Transcription
AladdinAladdinThe storyThis tale from the Middle East was collected with other Middle Eastern stories and published as One Thousandand One Nights. This story was set in a Chinese city but the people were Muslim.Aladdin was the son of a poor tailor who died when Aladdin was twelve. Aladdin and his mother were verypoor. One day an old man tricked Aladdin and his mother by claiming to be Aladdin’s father’s brother. He toldthem he would make Aladdin a rich trader one day. He took Aladdin and set off on a three-day journey. Whenthey arrived at a mysterious place in the woods, he told Aladdin he was not his uncle. He was really a wickedwizard. He sent the terrified boy down into underground caves to fetch a magic oil lamp. He gave Aladdin amagic ring to keep him safe. Underground, Aladdin saw wonderful treasures and took some glass fruits thatturned out to be made of precious jewels. He found the lamp, but as he was climbing up from the cave he heardthe old man saying to himself that he planned to kill Aladdin. Aladdin refused to give the lamp to the wizardand kept it. The wizard sealed the opening. Aladdin was stuck underground for three days and three nights.Fortunately, Aladdin rubbed his hands together and the genie of the ring appeared. The genie granted Aladdinhis wish to go back home to his mother.Back home, Aladdin decided to sell the oil lamp to get money for food. When he rubbed it to clean it up, thegenie of the lamp appeared. Aladdin asked the genie for food, which was brought on a silver tray with twelvesilver dishes. Soon after, Aladdin began trading with the silver traders in the town.One day, Aladdin saw a beautiful princess in the market square and decided he must marry her. With the helpof his mother and the precious jewels, the sultan agreed to let Aladdin marry his daughter. The vizier’s son alsowanted to marry the princess, which he did. But the vizier’s son gave the princess up when Aladdin used magicto make him end his two-day marriage to the princess. With help from the genie of the lamp, Aladdin marriedthe princess. He had the genie build the biggest and best palace in the world. The sultan was very impressedand the princess loved her new husband.One day while Aladdin was away hunting, the wicked wizard found out where Aladdin was living. He wantedto get the magic lamp and kill Aladdin. When he went to the palace offering new shiny lamps for old ones,the princess’s servant gave him Aladdin’s lamp, not knowing it was magic. That night, the wizard rubbed thelamp and the genie appeared. The wizard told the genie to take him and Aladdin’s palace with everything in it,including the princess, to a faraway land.When the sultan discovered that the palace and his daughter were gone, he sent his soldiers to arrest Aladdin.When the sultan announced that he was going to kill Aladdin, the townspeople were angry and threatenedto attack the palace. After he let Aladdin go free, Aladdin discovered that his wife and palace were gone.Eventually, Aladdin found his wife and palace, with help from the genie of the ring. Aladdin and the princesspoisoned the wizard. With the wizard dead, Aladdin got the magic lamp back. The genie took Aladdin, his wifeand palace back to their town. There was a month of celebrations in the town and Aladdin, his wife and thesultan lived happily ever after.1Explorers 5: Aladdin Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/young learners Macmillan Publishers Limited 2011
AladdinIntroducing the bookThe contents pageThe coverlHold up the cover. Read the book’s title toand with the class.lTalk about the picture. Ask What is comingout of the gold oil lamp? How does Aladdin feelwhen he first sees the genie? What is the geniethinking? What is behind them?The title pagelAsk the children to turn to the contents page.Explain that the Contents list tells us what isin the book.lAsk How many chapters are there? Read thechapter titles to and with the class. Brieflyexplain any unfamiliar words (most will becovered in the chapter notes). Ask thechildren what page each chapter starts on.lPoint out that at the end of the book there isa poem (on pages 74–75) and someinformation about where this story comesfrom (beginning on page 76).lAsk questions about each chapter title tostimulate the children’s interest, for example:– Chapter 1: Who do you think Aladdin meetsin this chapter?lll– Chapter 3: Where do you think the genielives?Look together at the title page. Point out thatthis is a classic tale (one that has beenpopular for a long time) that has been re-toldand simplified. Ask Where does this tale (story)come from?