Railway Children Teacher Book


EDITH NESBIT
The Railway
Children The Railway
Te a c h e r ’ s B o o k
Children
Adapted by H. Q. Mitchell - Marileni Malkogianni
LEVEL 2 leme nt
pp
for APSACS
ar
su
y
SRM
rea
l
The Teacher’s Book contains:
ria
di
n g m ate
Teacher’s notes (activities and
lesson plan), games, factfiles,
key to activities, tests, key to tests
Components:
• Student’s Book (Story Book and Activity Section)
• Multilingual glossary
• Audio CD
• Teacher’s Book

ISBN:978-969-210-150-9
level
2
TB_Covers_APSACS.indd 1 3/6/2021 12:08:33 µµ
E DITH NESBIT
The Railway
Children
Teacher’s Book
by H. Q. Mitchell - Marileni Malkogianni
Railway Children_Teach Notes.indd 1 3/6/2021 10:06:45 πµ

The Railway Children
Teacher’s Book
by H. Q. Mitchell - Marileni Malkogianni
Published by: MM Publications

www.mmpublications.com
[email protected]
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Copyright © 2021 MM Publications

Printed by PARAMOUNT BOOKS (PVT) LTD by arrangement with MM
Publications
Publisher’s Note
This book is classified as SRM (Student Reading/Resource Material), and has
been vetted with extra care to ensure that it does not contain any material
which is anti-Pakistan or against our national interest; against Islam or any
other religion; that it does not disturb the harmony among the different
sections of the Pakistan society; that it does not hurt our cultural, social and
religious sensibility.
All rights reserved. No part of this publication may be reproduced, stored

in a retrieval system or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise, without permission in
writing from the publishers.
Printed in Pakistan
This edition is intended to be sold exclusively in Pakistan
ISBN for MM Publications: 978-960-478-298-7

ISBN for PARAMOUNT BOOKS (PVT) LTD edition: 978-969-210-150-9

Contents
Teacher’s notes.................................................................. 4
Suggested pre-reading activities....................................... 5
Suggested lesson plan........................................................ 5
After reading the whole story............................................ 7
Character card game......................................................... 8
Board game....................................................................... 10
Photocopiable board game table....................................... 13
Factfiles............................................................................. 14
Key to comprehension and vocabulary activities -
Suggestions for follow-up activities.................................. 22
Revision test 1................................................................... 33
Revision test 2................................................................... 35.
Revision test 3................................................................... 37.
Key to revision tests.......................................................... 39

Teacher’s notes
This Top Reader aims to provide young learners at Elementary level
with enjoyable reading material and help them develop a variety of
language skills. The original Edith Nesbit story has been carefully
adapted so as to ensure that the students’ understanding of the text
is not impeded by vocabulary and grammatical structures which are
beyond their level. Words and expressions which may be unfamiliar to
students are explained in a separate multi-lingual glossary. The story in
this book has been divided into eleven chapters.
The Activity Section includes a variety of exercises on each chapter,

checking the comprehension of the chapter and practising new
vocabulary. Follow-up activities expand on the understanding of the
text and provide the context for interesting oral and written practice.
In the exercises including open-ended questions, as well as in those
requiring the production of written text, variations on the students’
answers are possible. Students should be encouraged to produce their
own piece of writing and all efforts should be accepted and praised.
The prediction questions in the Follow-up activities in chapters 1 to
9 require students to guess what will happen in the following chapter.
No answers are provided to these exercises, as any predictions made by
the students should be accepted.
There are various ways in which to use the Reader in class, depending
on the students’ needs, the teacher’s priorities and the time available.
Some ideas on how to approach it, including a suggested lesson plan
and a number of pre-reading and post-reading activities and ideas are
presented on the following pages. Factfiles with a detailed Introduction to
the Author and an Introduction to the Book are included in the Teacher’s
Book. Both of these can be photocopied and handed out to students in
class before a more detailed approach to the story begins. It is very useful
material which can stimulate students’ interest and widen their perspective
on literature.
Other Factfiles containing a Summary, Character Descriptions,
Background Information and Linked Themes can be used in a similar way
as supplementary material for extended revision after the completion of
the Reader, or whenever the teacher thinks appropriate.
The Teacher’s notes also contain three Revision Tests, which include
comprehension and vocabulary exercises and can be photocopied for
use in class. The key and a detailed marking scheme are provided.

