E3 A YETI IN TOWN Teacher Notes PDF

A Yeti in Town
A Yeti in Town
The story
Tim and Emma’s dad is an explorer. One day, when Tim and Emma are at home with their mum, Dad
phones from the Himalayas. He tells the children that he has sent them a box of Himalayan things. He
also says that he has found some exciting footprints in the snow, which he thinks were made by yetis –
shy, bear-like creatures, which hardly anyone has seen.
The next day, a big wooden box arrives. Mum has lost her glasses and can’t see very well without them,
so she asks Tim and Emma to open the box while she looks for them. Inside the box, the children find
several presents from Dad. Suddenly, a small, furry animal jumps out of the box. The animal is friendly,
and tells Tim and Emma his name is Yeti. He explains that he was shut inside the box by accident, in
Dad’s camp. Mum comes back, still missing her glasses. She mistakes Yeti for a toy bear.
That night, Yeti explores the house and wakes everyone up. The next morning, Dad phones again. The
children tell him about Yeti. He is very excited, but is worried that England is too warm for Yeti. The
children agree to send Yeti home, after showing him the sights of London. Mum is happy to go into
London, as she needs to order some new glasses. She still doesn’t realise that Yeti is real!
After an eventful day sightseeing, the children pack Yeti in the box again, and send it to the airport, ready
to be flown back to the Himalayas. But Yeti gets bored in the box. He escapes and causes chaos at the
airport. A TV news reporter happens to be at the airport, interviewing a famous footballer. The footballer
likes Yeti and is filmed with him. Mum, Tim and Emma see the TV broadcast at home. Mum has now
found her glasses, and can see at last that Yeti is real. She and the children hurry to the airport.
More reporters arrive to interview Yeti and the family. Yeti is an instant celebrity. He is taken to a zoo,
where the manager gives him a special cold room.
But Yeti is unhappy. He is homesick, and grows thinner, scruffier and sadder each day. Tim and Emma
realise they must get him out of the zoo. They telephone one of the news reporters with an idea. The next
day, the children go to the TV studios with the Manager of the zoo. They make a programme about Yeti.
At the end of the programme they ask the public to vote on whether Yeti should be kept at the zoo, or
returned to the Himalayas. The result is that Yeti should go home.
Mum and the children accompany Yeti on his flight home. They all have dinner with Dad at his
mountain camp. The children give Yeti their mobile phone, so that he can keep in touch with them.
During the night, Yeti hears a noise outside the tent. When he looks outside, he sees… his parents! After a
happy reunion they leave together.
In the morning the children see the footprints and realise what has happened. They are sad – but also
happy that Yeti is with his parents again. Yeti phones to tell them what he is doing – until the batteries of
the mobile phone run out. The children write a farewell note to Yeti in the snow before they return home.
Explorers 3: A Yeti in Town Teacher’s Notes

This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
A Yeti in Town
Introducing the book l Point to the picture. Ask What do you think is
in the wooden box? Why do you think it is in the
The cover box? Who are looking in the box? Do they look
surprised? What do you think will happen?
The contents page
l Holdup the cover. Read the book’s title to

and with the class.
l Ask if anyone knows what a yeti is. There is a
l Ask the children to turn to the contents page.
section about yetis and the Himalayas on
Explain that the Contents list tells us what is
pages 44–47. You may wish to read and
in the book.
discuss this with the children at this point.
l AskHow many chapters are there? Read the
l Point to Yeti. Ask What sort of animal do you
chapter titles to and with the class. Briefly
think this is? What does it look like?
explain any unfamiliar words. Ask them
l Pointto the children on the cover. Ask Who what page each chapter starts on.
do you think they are?
l Point out that at the end of the book there is
l Point
to the buildings in the background. Ask a poem (on page 42) and some facts about
Where do you think they are? yetis and the Himalayas (beginning on
page 44).
The title page l Explainthat ‘Yeti’ is spelt with a capital only
when it is used to refer to the specific yeti
featured in the story, because it is his name.
l Discuss
the picture on the contents page. Ask
Who do you think made the footprints?
l Ask questions about each chapter title to
stimulate the children’s interest, for example:
Chapter 3: What do you think Yeti does on his
first night in England?
Chapter 5: Why might Yeti be at the airport?
l Askthe children to turn to the title page.
l Tell
the children to do the related activity on
Hold up your own book and point to the
name of the author. Ask What is the author’s page 1 of their Workbook.
name?
You can play the story on the audio
cassette/CD at any time you choose.

A Yeti in Town
Chapter 1 unpack the prefix ‘un’ gives the word pack

the opposite meaning (as in untrue,
undo, uncover, uncomfortable etc.)
Dad’s box
yetis there are very few singular nouns
in English that end with ‘i’ – usually
Pages 3 to 6 they are ‘borrowed’ from another
language
Passive vocabulary
beautiful colourful explorer
fossil Himalayas lost
mobile phone shy statue
Before reading
l Pre-teachthe active vocabulary (see the
Teacher’s Notes Introduction on page 13 and
the Glossary). Use the notes in the table to
discuss any interesting features of the words.
l Askthe children to do the activity on
page 2 of their Workbook to practise
the new vocabulary.
l Read the title of Chapter 1. Show the cover of
the book again. Ask Whose dad do you think
the Chapter 1 title refers to?
l Tellthe class to look at the picture on page 3.
Ask Are they the same children? Do they look
excited? What is the boy holding in his hand?
Who is he is talking to? Who do you think the
Active vocabulary lady is? How does she look?
camp l Tellthe children to look at the picture on
exciting the ‘c’ after ‘x’ is pronounced like pages 4 and 5. Ask Who do you think the man
‘s’ is? Who is he talking to on his mobile phone?
footprints a compound word, made up of two Where is he? (In the mountains.) What is the
separate words joined together weather like there? (Point out the snow, the
(like football, footstep, etc.)
warm clothes the man is wearing.) Is he on
glasses a homonym, with two separate his own? (Point out the other people in the
meanings
background and what they are doing.) Why
mountain the ‘ou’ sounds like ‘ow’ (as in how) do you think he is in the mountains? Where does
snow the ‘ow’ sounds like the name of he sleep? (In one of the tents.) Draw attention
the letter ‘o’, and rhymes with slow to the footprints in the snow. Ask children
surprise the ‘ur’ sounds like ‘er’ or ‘ir’ who (or what) they think made them.

A Yeti in Town
l Tellthe children to look at the picture on Stage 1 comprehension (literal)

page 6. Ask What are the boy and girl doing? Ask these questions orally, or set them as
Elicit the response ‘unpacking’. Ask Who do a written activity. You can also ask the
you think sent the box? Where from? How do you children to do the activity on page 3 of
think it got to the children’s house? What things their Workbook.
have the children unpacked so far? (a statue,
1 Whose phone rang?
two hats, a fossil, a rug) What else is in the
box? How do you think it got in the box? Have 2 Why couldn’t Mum find her phone?
the children seen the creature yet? 3 Who answered the phone?
4 Who was phoning?
During reading 5 Where was he phoning from?
l Read the chapter expressively to the class (or
6 What was Tim’s sister called?
play the audio cassette/CD). Do not stop to
explain anything or to ask questions. Ensure 7 What was Dad’s job?
the children are following in their books. 8 What was he exploring?
l Choosewhichever of the following options is 9 What did Dad say he was sending?
most appropriate for your class: 10 What did Emma ask Dad?
– Read the chapter again and encourage the 11 What did Dad find? Where?
class to read it with you.
12 What did he think made them?
– Read the chapter again, a paragraph at a
13 What are yetis?
time, and ask the class (or individuals) to
14 When did the box arrive?
read each paragraph aloud after you.
15 Why did Mum ask Tim and Emma to unpack
– Do not read again yourself. Ask groups or
the box?
individuals to read the chapter aloud, a
paragraph at a time. 16 What did the children take out of the box?
l Read(or play) the chapter again, a 17 What suddenly jumped out of the box?
paragraph at a time. Explain the meaning
and pronunciation of the words listed as l Ask the children to find examples of people
passive vocabulary (and any other speaking in the text. Draw their attention to
unfamiliar words). the speech marks and discuss how they are
l Discusshow the pictures can help the reader used. Ask Which words go inside the speech
guess the meaning of the text. marks?
l Ask
the children to find and read aloud any
words containing ‘ou’.
l Finally,
ask individuals to re-read short
sections of the text aloud. Encourage them to
read expressively and with appropriate
intonation. (You might like to ask children to
play the role of particular characters and
read their parts.)