– Chapter 6: What does Aladdin do in thischapter?– In which chapter do we read about a youngwoman?– In which chapter does someone try to killsomeone?Ask Why do you think there is no author’sname? (There is some information on theorigin of the story on pages 76 to 79.) AskWho adapted the story?lTalk about the picture. Explain that this is anoil lamp, which was used many years ago forlighting. Ask What do you think this oil lamp ismade of? How did people keep them lookingclean and bright?Tell the children to do the related activity onpage 1 of their Workbook.You can play the audio download ofthe story at any time you choose.See www.macmillanenglish.com/younglearners2Explorers 5: Aladdin Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/young learners Macmillan Publishers Limited 2011
AladdinChapter 1The wizardActive vocabularyPages 3 to 9collectnote the ‘ll’ in the middleexcited‘c’ after ‘ex’ sounds like ‘s’feast‘ea’ sounds like ‘ee’hugeif you drop the ‘e’ the word is hug;give someone a huge hug!kind‘i’ is a long sound; rhymes with findpiecethe ‘ie’ sounds like long ‘e’ as inwe; piece and peace arehomophonessonson and sun are homophonesstrangeadd ‘r’ to the end to make a newwordwizardtwo syllables: wiz ardworldthe ‘or’ sounds like ‘er’; take outthe ‘l’ and you have wordPassive vocabularyadventures brass flames fond frownedhandle heat powder safe sprinklestroked tailorBefore readinglPre-teach the active vocabulary (see Teacher’sNotes Introduction page 13 and the Glossaryon page 48). Use the notes in the table todiscuss any interesting features of the words.lAsk the children to do the activities onpage 2 of their Workbook to practise the newvocabulary.lRead the title of Chapter 1. Elicit what thechildren know about wizards. Ask Have youread other stories that have wizards? What canwizards do?lTell the children to look at the picture onpage 4. Ask Do you think Aladdin is rich orpoor? How old do you think he is? What is hecarrying? How old is the man? Does he look likea nice, kind man? Where are they?3Explorers 5: Aladdin Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/young learners Macmillan Publishers Limited 2011
AladdinAsk the children to look at the picture onpage 7. Ask Who do you think the woman is?What is she doing? Do you think she is rich orpoor? Where do you think Aladdin is going?What do you see outside the town?Stage 1 comprehension (literal)lAsk the children to look at the picture onpage 9. Ask Where are they? What is the oldman doing? How does Aladdin feel?1What happened to Aladdin’s father whenAladdin was twelve?Ask the children if anyone has ever seen afilm of Aladdin. If so, did they like it? Why(not)?2Who did Aladdin live with?l3Why did Aladdin not eat any dinnersometimes?lOptional suggestion: you may wish to givethe children an appropriate amount of time,for example five minutes, to look quicklythrough the chapter to find (and perhapsunderline or copy) the active vocabulary theyhave been introduced to.4Who caught the ball that Aladdin kicked tohis friend?5What did the old man ask Aladdin?6Who did the old man say Aladdin lookedlike?7Did the old man tell Aladdin that he was hisfather?8What did the old man give Aladdin?9Who did the old man want to visit?lAsk the questions orally, or set them asa written activity. You can also ask thechildren to do the activity on page 3 of theirWorkbook.During readingllRead the chapter expressively to the class (orplay the audio download). Do not stop toexplain anything or to ask questions. Ensurethe children are following in their books.10 How did Aladdin feel when he met his uncle?11 Was the old man really Aladdin’s uncle?Who was he?Choose whichever of the following options ismost appropriate for your class:12 What did Aladdin’s mother say whenAladdin showed her the two gold coins?– Read the chapter again and encourage theclass to read it with you.ll13 Why did the old man begin to cry?