Suggested pre-reading activities
It is very important to get the students interested in the story and arouse
their curiosity about the characters and places involved before they actually
start reading it. For this purpose, you will need to spend one lesson doing
some pre-reading activities. You can select the activities that suit you best
from the ideas below.
• Write the title of the story on the board. Ask the students some
general questions about the title and encourage them to make
hypotheses about it, e.g.
- Have you heard of The Railway Children before?
- What do you think the story is about?
- Do you know of any films under the same title?
• Have the students look at the cover of the Reader and ask them some
general questions about it, e.g.
- What do you see on the cover?
- Do you like trains?
- Where are the children on the cover?
- Why are they waving to the train?
- Would you like to live near a railway?
• Photocopy some of the illustrations in the Reader and remove the text and
page numbers. Ask the students to describe them, guess what is happening
and put them in the correct order. You can ask the students questions
about each picture similar to the ones above in order to help them.
It would be more effective to have students do these activities in pairs or
small groups of four or five. It is important to remember that, at this stage,
you should not confirm or reject any of the students’ hypotheses nor reveal
what actually happens in the story.
Suggested lesson plan

If you decide to complete one chapter in each lesson, you can follow the
procedure described below. In this case, it is estimated that you will need
about ninety minutes for each lesson. If classroom time is scarce, you
can have students do most of the reading and activities at home.
Before reading each chapter
1 At the beginning of each lesson, revise the previous chapter and check
the exercises which you have assigned for homework, except for the
Follow-up oral activities which will already have been discussed in
class. Also, collect the students’ written work (Follow-up activity 6).
If you feel that certain points have not been sufficiently covered, ask

sufficiently covered, ask the students additional questions. Then, ask
them to give you a summary of the chapter and/or act it out.
2 Ask the students to guess what will happen in the chapter they are
about to read. From the ideas presented below, select the ones that
suit you best.
• You can have the students give you their answers to the questions
in the prediction exercise in the previous chapter. This will provide
you with a link to the chapter you are about to deal with.
•Ask the students to look at the illustrations of the chapter they are
going to read and describe them. You may also ask them questions
in order to help them, e.g.
- What do you see in this picture?
- Where are the events taking place?
- What is happening?
Afterwards, they should be encouraged to guess what will happen in
the chapter.
• Give the students a few key words found in the chapter and the
names of the characters that appear in it and ask them to predict
what will happen to them.
Remember that all the students’ answers and predictions should be
accepted at this stage and make sure you don’t reveal what actually
happens in the chapter.
3 Ask the students to keep their books closed and listen carefully to
the CD. Play the corresponding chapter on the CD. Then, ask the
students a few general questions about the chapter that they have
just listened to, e.g.
- Which characters appear in this chapter?
- Where are they?
- What are they talking about?/What adventures do they take part in?
While reading each chapter

• Ask the students to open their books. Play the CD again and ask
them to read along silently as they listen to it. Pause whenever
you feel it is necessary and ask the students some questions to
make sure that they have understood the main points. Refer the
students to the multi-lingual glossary, explain new vocabulary with
their contributions and clarify any points which they have not
understood.