A Yeti in Town
After reading l Discuss some of the difficulties of spending

time high up in the mountains in conditions
Stage 2 comprehension (extension) like those shown in the picture on pages 4
Ask these questions orally, or set them as a and 5.
written activity for the more able. Answers l Ask if any children have experienced snow. If
will vary. Encourage the children to give so, ask them to describe their experiences to
reasons for their suggestions, and accept any the class.
answer they can justify. l Ask Has anyone been in a tent? Discuss why
1 How do you think Mum lost her glasses? List people use tents. (They are easily portable,
some places they might be. quick to put up, and provide shelter from
2 Why do you think Tim was excited when he sun, wind and rain.) Talk about their
heard Dad on the phone? disadvantages, too.
3 Why do you think Dad was exploring the l Ask Do you think being an explorer is an exciting
Himalayan Mountains? job? Why? Is it dangerous? Why do you think
people want to be explorers?
4 Do you think Dad has been away for a long
time? l Ifappropriate, try some Extension Activities
(see the Teacher’s Notes Introduction page
5 Why do you think Dad didn’t tell Tim what
19).
was in the box?
l Ask What do you think will happen next in the
6 Why do you think Dad said the footprints in
story?
the snow were exciting?
7 Why do you think not many people have
seen a yeti?
8 How do you think Emma and Tim felt when
the box arrived?
9 How do you think the box got from the
Himalayas to the children’s house?
10 Why do you think Dad sent a) the statue
b) the hats c) the fossil d) the rug?
11 Do you think Dad sent the animal?
l Discussthe advantages of mobile phones

over ordinary telephones.
l Showthe children where the Himalayas are
on a world map. Tell them the highest
mountain in the world is there. Ask Do you
know what it is called?

A Yeti in Town
Chapter 2 scared
true
Yeti arrives
Passive vocabulary
Pages 7 to 10 comfortable stretched
Before reading
the new vocabulary.
l Askthe class to recall what happened in the
previous chapter.
l Read the title of Chapter 2. Explain arrives if
necessary. Explain again that the animal is a
yeti, but his name is also Yeti, so where the
text refers specifically to him, Yeti has a
capital letter.
l Tellthe children to look at the picture on
page 7. Ask them to describe Yeti. Elicit the
word furry. Point out how Tim is crouching
down so he is at the same height as Yeti, and
that Emma is pulling away slightly, looking
worried. Ask How do you think Tim and Emma
Active vocabulary feel? What do you think they are saying? What
afraid afraid, frightened and scared are about Yeti?
synonyms – they all have similar
l Tell
the children to look at the picture on
meanings
page 8. Ask What is Yeti doing? What are the
dark ‘ar’ is a common letter pattern
people doing? Have they seen Yeti, climbing in
– change the first letter (to ‘b’, ‘m’,
‘p’, ‘sh’) to make other words the box?
frightened l Tellthe children to look at the picture on
page 9. Ask What do you think Tim and Emma
funny these two words have a similar
word ‘shape’, differing only in their are telling Mum? Point out that Mum is
furry double consonant looking at Yeti but looks a little puzzled. Ask
inside the opposite of outside Do you think she can see Yeti properly? Why not?
real the words real and true (see below)
have similar meanings

A Yeti in Town
l Tell
the children to look at the picture on 18 What did Emma tell Mum about Yeti?
page 10. Ask Who do you think Yeti is thinking 19 Did Mum think it was true?
about? Why might he be thinking about his
20 Where did Yeti say his mum and dad were?
mum and dad?
21 What did he climb into?
During reading 22 When did Yeti come out of the box again?
l Read the chapter to and with the class. 23 What did he do then?
Follow the same procedure as you did for
Chapter 1 (see page 4) to help the children l There are lots of adjectives in Chapter 2. Ask
read and understand the text. Use the audio the children to find the following words and
cassette/CD, if you wish. discuss who (or what) they refer to: small,
dark, furry, frightened, afraid, scared,
Stage 1 comprehension (literal) comfortable, sad.
Ask these questions orally, or set them as l Ask the children to find and read aloud
a written activity. You can also ask the examples of any words containing ‘ai’, ‘oo’,
children to do the activity on page 5 of ‘ee’ or ‘ea’.
their Workbook.
l Ask the children to find and read aloud
1 What did the animal look like? examples of verbs that end with ‘ed’ (the
2 Did the animal look frightened or happy? suffix which indicates that the verb has a
3 How did Emma and Tim feel when they first ‘regular’ past tense).
saw the animal? l Finally,
4 What did the animal ask? sections of the text aloud. Encourage them to
5 Why didn’t the children answer?
6 What did the animal stretch? play the role of particular characters and
7 What did he do next? read their parts.)
8 Who asked the animal his name?
After reading
9 Who asked the animal how he got in the
box?
Stage 2 comprehension (extension)
10 Where did Yeti say he was exploring?
Ask these questions orally, or set them as a
11 What did Yeti pull over the top of him in the written activity for the more able. Answers
box? will vary. Encourage the children to give
12 Was Yeti in the box for a short or a long reasons for their suggestions, and accept any
time? answer they can justify.
13 Where do Tim and Emma live? 1 Why do you think Yeti was a little frightened
14 Is it a short or long way from the Himalayas? when he first got out of the box?
15 Who came in? 2 Why do you think Tim and Emma were
afraid at first?
16 Was Mum wearing her glasses?
3 Why do you think Yeti stretched and jumped?
17 What did Mum think Yeti was?

A Yeti in Town
4 Why do you think Yeti said, ‘At last I’m out l Ask Do you like exploring unknown places?
of that box.’? Discuss whether it was sensible for Yeti to get
5 Did Dad put Yeti in the box? How do you into the box. Discuss the possible dangers of
know? exploring enclosed spaces, for example
cupboards with doors that may shut.
6 Why do you think Yeti was in the box for a
long time? l Ifappropriate, try some Extension Activities
7 Why do you think Mum thought Yeti was a
19).
big toy bear?
8 Why do you think Mum did not believe
story?
Emma or Tim when they said Yeti was real?
9 Do you think Yeti’s mum and dad were
looking for him in the mountains?
10 Why do you think Yeti felt sad when he
talked about his mum and dad?
11 Why do you think Yeti climbed back into
the box and stayed there until everyone was
asleep?
12 Why do you think Yeti began to explore the
house?
l Play the ‘word-changing game’ with the

class. Write the word small on the board and
read it out. Rub out the first two letters, and
replace them with a b. Ask What is the new
word? Repeat with other beginning letters: c,
h, f, t, w. Play the game again starting with
the word way. Replace the w with b, d, m, p, s,
st, aw, tod, and yesterd. Play again with the
word true. Replace the tr with bl and gl.
l Ask Has anyone been on a long journey? If so,
ask them how they travelled, and whether
they were able to move around or had to sit
still all the way. Suggest how uncomfortable
Yeti must have been on his long journey,
shut in the box.
l Drawattention to the several synonyms in
Chapter 2: little/small; afraid/frightened/scared.
l Ask the children if they were surprised that
Yeti could speak.

A Yeti in Town
Chapter 3 kitchen point out the unexpected ‘t’

mirror
Yeti’s first night quiet one of few English words to begin
with the letter ‘q’, which is always
Pages 11 to 14 followed by ‘u’
stairs change the ‘st’ for ‘h’, and ‘ch’ to

make some rhyming words
water point out how the sound of ‘a’ is
modified after the letter ‘w’ (as it is
in was, wash, and want)
Passive vocabulary
believe bounced crossly
cousin fridge gushed
human information leapt
radio shower shrieked
switch warm worried
Before reading
the new vocabulary.
previous chapter.
Active vocabulary
bathroom a compound word, made of two l Read the title of Chapter 3 and discuss what
shorter words added together the class think the chapter is about.
(bath + room)
computer the endings of computer and page 11. Ask Where is Yeti? What is he doing?
mirror (see below) sound similar –
Why do you think he is happy sitting in the
both ‘er’ and ‘or’ are common
endings fridge? Ask the class if they can identify
anything in the fridge. Ask What has Yeti
dance the ‘c’ here is a soft ‘c’ – it sounds
like ‘s’ dropped on the floor? Why do you think Tim and
Emma are wearing pyjamas? Do they think Yeti
different the first ‘e’ in different is an
unstressed vowel and is not is funny?
sounded when we say the word
hall

