful resource for children and can be used for
After having read one or two Read and Imagine
revision purposes.
Readers, ask your students to complete the sentences
and pictures using as much imagination as possible.
Character Sentences They can then share their ideas with other members of
Once your learners are familiar with some of the the class, and you could even hold a class vote on who
Read and Imagine Readers, ask them to work in pairs to had the most creative ideas.
discuss what they know about the characters. You can
then make some notes of their ideas on the board. Once
you have done this, ask students to write as many full
sentences about the characters as they can, using the
template. These can then be displayed in the classroom.
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A Message from the Oxford Read Finding the right stories

The challenge is to find the right stories for young
and Imagine Series Consultant learners – this means stories with a suitable language
and Lead Author level that learners can read (of course); but it also
means stories that learners want to read, stories that
Hello! I’m going to guess that
will entertain and inspire them.
we want the same thing, you
and I: we both want students These twin goals were of the utmost importance in
who not only learn English the creation of Oxford Read and Imagine. The series
but also love learning it. utilizes Oxford University Press’s unmatched expertise in
I believe that Oxford Read and language grading and instruction, but additionally we
Imagine can play a part in that set out to make the books as appealing and enjoyable as
exciting process. possible, too, with exciting plots and wonderful artists.
So who am I? Well, I was an English teacher for many Oxford Read and Imagine follows the adventures of
years, but I’ve always had a passion for stories, as a Ben and Rosie and their Grandpa and friends – often
lifelong reader and then as a writer. Now I’m a full-time involving Grandpa’s van. In this way, learners come
writer for children, both students of English and native to know the characters as familiar friends. They can
English-speakers. I’ve written lots of books – more identify with the characters – indeed as learners get
than 250, ranging from short books for children just older, the characters in the stories get older, too (and
beginning to read, up to novels for teenagers. For each the complexity of the stories goes up, along with
and every one, my goal is the same – to write a story the look and feel of illustrations and other design
that children will enjoy reading. elements). The use of recurring characters and premise
will also support the less confident learners in your
Why should learners read? class, and perhaps students who don’t have a reading
Lots of studies show that learners who read a lot go on habit in their first language: they will have an idea of
to do better in all school subjects, and in many aspects what to expect when they open a new book – but the
of later life, too. The evidence is clear: reading for broad premise still allows the story to contain plenty of
pleasure is good for you. (Of course, reading is good for surprises and twists, too.
you! We all know that deep down, don’t we?)
What’s more, reading in a second language is just as
Making ‘real’ storybooks
good for learners. Exposure to texts means exposure to I am proud of these books. My greatest hope is that
English – lots of it – and learners who read storybooks your students will read them like ‘real’ books: they’ll
and non-fiction books that they enjoy will acquire engage with the narrative, identify with the characters,
language almost without even noticing it. (Of course, make guesses about what’s going to happen next …
you can still use any text as a springboard for explicit they’ll enjoy them. The books in Oxford Read and
instruction also.) Imagine include activities to make sure your students
comprehend the stories and get the most out of them,
Why should learners read stories? but at heart the series is designed to help students
All reading is beneficial, but there’s something universal develop these habits of ‘real’ reading.
about stories, isn’t there? Something fundamental. A story can introduce you to new ideas, show you the
We’re surrounded by stories, we love them – even world through someone else’s eyes. It can transport
people who don’t read fiction seek out stories in other you to different places, different times. A good story is
media such as film, TV, and digital games. a wonderful journey, and you and your students can
That’s a key reason to have learners read stories go on many such trips, as many as there are stories
in English – they’re motivating! If a story catches a to read . . . I hope that some of those trips will be in
learner’s interest, that learner will read on to the end a highly unusual campervan in the company of Ben,
. . . and then look for more stories to read (including Rosie, and their Grandpa and friends.
outside the classroom). They just need to catch the Enjoy the ride!
‘reading bug’ in the first place.
Paul Shipton
www.frenglish.ru
World Map
For further information on how to use this template, please refer to the relevant section in the teaching notes.
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Story Summary
Who are the characters? Where does the How does the
story happen? story start?
The title of the story is:
What happens in How does the

the story? story end?
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Vocabulary Organizer
Word Type Picture or Meaning Example
machine noun Grandpa has a new machine.
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Character Sentences
What do you know about the characters?

Write some sentences.
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Story Words Jigsaw
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Storyboard
Rosie and Alice are sitting at

the table drawing pictures.
Ben comes into the kitchen.
‘What are we going to do
today, Grandpa?’ he asks.
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Muddled Sentences
✂
✂
✂
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Imagine!
Finish each sentence and draw a picture to go with it.
If I had Grandpa’s van, I would
If I had a robot like Clunk, I would
If Ben was my brother, I would
If I could travel in time, I would

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Oxford Read and Imagine

About the syllabus and grading 7

Contents Summary charts 9

Using Oxford Read and Imagine 16

The methodology behind Oxford Read and Imagine 16

How to use Oxford Read and Imagine 19

How to use the Early Starter level 21

How to use the e-books 21

How to use the Photocopiable Templates 23

A Message from Series Consultant and

Average story word count: 90

Average story word count: 190

Average story word count: 528

Average story word count: 640

Average story word count: 990

Average story word count: 1,294

Average story word count: 2,270

Average story word count: 2,999

Readers ● Two project pages (except at Early Starter level)

support learners’ understanding of the story and

● In-book activities to support every two pages of 44 45

‘I can see lions!’ says Alice. ‘They’re Ben and Rosie go

I can see lions!

gazelle giraffe grass happy run scared seat shout

2 Heading shows which story

Icon shows which exam

this activity supports

3 Order the words.

‘Talk’ icon indicates an

activity which involves

4 find / tree. / They / Bobby / behind / a

Number of Readers at each level Activity Books

in the sky. The ure Dicti

s the van . One wing is

Level 6 2 Readers float

Audio 3 Find the

the page. Name Page

Two audio recordings accompany each Reader, 9

choice to use the e-book in conjunction with the print

identical to that in the print Readers.

The e-book provides the whole Reader as a digital

Teacher’s Handbook Beginner Level

● complex sentences (used very sparingly)

30 headwords ● conjunctions: because, when

simple question forms with be, do and what (used sparingly)

with who, how many, where

irregular for high-frequency verbs and question forms

question forms (used sparingly) (used sparingly)

● comparative form as … as (e.g. ‘as tall as’) ● modal verbs: should

● zero conditional (used sparingly) ● second conditional

● used to past positive, negative, and question forms

where, while ● non-defining relative clauses

● defining relative clauses (used sparingly) ● reported speech

● possessive pronouns ● third conditional, conditionals with wish

For a more detailed, book-by-book summary of the

Contents Summary: Early Starter and Starter

Contents Summary: Beginner

Contents Summary: Level 1