After reading each chapter
When you have finished with the presentation of the chapter, it is
important that the students do some activities based on it in class. For
this purpose, you can choose from the ideas suggested.
• Divide the class into pairs or groups and get them to ask each other
questions about the characters appearing and the events taking place
in the chapter they have read.
• Ask the students to suggest a suitable title for the chapter.
• Do some of the exercises in the Activity Section. Follow-up activity 5
is especially recommended at this stage.
Finally, assign the rest of the exercises in the Activity Section for
homework. You can also allocate roles and ask the students to be
prepared to act out the chapter in the next lesson.
After reading the whole story

After dealing with all the chapters, it is a good idea to spend at least
one lesson doing some post-reading activities in class. To help students
revise the plot, characters and key events of the story, and to elicit their
personal response to the story, you can ask them questions, such as the
following:
- Did you like the story? Why?/Why not?
- Who did you think was the most interesting/ likeable character in the
story? Why?
- Which do you think was the most interesting/ moving/ exciting/ sad
incident in the story?
- Would you like to live near a railway line?
- What do you think happened after Father came out of prison? Did
the Railway Children return to their old home in London, or not?
In addition, you can also do one or more of the following activities,
which offer the students an opportunity for revision, scrutiny and
increased understanding of the story in an enjoyable way.
Factfiles:
Use the photocopiable Factfiles (Summary and Character Description,
Background Information and Linked Themes) included in the Teacher’s
Book and generate a discussion about the issues mentioned there. Ask
students to tell you what they know and give you their opinion on these
subjects.

Project: Character poster
Ask the students to choose one of the characters in the story and draw
a picture of that character on a large sheet of paper. Ask them to write
some sentences describing events in the story which the character was
involved in, as well as their own opinion of the character in boxes or
balloons around the picture.
Game: Who are we thinking about?
Divide the students into two groups. The students in the first group
choose a character in the story. The students in the other group ask
them a maximum of five Yes/No questions in order to find out who
the character is. Alternatively, students can play this game in pairs.
Making the story into a comic strip
Photocopy some of the illustrations in the Reader and remove the text
and page numbers. Divide the class into groups of three or four and
distribute a few pictures at random to each group. Ask the students to
write a couple of sentences on the back of each picture describing what
is happening. Then, ask all the groups to work together to try and put
the pictures in the correct order without looking at their books.
Once the pictures have been put in the correct order, ask the students
to add information to them in order to make the story into a comic
strip. Encourage the students to use speech and thought bubbles
(for the characters’ words and thoughts respectively) and give any
additional information in balloons at the top or bottom of the
pictures. These additions should not be too lengthy, so as not to cover
the whole illustration.
Character card game

This game can be played by two to four players. You can divide the
class into groups so that all the students can take part. Prepare two
equal packs of cards. The cards in the first pack have the names of
the characters in the story and the cards in the second pack have
quotations from the characters or facts about them.
Shuffle the cards in each pack and lay them face down in parallel rows.
Each student may turn over one card from each row at a time. If the
cards correspond in some way, e.g. a character’s name and a quotation
from that character, the student keeps both cards. If the cards do not

correspond, they are laid face down again in exactly the same places.
The next student then takes a turn. When there are no cards left, the
game is over. The winner is the student/group that has collected the
most pairs of cards.
Some ideas about what to write on the cards are suggested below.
Characters
Bobbie Old Gentleman Peter Station Master
Mother Perks the Porter Phyllis Father
Quotations from the characters
• “Father had to go away... on business.”(Mother)
• “I’m not a thief, sir! I am a coal miner!” (Peter)
• “Let us wait until Saturday afternoon, and we will fix the engine
together!” (Father)
• “Hey you, thief! Stop there!” (Station Master)
• “Well, here are some strawberries from my garden. Why don’t you
take them and give them to the poor man.” (Perks the Porter)
• “Good morning, children. Here’s an orange for each of you.” (Station
Master)
• “We are wearing red petticoats. We can take them off and make
flags.” (Bobbie)
• “The Green Dragon is going where Father is. Let’s all wave to it as it
goes by.” (Phyllis)
• “Well, I came to tell you in person that I have found your friend’s
family!” (Old Gentleman)
• “C’mon, girls! Let’s sit here by the river. We will surely catch some
fish!” (Peter)
• “Oh, it can’t be true! Father is not a traitor!” (Bobbie)
• “All we can do is be brave and patient, my dear.” (Mother)
• “Is he dead?” (Phyllis)
• “You’re a good child, my dear – I got your letter.” (Old Gentleman)
• “Hello, missy! Did you read it in the paper?” (Perks the Porter)
• “They have caught the man who did this to me, and now I am free!”
(Father)
Facts about the characters

