OVERVIEW Pearson English Teacher’s

Kids Readers Notes

Summary of the movie:

Peter Pan
There are three children in the Darling family:
Wendy, John, and Michael. At bedtime, Wendy tells
stories to her younger brothers about the magical
Peter Pan, the boy who never grew up. Through her
storytelling, Wendy “steals” Peter’s shadow. Peter
Pan and his pixie friend Tinker Bell visit Wendy to
retrieve his shadow. Peter tells the children about
Never Land, the magical place where he lives.
Peter Pan and Tinker Bell throw pixie dust over the
children so they can all fly to Never Land.
Captain Hook, an evil pirate, wants revenge on
Peter Pan because Peter caused the loss of Hook’s
left hand (he now has a hook in place of the hand).
This leads to a series of adventures in which the
Summary of the story: Peter Pan children must find an Indian princess, Tiger Lily, and
Three children, Wendy, John, and Michael live in a escape from Captain Hook.
big house in London. While they are sleeping, Peter In the end, Peter Pan saves the children and the
Pan and Tinker Bell go into the house. The three princess. The children go back home to London and
children wake up and see Peter Pan and Tinker Bell Wendy tells her parents about their adventures.
flying around their bedroom. Peter tells them that
he lives in Never Land—a magical place.
Background information
Wendy, John, and Michael fly to Never Land with
Peter Pan is an animated movie from Walt Disney
Peter Pan and Tinker Bell. On the way, they fly
Productions. The movie was first released in 1953
past the famous London landmark, Big Ben. Soon,
and was the fourteenth Disney Animated Classic.
Never Land is below them and the children can see
The movie was based on the story of Peter Pan,
how beautiful it is.
by the Scottish writer, J. M. Barrie. The stage play
featuring the character first appeared in 1904, and
The characters this was followed by the novel in 1911.
Peter Pan, an adventurous boy from Never Land.
He can fly and he never grows up
Did you know …?
Tinker Bell, a pixie from Never Land. She is Peter’s
good friend
Wendy, a young girl from London. She is John and J. M. Barrie gave the copyright to his
Michael’s older sister novel to the Great Ormond Street
John, a young boy from London. He is Wendy and Hospital for Sick Children in London.
Michael’s brother There’s a famous statue of Peter Pan
Michael, a young boy from London. He is Wendy in Kensington Gardens in London. The
and John’s younger brother author, J. M. Barrie, was inspired by
Nana, the children’s pet dog these beautiful gardens.
Walt Disney once starred as Peter Pan
in a school play.

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 Level and Title Information

LEVEL 1 Global Scale of English level: 10–27

CEFR level: <A1–A1
Lexile measure: 270L
Type of English American
GRAMMAR Grammar focus: Present simple verbs
Positive and question forms
Subject pronouns
Function: Asking and saying where you live.
Examples from the story: Who lives here?
Wendy, John, and Michael live in London.
They live in a big house.
They live in Never Land.
VOCABULARY Key story words: a bye here see
and children house the
be city in they
beautiful come it this
bed fly like to
bedroom go live who
big happy magical young
boy hello of
Sounds, exclamations: n/a
Picture Dictionary words: bedroom fly
boy happy
children house
city magical
PHONICS Phonics focus and letter-sounds: Consonants with similar sounds: initial + final
Bb
Pp
Phonics words bed pen
Big Ben Peter Pan
VALUES Value: Open-mindedness
Key lesson: Try something new.
Key words: favorite please
fly thing
like yes
FIND OUT Subject area: Geography
Topic: Famous monuments around the world
Big Question: What is a monument?
Key words: beautiful lights
building monument
city old
garden tall
important

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 TEACHING NOTES Pearson English Teacher’s
Kids Readers Notes

Before You Read can refer to the story as they complete this activity.
They can work in pairs to support each other.
Refer to the relevant activity page in the Peter Pan
Stretch: Make it a speaking task. One student asks
reader.
a question and the other answers without looking at
their answers.
Activity
Read and say.
Activity 2 (pages 4–7)
Circle the words.
GSE Learning Objectives
Reading: Can understand simple sentences,
GSE Learning Objectives
given prompts.
Listening: Can recognize familiar words in short
Speaking: Can read aloud familiar single words.
phrases and sentences spoken slowly and clearly,
if supported by pictures or gestures.
Teaching tips: Show the front cover to the class.
Reading: Can understand basic phrases in short,
Support: Do the activity together as a class. Point
simple texts.
to Peter Pan and ask Is Peter Pan an animal, a boy,
a baby? and so on. Students can raise their hand
Teaching tips: Check understanding of the words
when they think it’s the correct answer.
in bold. Students should refer to the story as they
Stretch: Make it a speaking task in pairs. One
complete this activity.
student asks the questions and other student
Support: Do the first sentence as a class.
answers. Students take it in turns to ask
Stretch: Make it a listening task.
the questions.