– Read the chapter again, a paragraph at atime, and ask the class (or individuals) toread each paragraph aloud after you.14 Why did Aladdin’s mother frown?– Do not read again yourself. Ask groups orindividuals to read the chapter aloud, aparagraph at a time.16 Where did Aladdin’s mother go? Why?15 What lie did the old man tell Aladdin’smother?17 What did the old man tell Aladdin he woulddo for him?Read (or play) the chapter again, aparagraph at a time. Explain the meaningand pronunciation of the words listed aspassive vocabulary (and any otherunfamiliar words).18 What did Aladdin’s mother make in thekitchen when she came back?19 Did the old man eat a small piece of cake?20 How was it possible for Aladdin’s poormother to buy lots of wonderful food?Discuss how the pictures can help the readerguess the meaning of the text.21 When it was time for the old man to leave,what did he say?4Explorers 5: Aladdin Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/young learners Macmillan Publishers Limited 2011
AladdinAfter reading22 Where did the old man say he had hadadventures?23 How did Aladdin feel about his uncle?Stage 2 comprehension (extension)24 Where did the old man want to takeAladdin?Ask these questions orally, or set them as awritten activity for the more able. Answerswill vary. Encourage the children to givereasons for their suggestions, and accept anyanswer they can justify.25 Did Aladdin’s mother think it was safe forAladdin to go away for a few days with hisuncle?26 Where did the old man take Aladdin?27 What did the old man ask Aladdin to do?28 What did the old man sprinkle on the wood?29 How did Aladdin feel when he saw the hugefire?30 What appeared when the fire went out?lllllAsk the children to find examples ofquestions and exclamations in the chapter.Draw attention to the punctuation. Read italoud, and draw attention to how your toneof voice changes.Ask the children to find and read aloudexamples of words containing ‘ea’, ‘ie’, ‘ai’,‘oo’ or ‘ee’.Ask the children to find and read aloud anywords containing a double consonant (forexample, collect). Explain that names likeAladdin and Hassan are Arabic names.Ask the children to find and read aloudsentences on pages 3 to 5 with the followingwords: mother, father, son, uncle, brother. Askquestions to make sure the childrenunderstand the characters’ relationships. AskWho did the old man say he was? Who wasHassan’s son?1What do you think Aladdin’s life was likeafter his father died?2Why do you think the old man chose Aladdinto talk to?3How did the old man know that Aladdin waspoor?4Why do you think the wizard thoughtAladdin was a silly boy?5What do you think Aladdin’s mother thoughtwhen she opened the door?6Why do you think Aladdin’s mother invitedthe old man into her house?7Do you think Aladdin’s mother believed thatthe old man was Hassan’s brother?8How do you think the wizard felt whenAladdin’s mother asked him to stay fordinner?9How do you think Aladdin and his motherfelt when they listened to the old man’sadventures?10 Why do you think the wizard visited them forthree days before asking Aladdin to go awaywith him?11 How did Aladdin’s mother feel about herson’s adventure with his ‘uncle’?12 Do you think the wizard liked Aladdin?Finally, ask individuals to re-read shortsections of the text aloud. Encourage them toread expressively and with appropriateintonation. (You might like to ask children toplay the role of particular characters andread their parts.)13 What do you think was in the gold powder?14 Why did the wizard make the huge fire?5Explorers 5: Aladdin Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/young learners Macmillan Publishers Limited 2011