• This person met two gentlemen and then had to leave his house for a
long time. (Father)
• This person loved apple pie. (Peter)
• This person could speak French very well. (Mother)

• This person waved to the children from the 9:15 train. (Old Gentleman)
• This person told the children stories about the railway. (Perks the
Porter)
• This person had the flu and had to stay in bed for a few days. (Mother)
• This person decided to write a letter to someone and ask for help.
(Bobbie)
• This person tried to get rid of the crowd that had gathered at the
station. (Station Master)
• This person gave some old magazines and newspapers to someone
who was ill. (Perks the Porter)
• This person stood in front of the train to make it stop. (Bobbie)
• This person ran to the Rose and Crown inn to call the bargeman and
his wife. (Phyllis)
• This person ended up with a rake in his foot after a fight. (Peter)
• This person helped two people return to their families. (Old Gentleman)
• This person was in prison because someone placed some letters on
his desk. (Father)
• This person caught some people taking coal from the station. (Station
Master)
• This person didn’t want to go into the tunnel to look for the boy in
the red shirt. (Phyllis)
Board game
The game can be played by two players. Prepare three packs of cards.
The cards should have questions about the characters in the story.
Photocopy the board and glue it onto a piece of cardboard. Supply
each pair of students with a dice and two pawns and place the packs
of cards face down. The students throw the dice and move their
pawns accordingly. If a player lands on a square reading The Children,
Mother/Father or General, the other player must take a card from
the pack and ask the question printed on it. If the player answers
incorrectly, he/she misses a turn. If the player answers correctly, he/she
wins a turn. The winner is the first player to finish.
The Children
• What was Bobbie’s full name? (Roberta)
• What was Peter’s favourite toy? (A toy engine)
• What was the name of the country house the children stayed in?
(Three Chimneys)
10

• What name did the children give to the 9:15 train? (Green Dragon)
• How did the children thank the old gentleman for the things he sent
for their mother? (They made a big thank-you sign and held it up for
him to see.)
• What did the children do when they saw the landslide? (They decided
to stop the 11:30 train.)
• What did the children do when they saw that the barge had caught
fire? (Peter found the baby and brought it safely out of the barge, Bobbie
saved the dog and Phyllis ran to the inn to call the bargeman and his
wife.)
Mother / Father
• What did Mother announce to the children after Father left? (That
they would be moving to a new house in the country.)
• Where did Mother say Father was? (Mother said that Father had to be
away for some time.)
• Who helped Mother with the new house? (Mrs Viney, a woman from
the village.)
• What did Mother do to get some money? (She started writing stories
and tried to sell them.)
• Where was Mother when they found the Russian man at the Station?
(She was in Maidbridge.)
• What had really happened to Father? (He was in prison.)
• How did Father manage to get out of prison? (Bobbie wrote a letter to
the old gentleman and he helped Father.)
General
• What was Aunt Emma like? (She was very strict and the children did
not like her very much.)
• Where was the countryhouse? (Near the railway / a railway Station.)
• What was the Russian man’s name and who was he? (His name was
Mr Szezcpansky and he was a writer.)
• How did the three children manage to stop the train after the
landslide? (They made flags with the girls’ petticoats and they waved
them in front of the train to make it stop.)
• What did the Railway people do to thank the children for saving the
train? (They gave them three gold watches with the children’s names on
them.)
• What were the names of the bargeman and his wife? (Bill and Mary.)
• What happened to Jim in the tunnel during the paper chase? (He
broke his leg and fainted inside the tunnel.)
11

You can label each square on the board game as follows:
1- 21 -
2 The children 22 -
3- 23 Mother / Father
4 Mother / Father 24 The children
5- 25 -
6- 26 -
7 General 27 The children
8- 28 -
9 Mother / Father 29 -
10 - 30 Mother / Father
11 - 31 The children
12 The children 32 -
13 - 33 The children
14 General 34 General
17 Mother / Father 37 The children
18 General 38 General
12