Activity 3 (pages 8–13)

While You Read and Listen
Read and match.
Refer to the Photocopiables, pages 1–2.
GSE Learning Objectives
Activity 1 (pages 1–3) Reading: Can understand basic phrases in short,
Match the questions and answers. simple texts.

GSE Learning Objectives Teaching tips: Place the two character groupings—
Reading: Can understand basic phrases in short, The children, Peter Pan and Tinker Bell (pictures or
simple texts. text)—in different places in the classroom. Have the
Speaking: Can repeat phrases and short students run to the correct characters as you read
sentences, if spoken slowly and clearly. out each sentence.
Support: Do the first sentence as a class. Students
Teaching tips Write the questions and answers can refer to the story as they complete this activity.
on the board. Read out the questions to the class Stretch: Students try to complete the activity from
and ask students to find each question word and memory without the reader.
key word (What is this city? Who lives there?
Where are the children now?). The students look
for the key words in the answers to help them find
the correct match (They are in bed. It is London.
Wendy, John, and Michael live there.)
Support: Do the first sentence as a class. Students

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 Activity 4 (pages 1–14) Activity 2
Match the sentences to the pictures. Read and say Yes or No.

GSE Learning Objectives GSE Learning Objectives

Listening: Can recognize familiar words in short Listening: Can understand simple phrases
phrases and sentences spoken slowly and clearly, related to familiar topics, if spoken slowly and
if supported by pictures or gestures. clearly and supported by pictures.
Reading: Can understand a simple text if Reading: Can understand simple sentences,
supported by pictures. given prompts.
Speaking: Can respond to a simple question
Teaching tips: Make enough copies of this activity with a gesture (e.g. a shake of the head) or
for half of the class. Cut out the pictures and the yes/no answer.
sentences. Hand the pictures out to one half of the Writing: Can write basic sentences referring to
class and the sentences to the other. Ask students everyday items (e.g. classroom objects), given
to move around the class to match up the pictures prompts or a model.
and the sentences.
Support: Students refer to the reader throughout Teaching tips: Write a big Yes and No on the
this activity to help them. board. Read out the sentences and the students
Stretch: Work with the pictures only and have shout out yes or no.
students say or write the sentences from memory Support: Students look back at the pages in the
or make their own versions to match the pictures. reader for help.
Stretch: When the students have finished, ask
After You Read them to write their own sentences or change the
sentences, e.g. Peter has a small hat. Students say
Refer to the relevant activity pages in the Peter Pan
yes or no.
reader.

Activity 1 After You Read Topics, Themes,

Complete the sentences. Choose words and Activities
from the box. The following topics and themes are found in the
story. In most cases, the related activities are best
GSE Learning Objectives done after reading the story with the class. However,
Reading: Can understand simple sentences, in some cases, an activity can be done before
given prompts. reading the story as an introduction to the topic.
Speaking: Can repeat phrases and short Some activities have accompanying photocopiable
sentences, if spoken slowly and clearly. activity sheets. See Photocopiables, pages 3–5.

Teaching tips: Write the five sentences on the 1 Places

board. Write the five words in the box on separate In the story, we meet Peter Pan and Tinker Bell
pieces of paper. Split the class into five groups and from Never Land, an island with mountains,
give each group a word. Give them a few minutes to beaches, and blue ocean. It’s a magical place!
decide in which sentence the word should go. Ask Students look at page 14 in the reader. Ask the
them to stick the word on the correct sentence on students What is in Never Land? (mountains, blue
the board. ocean, beaches, clouds, boats). Ask students Is
Support: Look at the picture dictionary in the Never Land big/small? Is it hot/cold? Ask students
reader to help students complete the sentences. where they live. Is Never Land different or the same
Stretch: Ask the students to complete the as where they live?
sentences without looking at the words in the box.