A Yeti in Town
l Tell the children to look at the picture on 9 Did Tim and Emma brush Yeti’s teeth or his
page 12. Ask What is Yeti doing now? Do Tim fur?
and Emma think it’s funny? How can we tell? 10 What did Yeti ask Tim and Emma?
What do you think Mum is saying? How can we
11 What did Emma reply?
tell she has just come from her bedroom?
12 What did Tim show Yeti on his computer?
page 13. Ask What are Emma and Tim doing? 13 What did Yeti say when he pointed at the
What are they showing Yeti on the computer computer again?
screen? Discuss how Yeti looks. Ask Is he 14 When did Dad ring again?
surprised? 15 Was Dad excited when he saw Yeti on the
l Tell
the children to look at the picture on screen of his phone? What did he do?
page 14. Ask Who is in the picture? How is he 16 Why was Dad worried about Yeti?
dressed? Where is he? What is he doing? Who do
you think he is talking to? l Ask the children to find some commas in the
text. Discuss their purpose. Remind children
During reading that they tell you to pause for a moment.
l Read the chapter to and with the class. Read a few sentences again to demonstrate.
Follow the same procedure as you did for Discuss and name other punctuation marks
Chapter 1 (see page 4) to help the children in the chapter.
read and understand the text. Use the audio l Thereare a lot of prepositions in the text,
cassette/CD, if you wish. such as under, on, into, and through. Ensure
the children know the meaning of these.
Stage 1 comprehension (literal)
l Askthe children to find and read some
Ask these questions orally, or set them as
examples of two-syllable words in the
a written activity. You can also ask the
chapter, such as surprise, bathroom, water, or
children to do the activity on page 7 of
music. Say them clearly and slowly to
their Workbook.
emphasise each syllable. Ask the children to
1 What did Yeti do in the hall? What tap out and count the syllables as they say
happened? the words.
2 What did Yeti do in the bathroom? What l Finally,
happened? sections of the text aloud. Encourage them to
3 What did Yeti do in the living room? What read expressively and with appropriate
happened? intonation. (You might like to ask children to
4 What woke Tim and Emma? play the role of particular characters and
read their parts.)
5 Where did they find Yeti? What was he
doing?
6 What things did Yeti do when Tim and
Emma showed him around the house?
7 Why did Mum wake up?
8 What did Mum say to the children?
10

A Yeti in Town
After reading l Ask the class to list some of the differences

between Yeti and humans.
Stage 2 comprehension (extension) l If appropriate, suggest that children might
Ask these questions orally, or set them as a like to use home computers, or the library, to
written activity for the more able. Answers find out more about yetis.
will vary. Encourage the children to give l Discuss some of the dangers of being without
reasons for their suggestions, and accept any glasses (like Mum) when you need them.
answer they can justify.
l Ask the children to suggest some ways of
1 Why do you think Yeti jumped with surprise keeping Yeti cool while he is in England.
when the light came on in the hall?
l Ifappropriate, try some Extension Activities
2 How do you think Yeti got wet in the (see the Teacher’s Notes Introduction page
bathroom? 19).
3 How do you know Yeti liked the music on the l Ask What do you think will happen next in the
radio? story?
4 Why do you think Yeti liked the fridge?
5 How can you tell Yeti enjoyed himself when
Tim and Emma showed him around the
house?
6 Why do you think Mum was cross with the
children?
7 Why did she think Yeti was a teddy bear?
8 How did Yeti notice that he was different
from Tim and Emma?
9 Why do you think Tim showed his some
pictures and information about Yetis?
10 How do you know Yeti didn’t understand
what computers were, or how they worked?
11 Why do you think Dad was so surprised when
he discovered that Yeti was in England?
12 Why would Yeti become ill if he stayed in
England?
l Discusssome of the things Yeti discovered

that were new to him. Ask the children to
suggest other things he might explore in a
house, and what might happen when he did.
l Ask What do you think Yeti liked so much about
the fridge?
11

A Yeti in Town
Chapter 4 fence the ‘c’ here is a soft ‘c’ and is

pronounced like ‘s’ (as in dance,
prince, chance, difference, since,
Sightseeing in London and sentence)
idea an interesting word because three
Pages 15 to 18 of its four letters are vowels
river
tired
visited
Passive vocabulary
buildings cheered homesick
order puzzled sights
sightseeing
The following are famous places in London

Buckingham Palace River Thames
Trafalgar Square Tower Bridge
Before reading
the new vocabulary.
Active vocabulary l Askthe class to recall what happened in the
bought the irregular past tense of the verb previous chapter.
‘to buy’.
l Read
the title of Chapter 4 and explain the
bridge draw attention to the ‘d’ before meaning of sightseeing.
the soft ‘g’; other ‘dge’ words are:
fridge, badge, ledge, judge, hedge, l Tellthe children to look at the picture on
sledge page 15. Ask What is Tim showing Mum? (a
bronze book showing famous sights in London)
What do you think he is asking her? (repeat the
cool change the ‘c’ to ‘f’, ‘p’, ’t’, or ‘st’ to
make some rhyming words title, as a clue) What is Mum holding? (an
empty glasses case – remind the class that
crowd the ‘ow’ is a common letter
pattern, for example cow, owl, she has lost her glasses and can’t see
crown, flower, towel, powder, properly without them.) Why do you think she
shower, coward is showing this to the children?
12

A Yeti in Town
l Tellthe children to look at the pictures on During reading

pages 16 and 17. Discuss the famous London l Read the chapter to and with the class.
sights they show. Explain that the picture at Follow the same procedure as you did for
the top of page 16 shows Buckingham Chapter 1 (see page 4) to help the children
Palace, where the Queen lives. Ask What is read and understand the text. Use the audio
Yeti doing? What do the crowd think of this? cassette/CD, if you wish.
l Tellthe class to look at the picture at the
bottom of page 16. Ask What kind of animal is Stage 1 comprehension (literal)
Yeti sitting on? Explain that this is a statue of Ask these questions orally, or set them as
a lion from Trafalgar Square, a famous a written activity. You can also ask the
London landmark. (The square is named children to do the activity on page 9 of
after the Battle of Trafalgar in which a their Workbook.
famous British admiral, Lord Nelson,
1 Tim said, ‘We’ll send Yeti home in the
defeated the French and Spanish navy.)
.’
There is a tall stone column in the square
(seen in the middle of the page) at the top of 2 What did Emma ask Dad?
which is a statue of Nelson (not shown in the 3 What did Dad tell them to do to keep Yeti
picture). There are four large bronze lions at cool?
the base of the column. 4 Why did Mum want to go to London?
l Explain that the picture on page 17 shows 5 What did Yeti do at Buckingham Palace? Did
the family by Tower Bridge, a well-known the crowd like it?
bridge over the River Thames. The bridge has
6 What did Yeti do in Trafalgar Square?
two ‘arms’ which can be lifted to allow large
ships to sail past. Many visitors go for a boat 7 What did Mum say?
ride on the river to see some of London’s 8 Where did they go on a red bus?
famous sights. Ask Can you see any boats on 9 What did Yeti point to on the river?
the river?
10 Did Yeti enjoy the ride on the boat? What did
l Tell
the children to look at the picture on he do?
page 18. Ask What is Yeti eating? Why, do you
11 How did Yeti feel by the afternoon?
think? Explain that they are on the
12 What did Tim buy Yeti in a shop?
Embankment by the side of the River Thames
which runs through London. Point out the 13 How did this help Yeti?
three London landmarks in the background: 14 What made Yeti feel sad?
the Houses of Parliament (where the British
government meet), Big Ben (a famous clock l Ask the children to find any examples of
tower), and the London Eye (a giant Ferris question marks in the text. Read the
wheel built to mark the Millennium). sentences in which they appear and talk
about when we use them.
l Explain the use of the phrase cool down (on
page 18) and its opposite warm up.
13

A Yeti in Town
l Ask the class to find and read all the words l Encourage the children to make up sentences
in the chapter with double consonants or using lots of, such as ‘I have lots of books.’
double vowels in them, such as glasses, good. l Write the words bear and square on the board
l Finally,
ask individuals to re-read short and say them. Point out how the ‘ear’ and
sections of the text aloud. Encourage them to ‘are’ sound the same. Give other examples,
read expressively and with appropriate such as wear, pear; care, stare, share, dare,
intonation. (You might like to ask children to glare, or rare.
play the role of particular characters and l Ask the children to find and read words with
read their parts.) two or more different vowels next to each
other, such as pointed, seat, or lions.
After reading
l Ask Has anyone been to London? Encourage
children to share their experiences.
l Ask What sights are there to see where you live?
written activity for the more able. Answers l Statethat London is the capital of England.
will vary. Encourage the children to give Ask Can you name any other capital cities?
reasons for their suggestions, and accept any l Ifappropriate, try some Extension Activities
answer they can justify. (see the Teacher’s Notes Introduction page
1 Do you think the children lived near London, 19).
or far from it? l Ask What do you think will happen next in the
2 Did Mum know Yeti was real? How do you story?
know?
3 Do you think it was safe, or right, to allow
Yeti to climb the gates of Buckingham
Palace?
4 Why do you think Mum said, ‘Is that toy
bear moving?’
5 How do you think the children felt when they
were sightseeing?
6 Why do you think Yeti was scared when he
went on a boat?
7 Why do you think lots of tourists go down the
river on boats in London?
8 Why did Yeti become tired in the afternoon?
9 Do you think it was a good idea to buy Yeti
some ice creams?
10 Why do you think Yeti thought of mountains
when he looked at the tall buildings?
11 Why did the children feel sorry for Yeti?
14