Mother/ Mother/
Father The Children General Father
35 36 37 38 39 40
FINISH
Railway Children_Teach Notes.indd 13

34
General
33 32 31 30 29 28 27 26
The Children The Children Mother/ The Children
Father
25
17 18 19 20 21 22 23 24
Mother/ General The Children Mother/ The Children
Father Father
13
16
The Children
15 14 13 12 11 10 9 8
General The Children Mother/
Father
7
START
General
1 2 3 4 5 6
The Children Mother/
Father
3/6/2021 10:06:46 πµ
Factfile 1
INTRODUCTION TO THE AUTHOR
Edith Nesbit was born in Kennington, Surrey, on 15 August 1858. She

was an author and poet, but is mostly known for her children’s books.
Nesbit’s father, John Collis Nesbit, died in March 1862, before her fourth
birthday. After his death the family started to move from place to place,
in search of a better climate to help Edith’s sister Mary who was in poor
health. They lived in England, France, Spain and Germany, before they
returned to England where Edith lived for the rest of her life.
In 1877, Edith married Hubert Bland. Together they had three children,
Paul, Iris and Fabian. Nesbit’s new family was poor however, like her
mother’s family, and so in order to make a living she decided to write
books.
Edith Nesbit wrote about forty books and she also published numerous
books and stories in collaboration with others. Julia Briggs, Nesbit’s
biographer, characterised her as “the first modern writer for children.”
Some of her most well known works are the five books of the Bastables
Series (The Story of the Treasure Seekers (1899), The Wouldbegoods (1901),
The New Treasure Seekers (1904), Oswald Bastable and Others (1905),
Complete History of Bastable Family (1928)), the Psammead Series (Five
Children and It (1902), The Phoenix and the Carpet (1904) and The Story
of the Amulet (1906)), the House of Arden Series (House of Arden (1908)
and Harding’s Luck (1909)), The Railway Children (1906), The Enchanted
Castle (1907) and many more.
Nesbit died on 4 May 1924. She was 65 years old.
14

Factfile 2
INTRODUCTION TO THE BOOK
The Railway Children was first published in The London Magazine as

a series in 1905. A year later it came out as a book and, through the
years it has proved so popular that it has never been out of print. Nesbit’s
book has a special place in British children’s literature and has inspired a
number of adaptations for the radio, TV, cinema and theatre.
The story is about Bobbie, Peter and Phyllis, three children from London,
who suddenly have to leave the city and move to a new house in the
country when their father goes away, supposedly on business. The three
children and their mother try to adjust to their new life. The children end
up having a number of adventures at the nearby railway station.
The Dreufus Affair, which took part at around the time the book
was written, definetely inspired the father’s story in the book;
however, the absent father is a common theme in Nesbit’s books,
as she lost her own father when she was four years old. The picture
of the family’s life near a railway line also comes from the writer’s
personal experience, when she lived at Halstead in Kent. Another
autobiographical element in The Railway Children is the Russian man’s
story, which was based loosely on the lives of Peter Kropotkin and
Sergius Stepniak, who were both Nesbit’s friends in London.
15

Factfile 3
SUMMARY
Bobbie, Peter and Phyllis live with their family in a beautiful red brick
house in London. But one night their Father suddenly leaves home with
two strange men and the children’s life changes. The children and their
Mother move to a house in the country, near a railway station and a new
life begins.
The three children spend their time watching the trains go by and they
become friends with Perks, the Porter of the Station, the Station Master
and an old gentleman who travels on the 9:15 train. Their numerous
adventures include preventing a train accident, saving a baby and a dog
from a burning barge on the river, finding a Russian man’s lost family
and helping a boy with a broken leg.
The old gentleman proves a valuable friend. He offers his help on more
than one occasion, and finally helps Father return home to his family.
16