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 Activity: A Magical Place Activity: My Home Class Survey
Aim: To talk about imaginary, magical places, and Aim: To describe where people live; to practice
practice basic descriptions of places rooms in the house, colors, and simple adjectives
Materials: Pencils, copies of activity sheet Materials: Large pieces of paper, colored pencils,
A Magical Place copies of activity sheet My Home Class Survey
• Give students a copy of the activity sheet and • Give students a copy of the activity sheet.
explain they can draw their own magical place in • Students carry out a class survey about their
the frame. This could be a real place they dream own homes.
of going to, or a fantasy place or world. • Read out each question on the sheet and write
• Model the task by thinking aloud and drawing the following sentence starters on the board to
a place of your own on the board. help students write their answers: My home is
• Set a time limit and move around the room in London. My bedroom is small. My bedroom
helping individual students with their ideas. is blue.
• Now write an example sentence about your • Students choose three people in the class and
drawing on the board, using the sentence ask the questions on the sheet. They can also
starters. write the answers on the survey sheet.
• Students use the sentence starters and write
about their magical place. GSE Learning Objectives
• Finally, students can show their magical places Listening: Can understand simple phrases
to a classmate or to the class. related to familiar topics, if spoken slowly and
clearly and supported by pictures.
GSE Learning Objectives Speaking: Can introduce themselves in a basic
Listening: Can understand simple phrases way, giving simple information about where they
related to familiar topics, if spoken slowly and live, their family, etc.
clearly and supported by pictures. Writing: Can write simple facts about themselves
Speaking: Can use a few simple words to (e.g. name, age), given prompts or a model.
describe objects (e.g. color, number), if supported
by pictures. 3 Friendship
Writing: Can write basic sentences referring to In the reader, Wendy, John, and Michael make
everyday items (e.g. classroom objects), given friends with Peter Pan and Tinker Bell. They go on
prompts or a model. an adventure to Never Land together and have lots
of fun. Ask the students who their friends are, why
2 Home they like them, what they do with them. Talk about
In the reader, the children live in a big house in why friends are important to us.
London. Peter Pan likes the house. Ask the students
to describe the house in the reader and the
children’s bedroom if they can. Where do you live—
in a house or an apartment? How big is your home?
What rooms do you have in your home? Do you live
in a city or a village?

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 Activity: My Best Friend • To consolidate learning after students read
Aim: To talk about the importance of friendship; the story. These pages can be used alongside
to describe appearance, personality, and everyday the photocopiable flashcards in games and
activities activities. Added practice helps to move words
Materials: Large sheets of white paper, pencils, from short-term to long-term memory.
pens, copies of activity sheet My Best Friend • To check the spelling of key words. Students
can refer to these pages to check their spelling
• Students create a fact sheet about their of words as they work independently on activities.
best friend. This helps to develop good study habits.
• Give students five minutes (set a timer) to draw
a picture of their friend in the box. These Teacher’s Notes provide photocopiable
• Students write information about their friend flashcards that can be copied, cut out, and used in
around the picture. games and activities. See Photocopiables, pages 6–7.
• Write these sentences starters on the board: This
is (name). He/She lives in (place). He/She is (age). Flashcard Game: Charades
• Students present their best friend to a partner or • Students work in pairs.
to the class. • Each pair receives a set of cards in a pile,
face down.
GSE Learning Objectives • One student takes a card and mimes the word
Listening: Can identify everyday objects, people, on the card while the other student tries to
or animals in their immediate surroundings or in guess it.
pictures from short, basic descriptions (e.g. color, • Students take turns and whoever guesses the
size), if spoken slowly and clearly. most words, wins.
Reading: Can understand basic sentences • The game can also be played as a whole class
describing someone’s physical appearance, (e.g. with the students split into two teams.
eye/hair color, height), if supported by pictures. • One student from each team mimes a card and
Speaking: Can describe someone’s physical their team must guess the word.
appearance using one or two words. • Continue until all the cards have been played.
Writing: Can write some familiar words. • Add up the scores to determine the winning
team.
Picture Dictionary
The Picture Dictionary presents some key words
needed to understand the story. (See the Overview
for the full list of key story words.) The Picture
Dictionary can be used in a number of ways:
• To pre-teach key words before students read
the story. These pages can be used to present
the words, or to check the meaning of words
after a vocabulary game or activity designed
to pre-teach the words. Alternatively, the pages
themselves can be used for games and activities.
• To teach key words while students are
reading or listening to the story. When a key
word occurs in the text, the teacher can stop
reading and have the students go to the Picture
Dictionary pages to find the word and check
understanding.

