Puss In Boots - Macmillan Education Everywhere

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Puss in BootsPuss in BootsThe storyJohn lived with his cat Puss, his two brothers, and his father, an old miller. When the millerdied, John’s brothers took all the furniture and all the grain from the mill, and John didn’tknow what to do. Then Puss said ‘I can help you,’ and he asked John for his boots and somegrain. When the cat left in John’s boots and an old hat, John called him ‘my Puss in Boots’.Puss in Boots used the grain to catch some rabbits. Then he took the rabbits to King Harry.On the road he saw a palace, and people told him that a terrible ogre called the Ogre ofCarabas Oneliveddaythere.ogre couldchangeanimals,theyFivesaid,ofandhearealso ate people.on Thethe farm,MotherDuckintohatchessix eggs.themThe storyducklingsoneKingis a Harryfunnythebird.It has hebigsaidfeet theyand strongspikyWhen Pussin Bootsbutgaverabbits,were a legs,presentfrom his lord,and a longanthat,ugly Pussduckling.Thecaughthens starttoanimalspeck himso brought‘the Lordwingsof Carabas’.EveryneckdayIt’safterin wherehemeetssomethem to the king, saying they were presents from his lord. King Harry decided to visit thegeese. Theare himfriendlyandpresents.he stays with them. But one day a hunterLord of Carabasandgeesthankfor thecomes so the ugly duckling decides to move on. He comes to a house whereThe next day, Puss in Boots went to John’s house and said ‘you must come with methere is an old woman. But the old woman has a cat and a little bird andtomorrow.’ Puss in Boots told John to wash in the river, and then he hid John’s clothes. Whenthey don’t like the duckling so he moves on. He comes to a lake and hethe king’s carriage came, Puss in Boots told him ‘some men took the Lord of Carabas’ clothessees some swans. He thinks they are beautiful. But it’s very cold and theand left him in the river.’ The king’s men give John fine new clothes, and Puss in Boots toldnext day the duckling is stuck in the ice. A woodcutter saves him and takeshim ‘trust me and say you are the Lord of Carabas.’him home. He stays with the woodcutter and his family, but one day thePuss in Bootsran in ndwoodcutter’swifeofsaysis too big,must‘welcomego. He goesthethe ogre’sbrother, theCarabas’.So whenwentpastthe downfields, intopeoplelakeLordandofseesthe swansagain.theHeking’sswimscarriagein the rdheofisCarabas.’John, Princess Maria and the king talked,thewater.He seesa swan, too.and the king thought that John was a great lord.Puss in Boots arrived at the palace and told the ogre ‘people say you a great ogre, but I don’tbelieve them’. To show Puss in Boots how great he was, the ogre changed into a lion. Butwhen the ogre changed into a mouse, Puss in Boots jumped on him and ate him.When King Harry and Princes Maria arrived at the palace, they thought it was John’s palace.Maria liked John and she wanted to marry him. So Maria married John, and when theking died, they became the new king and queen. And Puss in Boots became the new Lord ofCarabas.1Explorers 2: Puss in Boots Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/younglearners Macmillan Publishers Limited 2015

Puss in BootsIntroducing the bookThe title page and contentsThe cover Look at the picture with the class and ask themto say what they can see in it. Hold up the book and point to the cover.Read the title to the class. Read it again andencourage the children to repeat it after you. Ask What do you think the story is going to beabout? Explain that the story is a classic (famous) story,which has been told in different versions inEurope for hundreds of years. Explain that theoldest written version of the story was publishedin a 16th century book by the Italian authorGiovanni Francesco Straparola. Today’s versionof the story is close to a story written by Frenchauthor Charles Perrault in the late 17th century.Perrault was a great writer of fairy tales, andone of his other famous stories is Little Red RidingHood (Explorers 1). Ask children Who is Puss in Boots? and elicit thatPuss in Boots is a cat. Explain that Puss is aslang word that people often use for cats, and itcan also be a cat’s name. Ask children What is Puss wearing? Make surechildren understand boots. Ask Where do you think Puss in Boots is? Does thestory happen in our time, or in the past? Explain that this story has been retold byanother writer. Point to his name on the titlepage. Explain that the Contents list tells us what is inthe book. Ask How many pages are there in the story? Point to the chant in the Contents list, and elicitthat a chant is a kind of poem or song. Ask Doyou like chants? You can play the audio download of thestory at any time you choose. See illan-english-explorers2Explorers 2: Puss in Boots Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/younglearners Macmillan Publishers Limited 2015