Factfile 4
CHARACTER DESCRIPTIONS
MOTHER
A strong and sensitive woman who cares a lot for her children and
family. When her husband is sent to prison, she decides not to tell the
children anything and does her best to keep them safe and happy. She
is an educated woman with a talent for writing, which she uses to make
some money. When other people need her help, she is always willing to
offer it.
FATHER
Father is kind and good-natured, and although he doesn’t appear in
many chapters of the book, he is still one of the main characters. He is
suddenly taken from his family when he is wrongly accused of treason
and put in prison. He is grateful to the old gentleman for finding out the
truth and helping him return to his family.
BOBBIE (ROBERTA)
The eldest of the three children, she is often their leader. She loves
adventure and always tries to do the right thing. She is brave and clever,
and tries to be strong when she finds out the terrible secret about her
Father.
PETER
The boy of the family, he is clever and adventurous. He wants to be the
“man” and protect his Mother and sisters when Father leaves.
PHYLLIS
The youngest of the three, she is very sensitive and has a great
imagination. She comes up with the idea to wave at the 9:15 train so
that “it takes their love to Father.”
THE STATION MASTER

At first he seems strict, but he is actually kind-hearted and understanding.
He likes to do what is right and help others whenever he can.
17

Factfile 4
CHARACTER DESCRIPTIONS
PERKS THE PORTER

A nice man who likes the children and often spends time with them
telling them stories. Perks is a giving person and he likes to help people
in need.
THE RUSSIAN
He was in prison because he wanted to “help the poor with his book.”
Just like Father, he was unjustly separated from his family until the old
gentleman helps them reunite.
THE OLD GENTLEMAN

A very kind and helpful old man. He is obviously well-off and important,
but he never refuses to help others. The old gentleman becomes friends
with the children and their Mother. He is also the one to help Father get
out of prison and return to his family.
JIM
The old gentleman’s grandson. He breaks his leg while taking part in
a paper chase and the three children help him get well again. Peter is
especially fond of him.
18

Factfile 5
BACKGROUND INFORMATION
THE RAILWAY
This is a means of transporting people and goods on vehicles (wagons
or trains) running on rail tracks. Compared to other forms of transport,
the railway is one of the safest.
The first railway existed in 6th century B.C. in ancient Greece. People
or animals pushed wagons on stone or wooden tracks, to carry heavy
loads, usually in mines.
James Watt made the first steam engine in 1794. The steam train played
a great role during the Industrial Revolution in the UK. Trains were
cheaper than ships and barges, and they were also faster and more
reliable as fewer goods were lost. During the 18th and 19th centuries
there was a large railway system throughout the country.
From the late 19th to the early 20th century railway engines gradually
turned from steam to diesel or electricity and a new era began.
After World War II, things started to change. People started using cars
and air travel started to become common. So, travelling by train became
less popular.
However, the railway is still popular in many countries; it may not
be used as much for the transport of goods, but it remains one of the
cheapest, safest and most comfortable ways to travel.
THE EDWARDIAN ERA

The Edwardian Era is the period from 1901 to 1910, when Edward VII,
Victoria’s son, was King. It was a time of great changes.
People started enjoying a new, more relaxed way of life. They started
giving more attention to social issues such as poverty, injustice and
women’s rights. Fashion changed and clothes became more comfortable
and simple. The Arts developed new styles and films began showing.
Science and technology were making constant progress.
For example: Marconi sent the first wireless signals; the Wright brothers
flew the first plane; Albert Einstein and Sigmund Freud came up with their
theories; and these are just some of the many examples of discoveries
and innovations that took part during the Edwardian period.
19

Factfile 5
BACKGROUND INFORMATION
THE DREUFUS AFFAIR

The Dreufus affair was a big political scandal in France in the late 19th-
early 20th century.
In 1894, Captain Alfred Dreufus, a young French officer went on trial
and then to prison for treason, for revealing secrets to the Germans.
Two years later there was new evidence suggesting that it was Ferdinand
Walsin Esterhazy who was guilty of the crime. However, some officials
concealed this evidence and Dreufus remained in prison on Devil’s
island in French Guiana.
In January 1898, a big newspaper published a letter by the famous
French writer Émile Zola, which informed the public about The Dreufus
Affair.
The case re-opened and Dreufus went on trial for a second time in 1899.
This time the court decided that he was not guilty.
BRITISH CANALS AND BARGES