Aladdin15 How do you think Aladdin felt when thefire went out and he saw the earth opensuddenly?lWrite Abracadabra! on the board. Say itslowly and with strong emotion. Ask thechildren to repeat it in the same way. Explainthat it is a magic word for changing onething into another. Play an Abracadabra!game. Ask the children to change thefollowing words into other words by droppingone letter: mother (other), died (die), town(own), hair (air), given (give), feast (fast), son(on, so), world (word).lPlay a rhyming game. Write these wordsfrom the chapter on the board: son, poor, grey,gold, cry, honey, heat. Brainstorm as a class,and write down on the board, as many wordsas possible that rhyme with each word.lElicit from the class anything they knowabout magic. Ask if any of the children knowany magic tricks. Ask one or two individualsto do their magic trick.lWrite ‘He says I look just like my father!’ on theboard. Discuss the meaning of just like(exactly). Ask the children if they look justlike anyone in their family. And if so, why?Do they have the same eyes, nose, mouth,hair colour, etc.?lWrite uncle on the board and ask the childrento find it at the bottom of page 5. Explainthat it has quotation marks round the wordbecause it indicates that the word is beingused but not with its correct meaning. Youmight like to show the children the gesturewe use when we say a word like this whenspeaking (index and middle finger on bothhands point upward, with the other fingerskept down by the thumbs. The two raisedfingers are held up at shoulder height andmoved twice to look like quotation marks).lIf appropriate, try some Extension Activities(see Teacher’s Notes Introduction page 19).lAsk What do you think will happen next in thestory?16 Do you think Aladdin felt afraid of his‘uncle’?Stage 2 comprehension (extra)Characterisation Encourage the childrento discuss the wizard’s use of deception. Helooked like an old man, but he was reallya wizard and could use magic to get whathe wanted. He told Aladdin that he was hisuncle, which he did because Aladdin toldhim that his father was dead and he livedwith his mother. He lied to Aladdin’s motherabout why Hassan never told her about him.He gave gold to Aladdin’s mother so that shecould offer him a feast. That gave him theopportunity to stay and talk to them. He toldthem wonderful stories so that they wantedto know him better. When he had gainedtheir trust, Aladdin’s mother felt her son wassafe with his ‘uncle’.lDiscuss why Aladdin believed the old man’sstory straight away. Ask What did the old mansay to Aladdin that made him like the old manstraight away? Why did Aladdin take the goldfrom the old man?lHas anyone in the class ever met a relativewho lives far away? What was it like to meetthem? Did they like them immediately or didit take some time to get to know them? Wasit easier to like them if they looked like otherpeople in the family?lAsk the children what they think of Aladdin.Do they think he is a clever boy? Do theythink he will find himself in trouble? Do theythink he will ever see his mother again?6Explorers 5: Aladdin Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/young learners Macmillan Publishers Limited 2011
AladdinChapter 2A hole in the groundActive vocabularyPages 10 to 16floorthe ‘oor’ sounds like ‘or’groundin the ground there is a round holeholewhen you say this word, your lipsare round like a holejeweltwo syllables: jew ellampother words that end in ‘mp’ arecamp, damp, stampmagicthe ‘g’ sounds like ‘j’ and the wordhas two syllablespowerfulmeans full of powerprecious‘cious’ sounds like ‘shus’touchrhymes with suchwishrhymes with dishPassive vocabularycandle cave cruel diamonds emeraldsnarrow orchard rubies sapphires staredtip out tricked twinkledBefore readinglPre-teach the active vocabulary (see Teacher’sNotes Introduction page 13 and the Glossaryon page 48). Use the notes in the table todiscuss any interesting features of the words.lAsk the children to do the activities onpage 4 of their Workbook to practise the newvocabulary.lAsk the class to recall what happened in theprevious chapter.lRead the title of Chapter 2. Ask What do weknow about the hole in the ground?lTell the children to look at the picture onpages 10 and 11. Ask What do you see in theground? What is the wizard doing to Aladdin?How does the wizard feel? How does Aladdinfeel?7Explorers 5: Aladdin Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/young learners Macmillan Publishers Limited 2011