Puss in BootsPages 2 to 3Stage 1 comprehensionAsk questions orally, or set them as a writtenactivity.1 How many brothers were there?2 Who was a good boy and who were the badboys?3 Who had a cat?4 What happened to their father?5 What happened when John was out one day? Finally, ask the children to re-read sentencesfrom the story aloud.After readingActive vocabularya lotawaycrieddiedStage 2 comprehensionleft (home)Ask questions orally, or set them as a writtenactivity. Encourage the children to give reasons fortheir suggestions.Passive vocabularygrainmiller1 Why did John cry?Before reading2 What did his brothers take from the house? Pre-teach vocabulary, and practise new items.3 Why did they take these things? Look at page 2. Ask the children Who can yousee? Where are they?4 How did John feel? Write the word cat on the board. Then writethese words below it: called, dad, away. Read outthe words together as a class, and ask childrenwhich word has the same ‘a’ sound as cat. Ask the children if the boys and the old manare rich or poor. Then point at the sacks and askwhat children think is in them. Explain that theboys and their father are in an old mill house,where people mill grain. Repeat all the words, highlighting the differencein the ‘a’ sound. Then repeat all the words withthe class until children can pronounce themaccurately. Ask What animals can you see? Who is the cat? Look at page 3. Ask Where is John? Why is he sad?What is different about the room? Without turning the page, encourage children topredict the next part of the story. Ask Are John’sbrothers going to come home? What is John goingto do? Is Puss in Boots going help him?During reading Read pages 2–3 (or play the audio). Do not stopto explain or ask questions. Ensure that thechildren are following in their books. Read pages 2–3 again, and encourage thechildren to read along with you. Repeat ifnecessary. Read again, a sentence at a time. Explain anydifficulties. Encourage the children to use thepictures to help with understanding.3Explorers 2: Puss in Boots Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/younglearners Macmillan Publishers Limited 2015

Puss in BootsPages 4 to 5Stage 1 comprehensionAsk questions orally, or set them as a writtenactivity.1 Who can help John?2 What does John give Puss in Boots?3 What does Puss in Boots take?4 Who leaves the house? Finally, ask the children to re-read sentencesfrom the story aloud.After readingStage 2 comprehensionActive vocabularybootsgavegoodbyehatsackAsk questions orally, or set them as a writtenactivity. Encourage the children to give reasons fortheir suggestions.trust1 Do we know that John trusts Puss in Boots?Why?/Why not?Before reading Pre-teach vocabulary, and practise new items.2 What did John call his cat before, and what doeshe call the cat now? Look at pages 4–5. Ask Where are John and Pussin Boots? Is the cat wearing boots? Is John Wearingboots? Whose boots are they?3 What does Puss in Boots need a sack for? Discuss the idea of trust with the children,and elicit people that students trust. Point outthat we trust our friends, our parents and ourteachers. But we mustn’t trust strangers. Look at pages 4–5 again and elicit that Puss inBoots is also wearing a hat and a belt. Ask Whatis John giving Puss in Boots? Look at the small picture on page 5 and askWhat do you think happens in the story? Without turning the page, encourage childrento predict the next part of the story. Ask Whereis Puss in Boots going to go? What is he going to dowith the grain?During reading Read pages 4–5 (or play the audio). Do not stopto explain or ask questions. Ensure that thechildren are following in their books. Read pages 4–5 again, and encourage thechildren to read along with you. Repeat ifnecessary. Read again, a sentence at a time. Explain anydifficulties. Encourage the children to use thepictures to help with understanding. You may wish to ask children to act out thespeech bubbles. Divide the class into A andB students, and ask one group to read eachcharacter’s lines.4Explorers 2: Puss in Boots Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/younglearners Macmillan Publishers Limited 2015