A barge is a boat with a flat bottom, which carries people or heavy goods
on rivers or canals.
During the Industrial Revolution (18th-19th century), the British
canals were very important. At that time, the road system was at its very
beginning and the only means of transportation were animals such as
horses, mules and donkeys; so there was a great need for a cheap and
safe way to transport goods and barges were a convenient solution.
From 1840, canal boats started to compete with the trains for the
transportation of goods. Trains were without doubt the winners, as they
were a cheaper, faster and safer means of transport.
Today, people still use barges to carry heavy things along canals or rivers,
but also for tourist purposes.
20

Factfile 6
LINKED THEMES
TREASON AND PUNISHMENT

Treason is the crime of doing something against your country, such as
revealing national secrets. A person who commits treason is a traitor.
In England in the past, traitors found cruel and painful death. Nowadays,
the punishment for treason is, in most cases, a life in prison.
THE ABSENT FATHER

Absent fathers are those who have to be away from their family for a
long time, for a wide variety of reasons. Some have to travel frequently
for business, others work in the army or in other cities/places, some are
in prison, etc.
It is certainly difficult to grow up with an absent parent and children
may often feel angry, afraid or unhappy because they miss their father.
Edith Nesbit herself faced that problem as her father died when she was
very young. The absent father is a very common theme in many of her
books.
WORKING WOMEN IN EDWARDIAN TIMES

In Victorian and Edwardian England, women had very few rights.
Their duties were to have children, keep house and be good wives and
mothers.
It was not common for women to work and those who did usually
worked as teachers. By the end of the 19th century, other jobs also became
available to women. They became nurses, writers or governesses.
21

CHAPTER 1
Key to comprehension and vocabulary activities
1 1. Roberta (Bobbie), Peter and Phyllis.
2. He asked his father to help him fix his toy engine.
3. Two gentlemen visited the red-brick house (before Father left).
4. It was in the country.
2 1. F 2. T 3. T 4. F 5. T
3 1. e 2. a 3. b 4. d 5. f 6. c
4 1. spent 2. promise 3. announced 4. agreed 5. broke
Suggestions for follow-up activities

5 1) Open answer.
2) Discuss how life in the city differs from life in the country. You could
also talk about different types of residence. Get Ss to express their
opinions and refer to personal experiences.
3) Open answer. Get Ss to talk about their everyday habits and routine,
and how they would change if they had to move house. Talk about
leaving old friends behind, adjusting to the new place/house/school,
etc.
4) Open answer.
6 When you write a diary entry:

 Write the date on the upper took place during the day/
right hand part of the page. week etc.
 Begin with Dear Diary  Use time linkers (when, while
 Use past tenses (mostly Past etc.) to join sentences.
Simple and Past Continuous)  Be brief and accurate.
to describe the incidents that
22

CHAPTER 2
1 1. a 2. a 3. b 4. b 5. a
2 1. b 2. a 3. e 4. c 5. d
3 1. FORGET 2. SARDINE 3. COAL 4. BREAKFAST 5. YELL
6. EXPENSIVE 7. STEAL 8. TUNNEL
4 1. interesting 2. real 3. tired 4. poor 5. hungry 6. simple
7. strange

5 1) Explain the importance of breakfast and ask Ss to tell you what
people usually have in the morning (milk, cereal, toast, coffee, etc.)
and what they prefer to eat themselves. You can also talk about
different types of breakfast (e.g. Full English breakfast, Continental
breakfast etc.).
2) Open answer. Mention the advantages and disadvantages of living
near a railway (possible advantages: it’s exciting/interesting, it saves
time for travel-commuting etc./ possible disadvantages: it can be
annoying because of the noise, pollution etc.)
3) Discuss Peter’s intentions; although his idea of finding coal in the
railway station wasn’t right, he didn’t mean to steal, he probably
didn’t even know that taking coal was illegal. You can ask Ss to give
you other such examples from literature or films (e.g. Oliver Twist,
Les Miserables, etc.) Discuss how fair or unfair the Station Master’s
reaction in the beginning was, as well as after he learnt about the
children’s situation.
4) Get Ss to make predictions.
23