AladdinlllTell the children to look at the picture onpage 12. Ask What is the wizard showingAladdin? How does Aladdin feel? What do youthink the wizard wants Aladdin to do?11 What did the wizard tell Aladdin was at thebottom of the stairs?Tell the children to look at the picture onpages 14 and 15. Ask Where is Aladdin now?What does he see? How does he feel? What is onhis finger?13 What did the wizard say would happen ifAladdin touched the gold coins?12 Where were the four tall jars full of goldcoins?14 What did the wizard say was in the thirdcave?Optional suggestion: you may wish to givethe children an appropriate amount of time,for example five minutes, to look quicklythrough the chapter to find (and perhapsunderline or copy) the active vocabulary theyhave been introduced to.15 What did the wizard say would happen ifAladdin touched the jewels and jewellery?16 What did the third cave lead to? What wasthere?17 What colours were the apples, peaches, pearsand plums?During readingl18 Where was the magic lamp?Read the chapter to and with the class.Follow the same procedure as you did forChapter 1 (see page 4) to help the childrenread and understand the text. Use the audiodownload, if you wish.19 Why did the wizard want the lamp?20 What did the wizard give Aladdin? Why?21 Why did Aladdin do what the wizard said?22 Was the first cave small and dark?23 Why didn’t Aladdin touch the gold coins?Stage 1 comprehension (literal)24 Why did Aladdin keep his hands behind hisback?Ask the questions orally, or set them asa written activity. You can also ask thechildren to do the activity on page 5 of theirWorkbook.1What did Aladdin stare at?2What did Aladdin see when he looked at hisuncle’s face?3How did Aladdin feel?4Who did the old man say he was?5Where did the wizard hear about the magiclamp?6What would happen if the wizard went andgot the magic lamp himself?7What did he want Aladdin to do?8What did Aladdin ask?9Where was the magic lamp?25 Why didn’t Aladdin touch the jewels?10 What did Aladdin pull? Why?lAsk the children to find as many adjectivesas possible in the chapter and say who orwhat they describe, for example stupid boy.lAsk the children to find words with twosyllables, such as handle, uncle, narrow, cruel,afraid, friendly. Read the words aloud, tappingout or clapping the syllables as you read.lAsk the children to find and read aloudwords with hyphens (-) on page 11. Makesure they understand that the Wh-what andWh-where means that Aladdin was stumblingover his words because he was afraid.Practise the pronunciation and intonationused in these sentences with the class,making your voice sound fearful.8Explorers 5: Aladdin Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/young learners Macmillan Publishers Limited 2011
AladdinlllAsk the class to find and read aloudsentences with the word will on page 13.Discuss the use of the future when givingdirections. You could give the childrenpractise using will with directions by askingthem to describe to the class how to find theirbedrooms in their houses, for example whenyou open the front door, you will see Play a game! Write on the board: diamonds,rubies, stairs and ask the children to tell youwhich is the odd word out (stairs) and why.Ask the children to choose three nouns fromthe story with one being the odd word out.Individually, they should say their threewords and the rest of the class can shout outthe odd word.5Do you think Aladdin would really die if hetouched the gold and silver coins?6Why did the wizard tell Aladdin he wouldnever see his mother again?7How do you think Aladdin felt when heheard about the magic lamp in the orchard?8How do you think the wizard’s ring wouldkeep Aladdin safe?9How do you think Aladdin felt when he wentinto the first cave?10 Do you think Aladdin wanted to take some ofthe gold and silver coins?11 Why did Aladdin think that maybe he couldpick up one little thing when he saw thejewels?Finally, ask individuals to re-read shortsections of the text aloud. Encourage them toread expressively and with appropriateintonation. (You might like to ask children toplay the role of particular characters andread their parts.)12 What did Aladdin want more, the gold or tosee his mother?13 Why did Aladdin think his mother would besad?14 Do you think Aladdin was sad that this manwas not his uncle? Why?After readingStage 2 comprehension (extra)Stage 2 comprehension (extension)Setting Aladdin is surprised to discover thathe must go deep underground and throughdark caves and an orchard to get to themagic lamp. It is a magical place. Ask thechildren to write a paragraph and say whatthey know about the three caves and theorchard.Ask these questions orally, or