A Yeti in Town
Chapter 5 famous the ‘ous’ ending is found in a

number of adjectives (such as
dangerous, nervous, joyous,
Yeti at the airport generous, furious, mysterious)
journey the ‘our’ is pronounced like ‘er’
Pages 19 to 22
missing
naughty the ‘augh’ is pronounced like ‘or’
outside
Passive vocabulary
checked costume crew
dodged interviewing reporter
Before reading
l Pre-teach the active vocabulary (see the
l Ask the children to do the activity on
the new vocabulary.
l Ask the class to recall what happened in the
previous chapter.
l Read the title of Chapter 5. Ask What do you
think this chapter is going to be about?
page 19. Ask What is the man carrying? What
Active vocabulary
do you think is in the box? Where do you think
address point out the two pairs of double
consonants: address he will put the box? Where will he take it in the
van? Why do Tim and Emma look so sad?
airport a compound word (air + port)
Encourage the children to discuss the house
amazed one of few English words that
and street that Tim and Emma live in.
contain ‘z’
l Tell the children to look at the picture on
bored point out the different sound of
the ‘ed’ endings of these two pages 20 and 21. Ask Where is Yeti now? How
chased words did he get to the airport? How do you think he
cute demonstrate the difference adding got out of the box? How can we tell it is the
a magic ‘e’ makes: cut becomes airport? Discuss clues in the picture. Ask What
cute is Yeti doing? Why do you think the men are
chasing him? Who do you think the men are?
15

A Yeti in Town
l Tellthe children to look at the picture on 15 Did the famous footballer like Yeti? What did
page 22. Ask Where do you think the TV is? he say?
Where do you think Yeti is? Is someone 16 When was Yeti on TV?
interviewing him? Why, do you think? What do
17 Why was Mum able to see the TV?
you think they are saying? Who might the man
in the background be? 18 Why was Mum amazed?
During reading l Find and read sentences which contain ‘time

markers’ – The next morning; Then; That
l Read the chapter to and with the class.
afternoon; Now; when. Discuss the meaning of
these words in context to show how they
Chapter 1 (see page 4) to help the children
indicate the sequence of time.
read and understand the text. Use the audio
cassette/CD, if you wish. l There are several imperatives in the text: Let
me out!; Get back…; Come back!; Stop doing
Stage 1 comprehension (literal) that!; and Go away. Ask children to find and
Ask these questions orally, or set them as read these examples. Discuss how they are
a written activity. You can also ask the used, and encourage children to think of
children to do the activity on page 11 of other situations in which they could be used.
their Workbook. l Find and point out examples of pronouns in
1 When did the children pack Yeti in the box? the text. Ask the children who each pronoun
refers to.
2 Why did they give him a book about
l Draw attention to examples of irregular past
London?
tenses in the chapter – gave, said, were, shut,
3 What did a) Tim say? b) Emma say?
took – and discuss how the spelling of these
4 Whose address did they write on the box? verbs changes in the past tense.
5 How did the box get to the airport? l Finally,
6 Why did Yeti bang on the lid of the box? sections of the text aloud. Encourage them to
7 Who opened the box? read expressively and with appropriate
8 What did Yeti do when the man opened the
lid of the box?
read their parts.)
9 What did the man tell Yeti to do?
10 Did Yeti do what the man said? What did he After reading
do?
11 When the man chased Yeti, where did he Stage 2 comprehension (extension)
hide? Did the man see him? Ask these questions orally, or set them as a
12 When Yeti came out of the shop what did he written activity for the more able. Answers
do? will vary. Encourage the children to give
reasons for their suggestions, and accept any
13 What were the television crew doing at the
airport?
1 Why do you think the children gave Yeti a
14 What did the TV reporter think Yeti was?
book about London to read?
16

A Yeti in Town
2 How do you think Yeti felt when the children l Play a word-changing game to look at words
put him in the box? How did the children with similar letter patterns. In each case,
feel? write the start word on the board, then rub
3 Emma said to Yeti, ‘You were so naughty!’ out and replace the beginning letters:
Do you think she liked it when he was – Change the ‘b’ in book to ‘l’, ‘t’, ‘sh’, ‘c’, ‘h’
naughty? – Change the ‘p’ in past to ‘l’, ‘f’, ‘m’
4 Why did they write dad’s address on the box? – Change the ‘m’ in man to ‘v’, ‘c’, ‘f’, ‘p’, ‘r’
5 Where do you think Mum was when the van – Change the ‘r’ in round to ‘b’, ‘f’, ‘gr’, ‘h’,
arrived to collect the box? ‘p’, ‘s’
6 Why do you think Yeti got bored inside the – Change the ‘sh’ in shop to ‘h’, ‘ch’, ‘t’, ‘st’,
box? ‘m’, ‘p’
7 What do you think the man thought when – Change the ‘c’ in came to ‘n’, ‘s’, ‘t’, ‘sh’,
he heard someone shouting from inside the ‘bl’, ‘f’, ‘g’
box?
l Point out examples of compound sentences
8 What do you think the man thought when in the text (such as ‘He ran into a shop and
Yeti jumped out of the box? hid in a window.’) and discuss how they
9 Why did the man chase Yeti? could be written as two shorter, simple
10 Do you think Yeti was clever to hide in the sentences (‘He ran into a shop. He hid in a
shop? Why? window.’)
11 Why do you think the famous footballer was l Discuss children’s experiences of airports. List
at the airport? things they associate with them.
12 Why do you think the reporter told Yeti to go l Ask Can you name any famous footballers? (or
away? other famous people who might be on TV).
13 Why did the reporter film Yeti with the l Ifappropriate, try some Extension Activities
footballer? (see the Teacher’s Notes Introduction page
19).
14 How do you think Mum felt when she found
her glasses? l Ask What do you think will happen next in the
story?
15 What do you think Mum thought when she
discovered that Yeti was not a toy?
17

A Yeti in Town
Chapter 6 special the ‘ci’ in special is pronounced like

‘sh’, as is the ‘s’ in sure
sure
Will Yeti go home?
wrong the ‘w’ is silent and not
pronounced (as in write, wrist,
Pages 23 to 26 wrap, and answer)
Passive vocabulary
camera collect complain
manager prove sensational
Before reading
the new vocabulary.
previous chapter.
think the chapter is going to be about?
page 23. Ask What is Yeti doing? Why do you
think Mum, Tim and Emma are there, too? What
do you think they are saying to Yeti? Who else is
Active vocabulary in the crowd? (the man who chased Yeti.) Ask
finally What are the people doing and saying?
interested useful for demonstrating l Tellthe children to look at the picture on
syllabification – say the word slowly page 24. Ask Who is talking to Yeti? How can
and ask children to tap and count you tell it is a reporter? What do you think they
the (four) syllables
are talking about?
machine the ‘ch’ here is pronounced like ‘sh’
newspaper a compound word (news + paper) page 25. Ask Why do you think reporters are
photo the consonant digraph ‘ph’ is interviewing Mum, Tim and Emma? Encourage
pronounced ‘f’ (interestingly, the the children to talk about any equipment
longer word photograph contains
they can see. Ask How do Mum and the
two examples of ‘ph’)
children look? Are they excited? How does Yeti
pleased
look?
18