Puss in BootsPages 6 to 7Stage 1 comprehensionAsk questions orally, or set them as a writtenactivity.1 Where did Puss in Boots go after he left John?2 What did he put into his sack?3 What did he catch?4 What did he do after that?5 Where is he going to take the rabbits? Finally, ask the children to re-read sentencesfrom the story aloud.After readingActive vocabularyStage 2 comprehensionat once beautiful closed fields intojumped into king rabbits walked woodAsk questions orally, or set them as a writtenactivity. Encourage the children to give reasons fortheir suggestions.Before reading1 How did Puss in Boots catch the rabbits? Pre-teach vocabulary, and practise new items.2 Why does he want to take them to the king? Look at page 6. Ask What are the animals? Whereis Puss in Boots?3 What do you think the king is going to do withthem? Look at page 6 again and ask What are therabbits going to do? Ask Do people eat rabbits in our country? Do peoplekeep rabbits as pets? Then ask children to thinkof animals that people catch and eat, andanimals that are pets. Write the words in a Venndiagram on the board. In the place where thecircles overlap, write animals that people cankeep as a pet or eat, like fish. Look at page 7. Ask What is Puss in Boots doing?What is in his sack?During reading Read pages 6–7 (or play the audio). Do not stopto explain or ask questions. Ensure that thechildren are following in their books. Write the words Puss and boots on the board.Then say the word wood several times. Askwhich word has the same sound. Read page 6–7 again, and encourage thechildren to read along with you. Repeat ifnecessary. Without turning the page, encourage childrento predict the next part of the story. Ask Where isPuss in Boots going to go? What is he going to do? Read again, a sentence at a time. Explain anydifficulties. Encourage the children to use thepictures to help with understanding.5Explorers 2: Puss in Boots Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/younglearners Macmillan Publishers Limited 2015

Puss in BootsDuring readingPages 8 to 11 Read pages 8–9 (or play the audio). Do not stopto explain or ask questions. Ensure that thechildren are following in their books. Read pages 8–9 again, and encourage thechildren to read along with you. Repeat ifnecessary. Read again, a sentence at a time. Explain anydifficulties. Encourage the children to use thepictures to help with understanding. Repeat these steps with page 10, and separatelywith page 11.Stage 1 comprehensionAsk questions orally, or set them as a written activity.1 Who lives in the palace?2 What does the ogre eat?3 What can he do?4 Who has an idea?5 Who loves rabbits?6 Where does the Lord of Carabas live? Finally, ask the children to re-read sentencesfrom the story aloud.Active vocabularyAfter readingafraid animal asked change into lordogre over palace present princess riverStage 2 comprehensionPassive vocabularyAsk questions orally, or set them as a writtenactivity. Encourage the children to give reasons fortheir suggestions.ideaBefore reading1 Why are people afraid of the ogre?2 Why does Puss in Boots give rabbits to the king? Pre-teach vocabulary, and practise new items.3 What does Puss in Boots say about the rabbits toKing Harry? Look at page 8. Ask Where is Puss in Boots? Whois he talking to? Point to the palace and elicit theword ‘palace’, which students have just beentaught. Ask children to predict who lives in thepalace. Write the words over and ogre on the board.Pronounce the words, drawing children’sattention to the pronunciation of ‘o’. Repeatthe words with the children until they canpronounce them correctly. Look at page 9. Point to the ogre and elicitthe word ‘ogre’, which students have just beentaught. Ask Who are the people talking about?What is the ogre like? Is he good or bad? Elicit ideas about what ogres are like, and askchildren to think of other good and bad monstersin stories. (For example, the nice ogre Shrek). Look at pages 10–11. Ask Where is Puss in Boots?Who can you see in the picture? Point to the Kingand Princess Maria, and ask Who are they? Without turning the page, encourage childrento predict the next part of the story. Ask What isgoing to happen next?6Explorers 2: Puss in Boots Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/younglearners Macmillan Publishers Limited 2015