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 Phonics Phonics Presentation
At levels 1–3, the phonics focus is on sounds Say the sounds. Read the words.
(phonemes): being able to read and pronounce the
letter-sounds within words and phrases. In most GSE Learning Objectives
cases, the letter-sounds have been grouped to Listening: Can hear the initial sound in
practice similar sounds, such as l and r, or voiced simple words.
and unvoiced sounds such as b and p. Reading: Can identify the initial sound in
simple words.
At levels 4–6, the phonics focus is on letter
Speaking: Can say the sounds of the alphabet
combinations (graphemes): being able to read and
if supported by pictures.
spell letter combinations which share the same
Writing: Can copy individual letters.
sound, for example, the long vowel sound “a” /ā/:
ay, a-e, ai; or word endings with similar letters, such
Teaching Tips: Ask students to touch their throats
as -ire and -ure.
and feel the difference when pronouncing the
For each letter-sound: sounds. The p sound is unvoiced and the b sound is
voiced. They should feel a vibration when they touch
• Present the letter-sound by saying the sound
their throats.
several times and having students repeat it.
Play a game of Peter Says to practice pronunciation
• Write the letter on the board. Point to it and have
of the letter-sounds. If you say Peter says pen,
students say the sound.
students must repeat the word. If you simply say
• Demonstrate how to write the upper and lower
pen, then students stay silent. Every time a student
case letters on the board. If this is new to the
repeats a word without Peter says at the start
students, have them practice forming the letters
of it, they must sit down and they are out of the
using writing lines.
game. Use the following words from the Level 1
• Show a phonics picture card, or the picture from
headwords for the game: pet, picture, park, pants,
the reader. Say the word and have students
put, bad, bag, bed, bath, bird, big, boy
repeat it.
• Write the corresponding phonics word on the
board. Point to it and have students say it. Phonics Tongue Twister
• Underline the letter within that word and have Say the tongue twister.
students say the sound, and then say the whole
word a few times. GSE Learning Objectives
Listening: Can recognize words or phrases
For the rhyme, tongue twister, or poem:
that are repeated in a short dialog or poem.
• Present the rhyme, etc., in short chunks. Reading: Can identify the initial sound in
• Have students listen a few times before they simple words.
attempt to say it. Speaking: Can recite a short, simple rhyme
• Write it on the board and have students come or chant.
up and underline the focus letter-sounds within
the words. Teaching Tips: Read out each line separately and
• Have students practice saying all or part of the ask the students to listen and repeat. Read the
rhyme, etc. in pairs. whole tongue twister and ask students to say it as
These Teacher’s Notes provide photocopiable fast as they can, as slowly as they can, as loudly as
phonics picture cards and word cards that can be they can, and as quietly as they can.
copied, cut out, and used to present the phonics Support: Assign only one line of the tongue twister.
letter-sounds and practice them in games and Stretch: Assign both lines of the tongue twister. See
activities. See Photocopiables, page 8. who can say it all the way through without reading
it off the page.

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 Values Connect: Connect to the key lesson of trying
something new by brainstorming new things that
The Values comic strip takes a theme from the
the students could try. Write on the board or elicit
story that demonstrates a universal value, such as
suggestions like these:
kindness. Students explore a key lesson around
that value and then connect it to their own lives. Go on a boat
The comic strip format can be used for role plays Ride a horse/bicycle
and, in many cases, key words can be substituted to Read a big book
personalize the role plays. See an elephant
For this lesson: Students can act out the role play in small groups,
replacing fly with their own activity ideas from
• Show the comic strip and say the title.
the list.
Ask questions to set the scene: Who’s this?
Where are they? etc.
• Read or listen to the whole comic strip as Find Out
students follow along with their finger, or point to The Find Out section links a theme from the story
who is speaking. to core subject areas, such as science, history,
• Read, or play, each line of dialog separately and geography, social science, P.E., arts and crafts, ICT,
have students repeat it, chorusing as a class and design and technology. The heading poses a
and individually. Focus on the pronunciation of “Big Question” for students to discover as they read
any tricky words, rising and falling intonation, and talk about the content.
and sentence stress. Have fun practicing these
Students can show what they have learned, or can
features of spoken English with the children.
find out more, about the topic by doing the project
• When the students are familiar with the dialog,
activity. They get the chance to communicate and
close books and role play the scene with the
collaborate as they work on their project in small
whole class, or in groups. If space allows, get
groups, and use critical thinking and creativity. If
students standing and doing actions.
the classroom has access to the Internet, students
• Finally, do the role play again, this time
can use it to research aspects of their project and
substituting keys words in the dialog for other
build digital and information literacy. The aim is that
words chosen by the class. (Note: Most, but not
students develop their presentation skills as they
all, of the comic strips can work in this way.)
present their projects to the class.
These Teacher’s Notes provide a photocopiable
For this lesson:
version of the comic strip with the text removed,
which can be copied, cut out, and used in role plays • Pre-teach the key words.
and activities. See Photocopiables, page 9. • Look at the photos across the spread and ask
questions about what can be seen and what
Open-mindedness: Try something new. students think or know about the topic. Read the
Big Question.
GSE Learning Objectives • Read or listen to the text. Break longer texts into
Speaking: Can repeat phrases and short smaller sections and check comprehension as
sentences, if spoken slowly and clearly. you go along.
• Read the Big Question again and get students’
Teaching tips: Ask students to act out the role play answers and ideas.
in pairs. One student for Wendy, one student for • Do the project to consolidate what students have
Peter Pan. learned or to find out more about the topic.
Support: Divide the class into two, and do the role
play as a whole class.
Stretch: Confident students could perform for the
rest of the class.