A Yeti in Town
l Tell
the children to look at the pictures on 14 Why did the Manager of a zoo send a car to
page 26. Ask How can we tell the top picture is collect Yeti?
a newspaper? What is its name? What is the 15 Describe Yeti’s room at the zoo.
headline? Tell the children to look at the
16 Did Yeti like his room?
bottom picture. Ask Where is Yeti now? Discuss
what clues there are. Ask the children to
l Draw attention to examples of dialogue in
describe the cage Yeti is in. Ask Does he look
the text. Discuss the use of speech marks. Ask
happy? Why not?
the children what the exact words were that
were spoken in each case – the words inside
During reading
the speech marks.
l Point out examples of contractions in the
text, such as isn’t and don’t. Ask children
what the longer form of each is (for example
isn’t = is not).
cassette/CD, if you wish.
l Point out examples of words containing the
Stage 1 comprehension (literal) consonant digraphs ‘ch’ (as in children); ‘sh’
Ask these questions orally, or set them as (as in she); ‘th’ (as in they); ‘wh’ (as in what);
a written activity. You can also ask the and ‘ph’ (as in photo).
children to do the activity on page 13 of l Finally,ask individuals to re-read short
their Workbook. sections of the text aloud. Encourage them to
1 Why did Mum and the children go to the read expressively and with appropriate
airport? intonation. (You might like to ask children to
2 How did they get to the airport?
read their parts.)
3 What was Yeti doing when they found him?
4 Was he on his own? After reading
5 What did he ask Emma?
6 Why did Yeti say he didn’t feel well?
7 Why did a television reporter ask Yeti to show
written activity for the more able. Answers
her his fingers, toes and teeth?
will vary. Encourage the children to give
8 Why did the TV reporter say, ‘It’s reasons for their suggestions, and accept any
sensational!’ answer they can justify.
9 How did Mum, Tim, Emma and Yeti spend 1 Why do you think Mum wanted to make sure
the afternoon? Yeti got back home?
10 Why did Tim ask Yeti what was wrong? 2 Why do you think Yeti was pleased to see Tim
11 Why did Yeti spend the night at the airport? and Emma?
12 Where was Yeti’s photo the next morning? 3 Why did Yeti say he wanted to go home?
13 Why didn’t people want Yeti to go home? 4 Why was the TV reporter so excited?
5 Why do you think the children liked being
interviewed?
19

A Yeti in Town
6 Why do you think Yeti got quieter and

quieter?
7 How can you tell that Mum and the others
spent a long time with the reporters?
8 Why do you think Yeti missed his plane? How
do you think he felt about this?
9 Do you think Yeti spent the night at the
airport on his own?
10 Where did Mum and the children sleep?
11 Why do you think Yeti’s photo was in lots of
newspapers?
12 Why do you think Yeti was taken to a zoo?
13 How did they try to make Yeti feel at home at
the zoo?
14 Why do you think Yeti didn’t like it?
l Write the following words on the board:

airport, home, still, tired, another, reporter,
interested, camera, sensational, afternoon,
newspaper, aeroplane, manager. Ask the class
to look for any small words hiding inside
each longer word (for example interested)
l Tell the children to imagine they are TV
reporters. Ask What questions would you ask
Yeti? What would you ask Mum, Tim and Emma?
l Discussthe advantages and disadvantages of
keeping animals in zoos.
19).
story? Will Yeti be happy at the zoo?
20

A Yeti in Town
Chapter 7 vet an abbreviation of veterinary

surgeon
Trapped in the zoo

Passive vocabulary
Pages 27 to 30 cheer up nonsense scruffier
settle down studio
Before reading
the new vocabulary.
previous chapter.
l Read the title of Chapter 7. Explain trapped.
page 27. Ask How can we tell Yeti is still in the
zoo? Who do you think the man with Tim, Emma
and Yeti is? What is happening? How does the
man look? What about Yeti, and the children?
What do you think the man is saying?
page 28. Ask Where is Yeti? How does he look?
(Discuss the way he is sitting and his facial
Active vocabulary
expression.) Point out the uneaten ice cream.
agree
Discuss why Yeti has not eaten it.
belong
l Tell the children to look at the pictures on
country the ‘ou’ is pronounced like the ‘u’ page 29. Ask Where do you think Tim and
in hunt
Emma are? What are they doing? Who are they
locked the ‘ed’ ending is pronounced ‘t’ phoning? (Look back at the picture on
lonely page 24 to help the class recognise the TV
notice point out the varied pronunciation reporter.) Where do you think the reporter is
of ‘ice’ in notice, police and nice sitting?
politely
problem
proud
21

A Yeti in Town
l Tellthe children to look at the picture on 13 What did the reporter tell Emma and Tim to
page 30. Ask Where is this? (introduce the do the next day?
words television studio if necessary) How can 14 Who went into the TV studio with Tim and
we tell? What is happening? Who is being Emma the next day?
interviewed? Is Yeti in the studio with them? Why
15 What was in the first part of the
do you think his picture is on the screen at the
programme?
back? What do you think is being discussed?
16 When Emma said Yeti looked sad, what did
During reading the Manager of the zoo say?
l Read the chapter to and with the class. 17 Where did Tim say Yeti belonged?
Follow the same procedure as you did for 18 Why did the Manager say that people
Chapter 1 (see page 4) to help the children wanted Yeti to stay in the zoo?
cassette/CD, if you wish. l Ask the class to find examples of commas in
the text. Read the sentences that contain the
Stage 1 comprehension (literal) commas again. Pause slightly after each
Ask these questions orally, or set them as comma. Discuss why you do this.
a written activity. You can also ask the l Pointout the use of comparative adjectives in
children to do the activity on page 15 of the text – quieter, sadder, thinner, scruffier.
their Workbook. Discuss what they mean.
1 Who filmed the Manager of the zoo? l Ask the class to find and read all the words
2 Why was the Manager pleased? in the chapter that contain ‘ee’ or ‘oo’.
3 Why did Tim say he and Emma were l Ask the class how many times the word ‘the’
worried? is used on a particular page.
4 What did Emma say? l Finally,
5 Did the Manager agree with Emma? What sections of the text aloud. Encourage them to
did he say? read expressively and with appropriate
6 How often did Emma and Tim visit Yeti?
7 What changes did Emma and Tim see in Yeti read their parts.)
each day?
8 Yeti was and .
9 Why did the Manager ask a vet to look at
Yeti?
10 What did the vet say the problem was?
11 Did the Manager take any notice of what the
vet said?
12 Why did Emma and Tim telephone the
reporter?
22

A Yeti in Town
After reading l Write the word homesick on the board and

show how it is made of two separate words.
Stage 2 comprehension (extension) Write the first word of some other compound
Ask these questions orally, or set them as a words and ask children to suggest the second
written activity for the more able. Answers words to complete them: foot (ball, step); hair
will vary. Encourage the children to give (brush); sun (shine, light); sea (side, shore,
reasons for their suggestions, and accept any shell); bath (room); book (case, shop); rain (fall,
answer they can justify. drop)
1 Why do you think the TV crew interviewed l Write these adjectives and their comparative
the Manager of the zoo? forms on the board: quiet / quieter; sad /
sadder; thin / thinner; scruffy / scruffier. Discuss
2 Why was the Manager so pleased?
any changes there are to the spelling of the
3 Why do you think the Manager said, ‘You adjective when ‘er’ is added.
must be very proud,’ to the children?
l Discusswhat the job of the Manager of the
4 Do you think he was surprised by Tim and zoo might involve.
Emma’s replies?
l Discussin what ways the Manager of the zoo
5 Did Yeti stay in the zoo for more than one was kind, or unkind, to Yeti.
day? How can you tell?
6 How can you tell Yeti wasn’t eating properly (see the Teacher’s Notes Introduction page
or looking after himself properly in the zoo? 19).
7 What do you think a vet is? l Ask What do you think will happen next in the
8 Why do you think the Manager took no story?
notice of what the vet said?
9 What was Emma’s idea?
10 Do you think Emma and Tim told Mum
about going to the TV studio?
11 Why do you think the programme began
with a short film about Yeti?
12 Why do you think Yeti was not in the studio?
13 Do you agree with what Tim said or what the
Manager said?
l Writethe word first on the board and discuss

what it means. Elicit from children what
comes next (second, third etc.) Ask What is the
opposite of first?
l Ask the class what the opposite of the
following words is: sad, quiet, thin, scruffy (tidy
is probably the nearest).
23

A Yeti in Town
Chapter 8 ticket one of two Chapter 8 words to

contain the ‘ick’ letter pattern (see
pick up above)
Everything changes
took off
Pages 31 to 34
Passive vocabulary
choice fans results
viewers vote wild
Before reading
the new vocabulary.
previous chapter.
l Tell
page 31. Ask Who is on the left of the picture?
Who do you think she is talking to? What do you
think she is talking about? Who is on the right of
the picture? What is Yeti doing? Why do you
think this is? Read the words at the bottom of
Active vocabulary the screen. Ask Can you guess what they mean?
at once point out that if you take the ‘c’
out of once you are left with one
page 32. Ask What is the reporter pointing to?
giant the ‘g’ is soft – it is pronounced ‘j’
Tell the children to look at the left hand
kind rhyming words include find, blind picture of Yeti. Discuss what it shows. Read
and mind
the word above it. Ask Does Yeti look happy
landed here? Why? Repeat for the right hand picture
paw change the ‘p’ to ‘j’, ‘s’, ‘dr’, ‘cl’, of Yeti. Draw attention to the numbers below
‘str’ to make some rhyming words each picture. Ask Can you read them? Which
pick up the phrasal verbs pick up and took number is bigger? Can you guess what these
off (see below) both have meanings numbers stand for?
in the story different to their literal
meanings
sighed
24