Puss in BootsPages 12 to 13Stage 1 comprehensionAsk questions orally, or set them as a writtenactivity.1 Where does Puss in Boots go every day?2 What does he do there?3 What presents does he give the king?4 Who is going to go to Carabas? Finally, ask the children to re-read sentencesfrom the story aloud.After readingStage 2 comprehensionActive vocabularyevery daytellthankAsk questions orally, or set them as a writtenactivity. Encourage the children to give reasons fortheir suggestions.tomorrowPassive vocabulary1 Why does Puss in Boots catch the animals?smiled2 Why does King Harry want to go to Carabas?3 Why do you think Puss in Boots smiles?Before reading Ask the children to tell you three things thathappened every day in the story. Then askchildren to think of things that they do everyday. Pre-teach vocabulary, and practise new items. Look at page 12. Ask Where is Puss in Boots?What is he doing? You may wish to ask Whatanimals can you see? If so, teach the extra wordsswan, deer and duck, which don’t appear in thetext. Without turning the page, encourage children topredict the next part of the story. Ask Who is theking going to meet? What is Puss in Boots going todo? Look at page 13. Ask Where is Puss in Boots?Point to King Harry and Princes Maria, and askchildren to tell you their names. If you have taught the word duck above, askWhat animal did Puss in Boots catch? Who did hegive it to?During reading Read pages 12–13 (or play the audio). Do notstop to explain or ask questions. Ensure that thechildren are following in their books. Read pages 12–13 again, and encourage thechildren to read along with you. Repeat ifnecessary. Read again, a sentence at a time. Explain anydifficulties. Encourage the children to use thepictures to help with understanding.7Explorers 2: Puss in Boots Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/younglearners Macmillan Publishers Limited 2015

Puss in BootsPages 14 to 15Stage 1 comprehensionAsk questions orally, or set them as a writtenactivity.1 Where did Puss in Boots go when he left thepalace?1 Where did John and Puss in Boots go the nextday?2 Who wants to see John?3 What must John do?4 Where did Puss in Boots put John’s clothes? Finally, ask the children to re-read sentencesfrom the story aloud.Active vocabularycame homewashclothesranseeAfter readingunderstandStage 2 comprehensionAsk questions orally, or set them as a writtenactivity. Encourage the children to give reasons fortheir suggestions.Before reading Look at the small pictures on page 14. Ask Whatis Puss in Boots doing? Where is he going? Thenpoint at the main picture in the middle, and askWhere is Puss in Boots now?1 Why did Puss in Boots go home to John?2 Why does the king want to see John?3 Why did John jump into the river? Look at page 15 Ask Where are Puss in Boots andJohn? What is John doing? Where are his clothes? Write the words You must wash on the board.Elicit that children must wash too. Then askchildren to think of things that they must do athome and at school.During reading Read pages 14–15 (or play the audio). Do notstop to explain or ask questions. Ensure that thechildren are following in their books. Without turning the page, encourage childrento predict the next part of the story. Ask What isPuss in Boots going to do next? Who is going to seeJohn in the river? Read pages 14–15 again, and encourage thechildren to read along with you. Repeat ifnecessary. Read again, a sentence at a time. Explain anydifficulties. Encourage the children to use thepictures to help with understanding.8Explorers 2: Puss in Boots Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/younglearners Macmillan Publishers Limited 2015

Puss in BootsPages 16 to 17Stage 1 comprehensionAsk questions orally, or set them as a writtenactivity.1 Who comes to the bridge?2 What does Puss in Boots cry?3 What do the king’s men give John?4 Who must John say he is?5 What does Princess Maria say thank you for? Finally, ask the children to re-read sentencesfrom the story aloud.After readingActive vocabularygivesatsaythank youtoldStage 2 comprehensionwelcomeAsk questions orally, or set them as a writtenactivity. Encourage the children to give reasons fortheir suggestions.Passive vocabularycarriage1 What does Puss in Boots say about John?Before reading2 Is it true? Why?/Why not? Pre-teach vocabulary, and practise new items.3 Why does Puss in Boots tell him ‘say you are theLord of Carabas?’ Look at page 16. Ask Who is in the carriage? Whoare the people on the bridge? Where is John? Whatis Puss in Boots doing?4 Why can John sit in the King’s carriage? Explain the phrase to tell a lie, and ask thechildren What lie does Puss in Boots tell? What liedoes John tell? Ask children to think of situationswhen they or other people tell lies. Ask Why is itwrong to tell lies? Is it always wrong to tell lies? Whydid Puss in Boots tell a lie? Look at page 17. Ask What is different aboutJohn? Who is he meeting?During reading Read pages 16–17 (or play the audio). Do notstop to explain or ask questions. Ensure that thechildren are following in their books. Without turning the page, encourage childrento predict the next part of the story. Ask Where isthe king going to go in his carriage? What is Puss inBoots going to do? Read pages 16–17 again, and encourage thechildren to read along with you. Repeat ifnecessary. Read again, a sentence at a time. Explain anydifficulties. Encourage the children to use thepictures to help with understanding.9Explorers 2: Puss in Boots Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/younglearners Macmillan Publishers Limited 2015