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 Big Question: What is a monument? • Write Visit London! on the board.
Story link: This topic focuses on important or • Show the pictures of the famous monuments
famous monuments around the world. In Peter to the class. Tell the students the names of the
Pan, we see Big Ben, an important and well-known places and ask them to repeat.
monument in London. • Put the students into pairs or small groups and
Background information: give them a set of the printouts.
For the reader: • Ask students to make a poster for tourists who
Chichen Itza is an ancient city from the 6th century. visit London, using the pictures.
The Mayan people lived here. The famous • Students stick the pictures on the paper and
pyramid there is called “El Castillo” (the castle), label them.
it is 24 meters tall and there are 365 steps—the • Students can add simple sentences to the poster.
number of days in the solar calendar. The Eiffel Write examples on the board:
Tower is 300 meters tall and it was designed and This is London. It is a big city in England.
built by the French engineer Gustave Eiffel in 1889. This is London Bridge. It is beautiful.
The Burj Khalifa is the tallest building in the world— This is Buckingham Palace. The Queen lives here.
it is 828 meters tall. The Taj Mahal is one of the This is Big Ben. It is old.
most beautiful buildings in the world. It is named This is the Shard. It is a tall building.
after the wife of one of India’s rulers, who ruled • Students share their posters with the class.
from 1628 to 1658.
GSE Learning Objectives
For the project: Listening: Can recognize words and simple
Some people think that Big Ben is a clock, but phrases related to familiar topics, if spoken
Big Ben is the name of the bell inside the clock clearly and supported by pictures.
tower. British kings and queens have lived in Reading: Can demonstrate understanding of a
Buckingham Palace since 1837 and it has 775 word by matching it to a picture.
rooms. The Tower of London is a castle, not a Speaking: Can describe objects in a basic way.
tower—in the past it was a zoo and a prison. The (e.g. color, size).
London Eye is a big Ferris wheel—it takes 30 minutes Writing: Can label simple pictures related to
to go all the way around and you can see up to 25 familiar topics by copying single words.
miles. The Shard is the tallest building in the UK.

Project: Visit London!

Aim: To learn about famous landmarks and
monuments in London; describe a city.
Materials: Large pieces of paper, pencils,
colored pencils, scissors, glue, print-outs of
different monuments of London (enough sets
for pairs or small groups). For example: Big Ben,
Buckingham Palace, Tower of London, London
Bridge, London Eye, the Shard, St. Paul’s Cathedral,
Westminster Abbey.

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 ANSWER KEY Pearson English Teacher’s
Kids Readers Notes

Before You Read Phonics

Activity Phonics Tongue Twister

1 b, 2 b, 3 a In the big bedroom, Peter Pan plays.

While You Read and Listen

Activity 1 (pages 1–3)

1 b, 2 c, 3 a

Activity 2 (pages 4–7)

1 London, 2 fly, 3 bedroom, 4 Peter Pan,
5 big

Activity 3 (pages 8–13)

1 The children, 2 Peter Pan and Tinker Bell,
3 The children, Peter Pan, and Tinker Bell,
4 The children, Peter Pan, and Tinker Bell

Activity 4 (pages 1–14)

1 C, 2 D, 3 A, 4 B

After You Read

Activity 1
1 London, 2 children, 3 Never Land,
4 fly, 5 magical

Activity 2
1 No, 2 No, 3 Yes, 4 No

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