A Yeti in Town
l Tellthe children to look at the picture on 5 What did Yeti try to do to the snow in the
page 33. Ask Where do you think this is a picture?
picture of? (Point out the man in the 6 How many people voted (a) for Yeti to go
foreground is the Manager of the zoo, home? (b) for Yeti to stay?
suggesting it might be at the zoo.) Ask What
7 Why did Emma and Tim cheer? Why did the
is happening? What do you think the Manager is
Manager sigh?
giving Yeti? Point out the car in the
background, the chauffeur, and the cheering 8 What came to the zoo to pick up Yeti?
crowd. Discuss why the children think they 9 What did the manager give to Yeti?
are there. 10 What did the big crowd of fans do?
l Tell
the children to look at the picture on 11 What did Yeti think the clouds were? What
page 34. Ask Can you guess where Yeti, Mum, did he want to do?
Tim and Emma are now? Draw attention to
12 What did Yeti do when they reached the
clues in the picture: the clouds in the window,
snow in the mountains?
the layout of the cabin, the aisle, the type of
seats, the air hostess. Encourage children
l Identify some of the pronouns in the passage
who have flown in an aeroplane to talk
and ask the class who or what each pronoun
about the picture. Ask Where do you think they
stands for.
are going in the aeroplane? Tell the children to
look back at page 33. Ask What do you think l Write a random sample of longer words from
the Manager is giving Yeti now? the chapter on the board and ask children to
find any smaller words ‘hiding’ in them (for
During reading example telephoned)
l Read the chapter to and with the class. l Finally, ask individuals to re-read short
Follow the same procedure as you did for sections of the text aloud. Encourage them to
Chapter 1 (see page 4) to help the children read expressively and with appropriate
read and understand the text. Use the audio intonation. (You might like to ask children to
cassette/CD, if you wish. play the role of particular characters and
read their parts.)
After reading
children to do the activity on page 17 of their
Workbook. Ask these questions orally, or set them as a
1 Who are ‘viewers’?
2 What two choices did the viewers have to reasons for their suggestions, and accept any
vote on? answer they can justify.
3 How long did they have to vote? 1 Do you think it was a good idea for the
4 How could viewers contact the studio with viewers to vote? Why?
their votes? 2 Why do you think the reporter only gave
viewers five minutes to vote?
25

A Yeti in Town
3 Why do you think Yeti was trying to lick the l Ask What is the most exciting thing that has
snow off the picture in his room? ever happened to you?
4 Do you think this made viewers feel sorry for l Ask Do you think it is a long way from England
yeti? Why? to the Himalayas? If possible, show the class
5 Were you surprised by the result of the vote? the distance in an atlas, or on a globe.
What would you have voted for? Why? l Ifappropriate, try some Extension Activities
6 Explain why the Manager and Tim and (see the Teacher’s Notes Introduction page
Emma responded in different ways when the 19).
result was announced. l Ask What do you think will happen next in the
7 Who do you think sent the big car to collect story?
Yeti?
8 What do you think of the way the Manager
behaved on page 33?
9 Do you think he was really a nice man or a
nasty man?
10 How do you think Yeti felt on the plane? How
can you tell?
11 Do you think the children were excited?
Why?
12 Why do you think Yeti rolled in the snow
when he arrived in the mountains?
l Draw attention to some of the prepositions in

the text – above, off, towards, etc. Ask the
children to use them in sentences of their
own.
l Playa word-changing game to look at words
with similar letter patterns. In each case,
write the start word on the board, then rub
out and replace the beginning letters:
– Change the ‘sn’ in snow to ‘l’, ‘m’, ‘r’, ‘sh’,
‘sl’, ‘gr’
– Change the ‘ph’ in phone to ‘b’, ‘al’, ‘st’
– Change the ‘st’ in stay to ‘b’, ‘d’, ‘l’, ‘m’, ‘p’,
‘s’, ‘w’, ‘aw’, ‘pl’, ‘holid’
– Change the ‘c’ in car to ‘b’, ‘f’, ‘st’
– Change the ‘s’ in seat to ‘b’, ‘h’, ‘ch’, ‘m’,
‘wh’
26

A Yeti in Town
Chapter 9 hugged we double the ‘g’ when we add

‘ed’ to hug
Two more yetis middle

taught the irregular past tense of the verb
Pages 35 to 38 ‘to teach’ (remind children of the
word naughty to help them
pronounce taught)
Passive vocabulary
batteries parents peeped
Before reading
the new vocabulary.
previous chapter.
page 35. Ask Who is the man in the picture?
Where are Yeti, Tim, Emma and Mum? Discuss
the contents of the tent. Point out the
Active vocabulary makeshift bench that Emma and Yeti are
adventure the ‘ture’ is pronounced as ‘cher’ sitting on. Ask What are they eating? How can
(as it is in nature, temperature, we tell it is warm inside the tent? Does everyone
furniture, future, mixture, picture) look happy? (Remind the class that the family
dinner have not seen Dad for quite a long time.)
empty the ‘y’ is pronounced like ‘ee’, as in l Tellthe children to look at the picture on
baby, lady, family and copy
page 36. Ask What is Tim showing Yeti? What
evening the second ‘e’ is unstressed, so the do you think they are talking about?
word is pronounced ‘eevning’
family
page 37. Ask Who do you think the other yetis
glad are? Do they look happy to see Yeti? Is Yeti happy
heard pronounced ‘herd’ – but point out to see them? How can you tell?
the word ear within it to help
children remember the correct
spelling
27

A Yeti in Town
l Tellthe children to look at the picture on l Askthe class to find the words evening, night
page 38. Ask Who is carrying Yeti on his back? and morning in the text.
Are they walking towards or away from the l Askthe class to find and read any words
camp? How can we tell? Where do you think the containing double consonants, such as
yetis are going? Do you think Tim and his family middle.
know the yetis are leaving?
l Ask the class to find examples in the chapter
of verbs with regular past tenses (ending in
During reading
‘ed’, such as peeped and hugged).
l Finally,
sections of the text aloud. Encourage them to
cassette/CD, if you wish.
read their parts.)
Ask these questions orally, or set them as After reading
children to do the activity on page 19 of their Stage 2 comprehension (extension)
Workbook.
1 What did everyone talk about at dinner? written activity for the more able. Answers
2 What did Mum say about Yeti? will vary. Encourage the children to give
3 What did Dad ask Yeti? reasons for their suggestions, and accept any
4 Why was Emma sad?
1 Do you think Dad was pleased to see his
5 What did Tim give Yeti? Why?
family? Why?
6 What did Tim teach Yeti?
2 Do you think Dad was pleased to see Yeti?
7 What did Dad say about the batteries? Why?
8 Why did Yeti wake up in the middle of the 3 On page 35, how can you tell Mum liked Yeti
night? very much?
9 What did Yeti think the noise was? 4 On page 36, how can you tell Emma liked
10 Who did Yeti see when he peeped outside? Yeti very much?
11 What did Yeti and his parents do after they 5 Do you think it was a good idea of Tim’s to
hugged and kissed each other? give Yeti his phone?
12 Whose back did Yeti climb on? 6 What was the problem with this idea?
13 Why did they go into the snowy mountains? 7 Why do you think only Yeti heard the noise
14 In the morning, who found Yeti’s empty bed? outside the tent in the night?
15 What did they see in the snow outside the 8 How do you think Yeti’s parents knew Yeti
tent? was in the tent?
16 Why were they glad for Yeti? 9 How did Yeti feel when he saw his parents?
28

A Yeti in Town
10 Why do you think Yeti’s dad put Yeti on his l Ifappropriate, try some Extension Activities
back? (see the Teacher’s Notes Introduction page
11 Why do you think the yetis did not want 19).
anyone to find them? l Ask What do you think will happen next in the
12 What do you think Dad and the family said story?
when they found that Yeti had gone?
13 How did they know Yeti had gone off with his
parents?
14 Why do you think they felt glad and sad at
the same time?
l Writethe words one battery and two batteries

on the board and ask the children to read
them. Now ask the children to explain how
the spelling of the plural noun has changed.
(When we make the plural of a noun ending
with a consonant + ‘y’, the ‘y’ changes to ‘i’
and we add ‘es’.) Give other examples, such
as baby, lady, lorry, copy, and pony.
l Write the words glad and sad on the board.
Explain that the two words are opposite in
meaning. Ask children what the opposite of
each of the following words is: empty (full);
laugh (cry); outside (inside); finish (begin or
start); and find (lose).
l Point out that Yeti’s parents went to look for
Yeti. Send a child out of the classroom. Write
the message ‘Well done! You found me!’ on a
piece of paper and hide it in the classroom.
Ask the child to come back in and try and
find it.
l Explain that the dinner in the tent was like a
celebration because Dad had not seen his
family for a long time. Ask the children to
talk about any meal they have had to
celebrate a special occasion.
l Ask the class to talk about times when they
have been in bed at night and imagined they
had heard strange noises. Talk about how
different things look at night in the dark.
29