Puss in BootsPages 18 to 21 Read again, a sentence at a time. Explain anydifficulties. Encourage the children to use thepictures to help with understanding. Repeat these steps with pages 20–21.Stage 1 comprehensionAsk questions orally, or set them as a writtenactivity.1 Where did Puss in Boots run?2 Who did he talk to?3 Who is the ogre’s brother?4 What did the people do when they saw theking’s carriage?5 What did the king say to John? Finally, ask the children to re-read sentencesfrom the story aloud.After readingStage 2 comprehensionAsk questions orally, or set them as a writtenactivity. Encourage the children to give reasons fortheir suggestions.1 Why did Puss in Boots run in front of thecarriage?Active vocabularya lot of2 Who do people think John is?stop/stopped3 Why do they welcome him?Passive vocabulary4 Why is John happy?road Write the words run, tell, ask, say, smile, cryand stop on the board. Ask children to findthe past form of each verb in pages 18–21 ofthe story. Then draw a table on the board withtwo headings: regular verbs and irregular verbs.Complete the table with children. Point to thespelling of the regular past forms cried andstopped.Before reading Pre-teach vocabulary, and practise new items. Look at pages 18–19. Ask Where is Puss in Boots?Who is he talking to? Where is the king’s carriage?What can you see on the hill? Look at pages 20–21. Ask Where are John andPrincess Maria? Are they happy? Where is the king?Is he happy? Without turning the page, encourage childrento predict the next part of the story. Ask What isgoing to happen next? Is the king going to meet theogre? Is Puss in Boots going to meet the ogre?During reading Read pages 18–19 (or play the audio). Do notstop to explain or ask questions. Ensure that thechildren are following in their books. Read pages 18–19 again, and encourage thechildren to read along with you. Repeat ifnecessary.10Explorers 2: Puss in Boots Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/younglearners Macmillan Publishers Limited 2015

Puss in BootsDuring readingPages 22 to 25 Read pages 22–23 (or play the audio). Do notstop to explain or ask questions. Ensure that thechildren are following in their books. Read pages 22–23 again, and encourage thechildren to read along with you. Repeat ifnecessary. Read again, a sentence at a time. Explain anydifficulties. Encourage the children to use thepictures to help with understanding. Repeat these steps with pages 24–25.Stage 1 comprehensionAsk questions orally, or set them as a writtenactivity.1 Where did Puss in Boots go?2 What did the ogre make for Puss in Boots?3 What animal did the ogre change into first?4 What happened when the ogre changed into amouse?5 What did Puss in Boots do next? Finally, ask the children to re-read sentencesfrom the story aloud.Active vocabularyate easythoughtgreathungryniceAfter readingtableStage 2 comprehensionAsk questions orally, or set them as a writtenactivity. Encourage the children to give reasons fortheir suggestions.Passive vocabularybelievelionmousewaited1 Why does Puss in Boots say ‘people say you area great ogre, but I don’t believe them’?Before reading Pre-teach vocabulary, and practise new items.2 Why does the ogre change into a lion and amouse? Look at page 22. Point to the ogre and ask Whois he? Then ask Where is Puss in Boots? What is theogre doing?3 Why does Puss in Boots eat the ogre? Write the words lion and mouse on the board.Elicit what children know about these animals?For example, where do mice and lions live?What do they eat? What sounds do they make. Look at page 23. Point at the lion and ask Whatis it? Who is it really? Look at pages 24–25. Point to the mouse andask Who is it? Then point to the small picture onpage 25 and ask What happens to the mouse? Without turning the page, encourage childrento predict the next part of the story. Ask What isgoing to happen when the king comes to the palace?11Explorers 2: Puss in Boots Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/younglearners Macmillan Publishers Limited 2015