set them as awritten activity for the more able. Answerswill vary. Encourage the children to givereasons for their suggestions, and accept anyanswer they can justify.1What did Aladdin think of his uncle when heshook Aladdin and called him a stupid boy?2How do you think Aladdin felt when thewizard told him he was not his uncle?3Why do you think the wizard would not tellAladdin what the lamp did?4What do you think Aladdin was thinking ashe pulled the brass ring and lifted up thestone door?lWrite Pull that brass ring and Lift up the stonedoor on the board. Point out that these arecommands. When we tell someone to dosomething, we are giving a command. Askthe children to find and read aloud othercommands in the chapter. Discuss how thesesentences begin with a verb (the pronoun‘you’ is understood but not said or written).9Explorers 5: Aladdin Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/young learners Macmillan Publishers Limited 2011
AladdinlWrite twinkled on the board. Ask Whattwinkles in this chapter? (coins, candles) Whatword in the last chapter rhymes with twinkled?(sprinkled) Discuss the meaning of the twowords.lAsk the children what sort of things makethem afraid. Discuss how dark rooms, caves,being alone in a strange place, or being withvery strange people make people feel afraid.Ask How would you feel if you were Aladdin inthe cave? Would you take some gold and silvercoins? Would you take some jewellery? Wouldyou eat the fruit?lIf appropriate, try some Extension Activities(see Teacher’s Notes Introduction page 19).lAsk What do you think will happen next in thestory?10Explorers 5: Aladdin Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/young learners Macmillan Publishers Limited 2011
AladdinChapter 3The genie of the lampActive vocabularyPages 17 to 23beautifulunusual because it contains somany vowels; means ‘full of beauty’enormoussounds like ee / nor / musgeniesounds like gee / neehonestsounds like on / nestideathree syllable word: i de amasterchange the ‘a’ to ‘i’ to makeanother word for a manspecial‘ci’ sounds like ‘sh’trustrhymes with mustwickedchange this two-syllable word to aone-syllable word by changing the‘w’ to ‘k’worriednote the ‘rr’ in the middlePassive readingdelicious fainted ordinarysilver smoke trader traypuffBefore readinglPre-teach the active vocabulary (see Teacher’sNotes Introduction page 13 and the Glossaryon page 48). Use the notes in the table todiscuss any interesting features of the words.lAsk the children to do the activities onpage 6 of their Workbook to practise the newvocabulary.lAsk the class to recall what happened in theprevious chapter.lRead the title of Chapter 3. Ask What do youthink is in the lamp? Are genies usually helpfulor unhelpful?lTell the children to look at the picture onpage 17. Ask What is Aladdin looking at? Whyis his hand on his chin? What is growing on thetrees? Does the lamp look beautiful ordangerous?11Explorers 5: Aladdin Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/young learners Macmillan Publishers Limited 2011
AladdinlllTell the children to look at the picture onpage 18. Ask Where is Aladdin now? What is hedoing? How do you think Aladdin feels?9Tell the children to look at the picture onpage 20. Ask What has Aladdin got on hisfinger? What is coming out of it? How doesAladdin feel? What colour is the smoke? Doesthe genie look kind or unkind?11 What did Aladdin ask his mother to givehim? Why?10 What happened after Aladdin said hewanted to go home to his mother?12 What did Aladdin’s mother say when heasked for more food the next morning?13 What did Aladdin tell his mother he woulddo with the oil lamp?Optional suggestion: you may wish to givethe children an appropriate amount of time,for example five minutes, to look quicklythrough the chapter to find (and perhapsunderline or copy) the active vocabulary theyhave been introduced to.14 What happened when Aladdin rubbed thelamp?15 What did Aladdin ask the genie of the lampfor?16 What did the genie of the lamp give Aladdinand his mother to eat?During readinglRead the chapter to and with the class.Follow the same procedure as you did forChapter 1 (see page 4) to help the childrenread and understand the text. Use the audiodownload, if you wish.17 How did Aladdin’s mother feel about the