A Yeti in Town
Chapter 10 steep both steep and screen (see above)

contain the ‘ee’ vowel digraph
Goodbye, Yeti
Passive vocabulary
Pages 39 to 41 slope snowball fight wrestle
Before reading
the new vocabulary.
previous chapter.
l Tell
page 39. Ask What are Tim and Emma looking
at? Who do you think sent the photo?
l Tell
pages 40 and 41. Ask What message have
Emma and Tim written in the snow? How have
they written it? Point out that they are both
warmly dressed. Discuss the details in the
background of the picture.
Active vocabulary
cave
enjoy rhymes with boy and toy and
contains the word joy (another
word for happiness)
forget a compound word (for + get)
hour the ‘h’ is silent and is not
pronounced
open
promise pronounced ‘promiss’
screen other words with the ‘scr’
beginning include: scream, screw,
scratch, scribble, and scrape
30

A Yeti in Town
During reading l Finally,ask individuals to re-read short

l Read the chapter to and with the class. sections of the text aloud. Encourage them to
Follow the same procedure as you did for read expressively and with appropriate
Chapter 1 (see page 4) to help the children intonation. (You might like to ask children to
read and understand the text. Use the audio play the role of particular characters and
cassette/CD, if you wish. read their parts.)
Stage 1 comprehension (literal) After reading

children to do the activity on page 21 of
their Workbook.
1 How often did Yeti ring the children? reasons for their suggestions, and accept any
2 What things did they see Yeti doing? answer they can justify.
3 Why was Yeti happy? 1 Were you surprised that Yeti remembered to
4 What was the last picture they saw of the phone Emma and Tim?
yetis? 2 Do you think they were happy that Yeti was
5 What message did the children write in the happy?
snow? 3 Do you think Yeti was happy to have had his
6 What did Emma make Dad promise before adventure with Emma and Tim?
she said goodbye to him? 4 Do you think Emma and Tim will really come
back again to see Yeti?
l Ask the children to find and read particular 5 Why do you think Emma made Dad make
words from the chapter. Tell them to tap out the promise on page 41?
and count the syllables in each word as they
read it (for instance, sit / ting has two l Write the word sky on the board and say it.
syllables, bat / ter / ies has three). Ask What sound does the ‘y’ make? (like ‘igh’)
l Askthe children to find and read all the Now write and say the word happy. Ask What
words containing: a) double consonants sound does the ‘y’ make here? (like ‘ee’) Write
b) double vowels. the following words on the board and ask the
l Read a few sentences from the chapter, children to read them: my, lady, by, baby, try,
missing out the verbs. Ask Do they make cry, lorry, why, snowy. Ask the class to decide
sense? Can you say the missing word? Explain whether the ‘y’ sounds like ‘igh’ or ‘ee’.
that all sentences must contain a verb (a
doing word).
31

A Yeti in Town
l Have a competition. See how many words

the children can think of that end with ‘ill’
(as in will) and ‘ell’ (as in well). Here are a
few: bill, fill, hill, kill, mill, pill, sill, till, will, chill,
grill, still; bell, fell, sell, tell, yell, well, shell.
19).
32

A Yeti in Town
White Fields During reading

l Read the entire poem to the class.
Pages 42 and 43 l Readit again, stopping to explain any
unfamiliar vocabulary.
Before reading
l Tell
the children to look at the picture on Vocabulary notes
pages 42 and 43. Ask What is the weather like? field an area of land for growing things
How can we tell it is cold? (Draw attention to prints marks made by pressing something
the children’s warm clothes and the snow on into or onto a surface
the ground.) Ask What time of year is it? filigree very fine, delicate, decorative
Discuss why the trees have no leaves ornamental metalwork
(because it is winter, when some trees lose all
their leaves). l Ask the class to read the poem together.
l Draw attention to how the snow covers the l Ask individuals to read two lines each.
ground like a carpet, and has settled on
walls, fences and trees. After reading
l Remind the children of the yeti footprints on l Askquestions to check the children’s
pages 2, 5 and 38. Point out the children’s understanding.
footprints in the picture, and how they lead l Ask the children to give (and explain) their
from the house to where the children are opinions of the poem.
playing. l Ask about features of the poem – the name
l AskWhat are the children doing? Are they of the poet, the words that rhyme, the verse
having fun? How do you think they made their structure (pairs of rhyming lines, with a final
snowman? (It is made from three large three-line verse).
‘snowballs’ placed on top of each other and
decorated.)
l Read the poem’s title. Explain field, if
necessary. Ask what the children think the
title refers to (the snow).
33

A Yeti in Town
Facts about the yeti Facts about the Himalayas

Pages 44 and 45 Pages 46 and 47
Before reading Before reading

l Ask What creature was the story all about? l Ask Where did the story say yetis come from?
l Discuss what facts the children learned about Can you remember?
yetis from the story. l Askif anyone knows anything about the
Himalayan Mountains already.
During reading l Ifa map or globe is available, ask if anyone
l Read
the information text. Explain any can find the Himalayas on it.
unfamiliar vocabulary as you do so.
l Draw attention to the accompanying pictures During reading
to clarify the meaning of the text. l Readthe information text. Explain any
l Ask individuals to read a paragraph each. unfamiliar vocabulary as you do so.
l Draw attention to the accompanying pictures
After reading to clarify the meaning of the text.
l Askthe class whether they think there really l Ask individuals to read a paragraph each.
are yetis in the Himalayas. Discuss whether
the evidence is conclusive. After reading
l Discuss whether the children would like to
visit or live in the Himalayas.
34

A Yeti in Town
After reading the book

These questions are intended for oral use in class. There are
equivalent written activities (a Book Review and Character
Profiles) on pages 22 to 24 of the Workbook.
Response to the story Settings

l Ask Did you like the story? Why? Why not? l Ask Where did the story take place? Go
Did you think it was interesting, or boring? through the book with the class and ask
Was it exciting, or too predictable? Which part them to identify each of the story settings.
of the story did you like best? What did you
think of the ending? Moral issues and themes
l Talk about the way each chapter ended in l Use any of these themes from the story as
a thrilling way. Look back at some of the the basis for a class discussion:
chapter endings together. Ask Did this make – Family and separation: Yeti was separated
you want to read on? Talk about how this for a long time from his parents. Discuss
technique is used elsewhere, such as in TV the effect this had on him, and the
soaps, where episodes often end with an importance of family. As an explorer,
unresolved drama. Dad was away from home a lot. Talk
l Ask Did you like the author’s style? Did you about how this might have affected
think he wrote well? Did he use exciting Mum, Emma and Tim.
words? – Kindness: Yeti is treated kindly by some
characters (the children, the TV
Characters audience) but less thoughtfully by others
l Ask the children about the main story (the zoo manager). Talk about the
characters: Did you like Yeti? What things did importance of treating others well.
he do? What things did he say? Ask how they
feel about the way characters behaved: Vocabulary
What did you think of the Manager of the l Pick one or more words from the active
zoo? (See the activity on page 24 of the vocabulary list for each chapter. Ask the
Workbook.) children if they can remember the
meanings of all the words.
Plot
l Encourage the class to re-tell the basic
story, in their own words.
l Ask Do you think the story could really
happen? Could a yeti really exist? (If the
children have seen the film ET, you might
like to draw comparisons between the two
plots.)
35

A Yeti in Town
Follow-up ideas
Drama Encourage the children to act out Class story Tell the children to imagine
the story. Give individuals a role to play, then a friendly extra-terrestrial has got lost and
ask them to mime their characters’ actions as landed his (or her!) rocket in the playground.
you read the story, or play the audio cassette/ He wants the class to show him around. Ask
CD. You can help the class make simple What fun could you have together? Where would
props, if you like, as an associated activity. you take him sightseeing? What would other
people think of him? How would you help him
Art Help the children make life-size pictures
get home again? Brainstorm ideas as a class,
of each of the story’s main characters. Draw
and help the children put together their own
round the outlines of children on large sheets
class story.
of paper to get the figures the correct size and
in proportion. The children could glue wool Animals in captivity Yeti was put in a zoo
or synthetic fur on Yeti to make him look for a while. There are arguments in favour
realistic. Encourage them to draw or paint a and against keeping animals in zoos. Stage a
mountain background (see pages 46/47) to class debate on this matter. Ask half the class
stick the characters on. to present arguments in favour of zoos, and
the other half to present arguments against.
Topic work Ask the children to visit the
Elicit the general opinion of the class.
library or (if appropriate) use a computer
to find out more about one of the topics
featured in the story. They could try to
find more information about yetis, famous
explorers (Marco Polo, Ibn Batuta, Scott of
the Antarctic), or the Himalayas.
Exploring For Yeti, a typical house and the

everyday objects inside it were strange and
unfamiliar. Discuss other things Yeti would
find strange in a human home. Ask children
to talk about any experiences they have
had when their surroundings were new and
unfamiliar, for example on holiday.
36