Puss in BootsDuring readingPages 26 to 29 Read pages 26–27 (or play the audio). Do notstop to explain or ask questions. Ensure that thechildren are following in their books. Read pages 26–27 again, and encourage thechildren to read along with you. Repeat ifnecessary. Read again, a sentence at a time. Explain anydifficulties. Encourage the children to use thepictures to help with understanding. Repeat these steps with pages 28–29.Stage 1 comprehensionAsk questions orally, or set them as a writtenactivity.1 What do John and Maria do?2 Where do they live?3 Who is the new lord of Carabas? Finally, ask the children to re-read sentencesfrom the story aloud.After readingStage 2 comprehensionAsk questions orally, or set them as a writtenactivity. Encourage the children to give reasons fortheir suggestions.Active vocabularyagainmarriedmarrysmile1 What happens when the king dies?Before reading2 Why doesn’t Puss in Boots eat mice? Pre-teach vocabulary, and practise new items. Look at pages 26 and 27. Ask Where are the kingand Princess Maria? Do they like the palace? Look at page 28. Ask Where are John and PrincessMaria? What are they doing? Are they happy? Look at page 29. Ask What is Puss in Boots doing?What is he wearing? Where does he live? Point at the mice on the floor and on Puss inBoots’ chair. Ask Does Puss in Boots eat mice now?12Explorers 2: Puss in Boots Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/younglearners Macmillan Publishers Limited 2015

Puss in BootsPages 30 to 31Active re reading Pre-teach vocabulary, and practise new items. Look at all four pictures on pages 30–31. Ask thechildren to tell you what is happening in eachone.During reading Read the poem (or play the audio). Ensure thatthe children are following in their books. Read the poem again – this time the childrenshould read along with you. Read again. Get individual students or groups ofstudents to read each verse.After reading Ask questions to check understanding. Ask children to give (and explain) their opinionof the poem. Ask children to point to the words which rhymein the poem.13Explorers 2: Puss in Boots Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/younglearners Macmillan Publishers Limited 2015

Puss in BootsAfter reading the bookThese questions are intended for oral use in class but you may ask children for written responses if youfeel it is appropriate.Response to the storyVocabulary Ask Did you like the story? Why? Why not? Whichpart of the story did you like best? What did youthink of the ending? Pick out one or more words from the activevocabulary list for each part of the story. Ask thechildren if they can remember the meanings. Ask the children to show their understandingof the vocabulary by using the words in a shortsentence, miming the word, or pointing to apicture of the word in the story.Characters Ask the children about the main storycharacters. Did you like Puss in Boots? Did you likethe ogre? Why? Why not? You may wish to find pictures on the internet toillustrate some of the words in the story. Makeflash cards from these words or project picturesof the words onto a screen. Ask children to tellyou what the words are. Ask children to think of reasons why Puss inBoots was very clever in the story.Plot Encourage the children to retell the basic storyin their own words. They can use the pictures asa framework for doing this.Follow-up ideas As a class, imagine that John, the King andPrincess Maria visit Puss in Boots in his newpalace, when he is the Lord of Carabas. Askchildren to compose, then act out a shortdialogue. Show the children illustrations from differentpages of the story. Ask them to try andremember what happened in that part of thestory. Drama. Get the children to act out the story ofPuss in Boots. Give each child a part to play.They can act out the story as they read it.Settings Ask Where did the story happen? Did it happen inour time or in the past? Write lines from the story on the board, such asHow can a little cat help me (John) and I must goto Carabas and thank your lord for all these presents(King Harry). Ask children to guess who said thelines. Go through the book with the class and askthem to identify each of the story settings.Moral issues and themesUse these themes from the story as a basis for aclass discussion: Now ask the children to make up sentences thateach character could say in the story, but didn’t.For example, Princess Maria could say My fatheris the King or I want to marry John. Honesty. Ask Why did Puss in Boots tell lies to theking? Was it right or wrong? Ask children to read out their lines, then writethem on the board. Discuss who could say eachline. Wealth. Turn to the first pages of the story andask Is John poor at the start of the story? Can hemarry a princess? Then turn to the end of thestory. Ask Why does the king say ‘yes’ when Mariawants to marry John?14Explorers 2: Puss in Boots Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/younglearners Macmillan Publishers Limited 2015

Puss in Boots arrived at the palace and told the ogre 'people say you a great ogre, but I don't believe them'. To show Puss in Boots how great he was, the ogre changed into a lion. But when the ogre changed into a mouse, Puss in Boots jumped on him and ate him.

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