twogenies?18 What did Aladdin tell his mother?19 Why did Aladdin take the big silver tray tothe market?20 How much money did the silver trader giveAladdin for the silver tray?Stage 1 comprehension (literal)Ask the questions orally, or set them asa written activity. You can also ask thechildren to do the activity on page 7 of theirWorkbook.1What did the genie of the ring tell Aladdin?21 Did Aladdin think that one piece of gold wasa lot of money?22 How did Aladdin get more money to buyfood?Why did Aladdin think that the oil lampwasn’t a magic lamp?23 What did Aladdin do after he had sold thetray and twelve silver dishes?2Where did Aladdin put the lamp after hetipped out the oil?3What was the fruit made of?24 How much money did the honest silvertrader give Aladdin for the silver tray?4Why did he fill his pockets with glass fruit?25 How did Aladdin get rich?5What did Aladdin hear the wizard say tohimself?6Why did Aladdin sit down on the stairs andstart to cry?7How long did Aladdin sit on the stairs?8What happened when Aladdin rubbed thewizard’s ring?lTo demonstrate how important verbs are tothe meaning of the sentences, read some ofthe sentences from the chapter, omitting theverbs. Ask the class to supply the missingverbs. Remind the class that every sentencemust have at least one verb in it.12Explorers 5: Aladdin Teacher’s NotesThis page has been downloaded from www.macmillanenglish.com/young learners Macmillan Publishers Limited 2011
AladdinlAsk the children to turn to page 19. Tell themto find and read aloud all of the adjectiveson that page. After they have read them out,ask questions, for example: What were sweetand yellow?lAsk the children to find and read aloud anywords containing: ‘ea’, ‘ie’ or ‘ou’.lWrite these words on the board: wizard,pockets, trader, nothing, silly, rubbed, genie,master, worried, wicked. Ask the children howmany syllables are in each word and askthem to tap out the syllables as they read thewords. Ask Which word has only one syllable?How many syllables do all the rest of the wordshave?l7What do you think Aladdin thought aboutfor three long days and nights?8How do you think Aladdin felt when he sawthe blue smoke and the genie?9Do you think Aladdin understood what itmeant to be a genie’s master? Why (not)?10 Why did Aladdin’s mother look very worriedwhen he arrived back home?11 Why did Aladdin’s mother give him onlya small piece of bread and a little piece ofcheese?12 How do you think Aladdin and his motherfelt about the wizard?13 Why did Aladdin want to clean the lamp?14 Had Aladdin’s mother ever seen a geniebefore? How do you know?Finally, ask individuals to re-read shortsections of the text aloud. Encourage them toread expressively and with appropriateintonation. (You might like to ask children toplay the role of particular characters andread their parts.)15 What do you think Aladdin and his mothertalked about while they ate the wonderfulfeast?16 Why was Aladdin’s mother afraid of the twogenies?After reading17 What was Aladdin learning about how to getmoney for himself and his mother?Stage 2 comprehension (extension)Ask these questions orally, or set them as awritten activity for the more able. Answerswill vary. Encourage the children to givereasons for their suggestions, and accept anyanswer they can justify.18 Why did the first silver trader give Aladdinonly one piece of gold for the tray?1How do you think Aladdin felt when he sawthe lamp?20 What do you think Aladdin said to thehonest trader?2How do you think Aladdin felt when he sawthe beautiful fruit?3What do you think Aladdin thought he coulddo with the glass fruit?4Why did the wizard want to kill Aladdin?5How do you think Aladdin felt when heshouted, ‘I won’t give you the lamp!’?6Why did the wizard close the stone door?19 Why did Aladdin ask the genie of the lampfor more food in silver dishes and not for lotsof gold?Stage 2 comprehension (extra)Characterisation Point out that Aladdinfound himself in great danger and wished hehad never
page 7. Ask Who do you think the woman is? What is she doing? Do you think she is rich or poor? Where do you think Aladdin is going? What do you see outside the town? l Ask the children to look at the picture on page 9. Ask Where are they? What is the old man doing? How does Aladdin feel?