A Yeti in Town
Glossary of vocabulary collect gather together or pick up

comfortable pleasant
The glossary below includes explanations for all complain to say that you are not happy
the active and passive vocabulary introduced about something
in A Yeti in Town. Active vocabulary items are computer a machine which stores
shown in italic print. information and produces it when
someone needs it
address where you live cool between cold and warm
adventure an exciting experience costume clothes that actors wear
afraid scared, frightened, worried that country a large area of land with its own
something bad might happen government
agree to have the same opinion as someone cousin a child of your uncle or aunt
else crew a group of people who work together
airport a place where aeroplanes land and crossly angrily
take off crowd lots of people together
amazed very surprised cute attractive, likeable
at once immediately, straight away dance to move to music
bathroom the room in which you go to the dark not light
toilet, wash, have a bath etc. different not the same
batteries something that fits into something dinner the main meal of the day, eaten in the
else and evening
beautiful very attractive dodged went around
believe to think that someone is telling you empty containing nothing
the truth; to think something is true evening the part of the day between
belong to feel happy in a particular place afternoon and night
bored how you feel when nothing interests exciting interesting, full of action, not boring
you explorer someone who travels to, and tries to
bought got something by paying money for it find out more about, certain places
bounced jumped family a group consisting of parents and
bridge something built to go over a river, children
railway or road famous well-known
bronze made of brown metal fans people who support someone or
Buckingham Palace a famous landmark in something
London, England fence a kind of wall made of wood or metal
buildings houses, offices etc. finally in the end
camera a machine for taking photos footprints a mark made by a foot in
camp a place where people go and stay for a something soft like sand or snow
short time, for example in tents fossil a very old rock that contains evidence
chased ran after and tried to catch of plants or animals that lived
checked looked at to make sure it is right thousands of years ago
cheer up to make happier fridge where you keep things cold in the
cheered shouted loudly to encourage kitchen
choice the thing you choose frightened afraid; feeling or showing fear
37

A Yeti in Town
funny something that is funny makes you naughty behaving badly

laugh newspaper sheets of paper that contain
furry covered with fur news
giant very big nonsense not true or sensible
glad happy notice paying attention to something
glasses you wear these to help you see better order a request by a customer
gushed splashed outside the opposite of inside
hall the part of a house near the front door parents someone’s mum and dad
heard realised someone or something was paw an animal’s foot
making a sound peeped looked at something secretly
Himalayas a range of very high mountains photo a picture taken by a camera
in Asia pick up collect
homesick when you miss your own home pleased happy and satisfied
and want to return to it politely in a pleasant, well-mannered way
hugged put your arms around someone to problem something that causes difficulty
show them you love them proud happy about what you have done
human we are human; machines are not prove to show that something is true or
human correct
idea something you think of puzzled uncertain about something
information facts quiet not noisy
inside in the inner part of something; within radio you listen to this to hear music, news,
a container or place entertainment etc.
interested wanting to know about something real something that actually exists; not false
interviewing asking someone questions reporter someone who interviews people for
journey when you travel from one place to a newspaper, radio or TV
another results the final score
kind showing that you care about someone river a large stream of water that flows
kitchen the room in a house for cooking towards the sea
landed flew down to the ground River Thames a famous river in London,
leapt jumped England
locked a door that is shut with a key and scared afraid; frightened; worried that
cannot be opened is locked something bad might happen
lost can’t be found scruffier untidier
machine a piece of equipment with moving sensational very exciting
parts that does a particular job settle down to become calm and relaxed
manager a person in charge of something shower you stand under this to wash yourself
middle the centre shrieked shouted
mirror a piece of glass in which you can see shy not comfortable being with other people
yourself sighed breathed out slowly and made a long,
missing lost, can’t be found low sound
mobile phone a telephone you can carry sights things you see
around with you sightseeing going to visit special places of
mountain a very high hill interest
38

A Yeti in Town
snow small, white pieces of ice that fall from

the sky and cover the ground
special better than the usual in some way
stairs steps for going up or down inside a
house
statue an image of a person or animal made
from wood, stone etc.
stretched made something longer; made
your arms and legs as long as possible
studio the place where radio or TV
programmes are made
supplies it with electricity to make it work
sure certain
surprise an unusual or unexpected event or
piece of news
switch you turn on a light or TV with a
switch
taught showed how to do something
ticket a piece of paper that shows you have
paid to do something
tired needing to rest or sleep
took off left the ground and started to fly
Trafalgar Square a famous landmark in
London
true not false; real
unpack to take things out of a container for
example a box or suitcase
vet an animal doctor
viewers people who watch TV
visited went to a place or to see someone
vote to decide something by stating your
choice
warm between hot and cold
water a clear liquid. It falls from the sky as
rain.
wild mad, crazy
worried felt nervous or upset; upset, nervous
wrong the opposite of right or correct
yetis creatures that look like bears that
some people believe live in the
Himalayan Mountains
39

A Yeti in Town
40


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A Yeti in Town

Explorers 3: A Yeti in Town Teacher’s Notes

The contents page

l Holdup the cover. Read the book’s title to

Explorers 3: A Yeti in Town Teacher’s Notes

Chapter 1 unpack the prefix ‘un’ gives the word pack

Explorers 3: A Yeti in Town Teacher’s Notes

l Tellthe children to look at the picture on Stage 1 comprehension (literal)

Explorers 3: A Yeti in Town Teacher’s Notes

After reading l Discuss some of the difficulties of spending

l Discussthe advantages of mobile phones

Explorers 3: A Yeti in Town Teacher’s Notes

Explorers 3: A Yeti in Town Teacher’s Notes

Explorers 3: A Yeti in Town Teacher’s Notes

l Play the ‘word-changing game’ with the

Explorers 3: A Yeti in Town Teacher’s Notes

Chapter 3 kitchen point out the unexpected ‘t’

stairs change the ‘st’ for ‘h’, and ‘ch’ to

Explorers 3: A Yeti in Town Teacher’s Notes

Explorers 3: A Yeti in Town Teacher’s Notes

After reading l Ask the class to list some of the differences

l Discusssome of the things Yeti discovered

Explorers 3: A Yeti in Town Teacher’s Notes

Chapter 4 fence the ‘c’ here is a soft ‘c’ and is

The following are famous places in London

Explorers 3: A Yeti in Town Teacher’s Notes

l Tellthe children to look at the pictures on During reading

Explorers 3: A Yeti in Town Teacher’s Notes

Explorers 3: A Yeti in Town Teacher’s Notes

Chapter 5 famous the ‘ous’ ending is found in a

Explorers 3: A Yeti in Town Teacher’s Notes

During reading l Find and read sentences which contain ‘time

Explorers 3: A Yeti in Town Teacher’s Notes

Explorers 3: A Yeti in Town Teacher’s Notes

Chapter 6 special the ‘ci’ in special is pronounced like

Explorers 3: A Yeti in Town Teacher’s Notes

Explorers 3: A Yeti in Town Teacher’s Notes

6 Why do you think Yeti got quieter and

l Write the following words on the board:

Explorers 3: A Yeti in Town Teacher’s Notes

Chapter 7 vet an abbreviation of veterinary

Trapped in the zoo

Explorers 3: A Yeti in Town Teacher’s Notes

Explorers 3: A Yeti in Town Teacher’s Notes

After reading l Write the word homesick on the board and

l Writethe word first on the board and discuss

Explorers 3: A Yeti in Town Teacher’s Notes

Chapter 8 ticket one of two Chapter 8 words to

Explorers 3: A Yeti in Town Teacher’s Notes

Explorers 3: A Yeti in Town Teacher’s Notes

l Draw attention to some of the prepositions in

Explorers 3: A Yeti in Town Teacher’s Notes

Chapter 9 hugged we double the ‘g’ when we add

Two more yetis middle

Explorers 3: A Yeti in Town Teacher’s Notes

Explorers 3: A Yeti in Town Teacher’s Notes

l Writethe words one battery and two batteries

Explorers 3: A Yeti in Town Teacher’s Notes

Chapter 10 steep both steep and screen (see above)