6 When you write an informal letter giving news, follow the plan below:
 Greeting (Dear…) • Organise the information:
 Opening paragraph - what happened
• Begin your letter and say - when and where it took place
why you are writing. - who took part in it
• Use phrases like:  Closing paragraph
How are you? • State anything you want to
I hope you are fine. emphasise and end your
I am writing to… letter. Use phrases like:
Well, here’s the latest. I must go now.
 Main part I am looking forward to
• Give your news and be as hearing from you / seeing you
descriptive as possible.  Sign-off (Take care, Love, etc.)
24

CHAPTER 3
1 a. 4 b. 3 c. 1 d. 2 e. 5 f. 7 g. 6
2 1. The Station Master 2. Dr Forrest 3. Bobbie 4. Phyllis
5. didn’t know
3 1. by 2. from 3. up 4. on 5. out 6. away 7. to
4 1. c 2. c 3. b 4. b 5. a 6. a
Suggestions for follow-up activities.

5 1) Have Ss answer the question and justify their answers. Discuss
character qualities such as generosity, kindness etc.
2) Open answer.
3) Refer to the text and focus on what the letter said. Talk about
the ability to use our judgment to make decisions and do things
without needing to be told what to do. Discuss whether Bobbie’s
age played a role in the fact that she had the idea of writing the
letter. Get Ss to tell you what they would do in the old gentleman’s
place and ask them if they think we should help other people even
if we don’t know them very well.
4) Open answer.
6 When you write a letter thanking somebody for their help, follow
the plan below:
 Greeting (Dear…) I want to thank you for
 Opening paragraph everything.
•B egin your letter and say What you did for me was...
why you are writing.  Closing paragraph
•U se phrases like: • Use set phrases to end your
I’m writing to you to thank letter:
you for your help... I must go now.
I’m truly grateful for what I am looking forward to
you did... hearing from you / seeing
I so greatly appreciate the you
fact that...  Sign-off (Yours faithfully,
 Main part Regards, Best wishes, etc.)
•E xpress your thanks. Use
phrases like:
25

CHAPTER 4
1 1. c 2. b 3. c 4. a
2 1. b 2. a 3. c 4. e 5. d
3 1. problem 2. wife 3. wild 4. kind 5. crowd 6. fireplace
4 1. taking care of 2. looking for 3. bowed, rise 4. get rid of

5 1) Give possible reasons for learning foreign languages (practical,
intellectual or cultural reasons). Discuss how foreign languages
could be useful in the fields of work, studies, entertainment
and travel. Get Ss to express their opinions and talk about the
language(s) they are learning/want to learn.
2) Discuss whether we should offer our help to other people and
to what extent we should interfere in their problems. You could
also talk about the importance of values such as politeness and
generosity in people’s lives.
3) Ask Ss why incidents like this one arouse people’s curiosity. Discuss
the fact that people usually get curious towards anything that is
different from them or they find strange. On some occasions,
showing too much interest in other people’s affairs can be annoying
and be seen as lack of discretion.
4) Open answer.
6 When you write an article, organise the information according to
the plan below:
 Title:  Main paragraph(s)
MYSTERIOUS MAN AT • Give more specific
TRAIN STATION information about:
 Opening paragraph - What exactly happened
• Give general information - What the people involved
about the incident saw/did
concerning:  Conclusion
- What happened? • Write about:
- Where? - How people feel about
- Who took part? what happened
- Predictions
26

CHAPTER 5
1 1. He gave the children some strawberries from his garden for the
Russian man.
2. They decided to pick some wild cherries for him.
3. Because there was a landslide and the railway tracks were filled with
rocks and trees.
4. The girls’ red petticoats.
5. She fainted.
2 1. T 2. F 3. T 4. T 5. F
3 1. b 2. a 3. c 4. a 5. c
4 1. HORRIBLE 2. CHERRY 3. HILL 4. SURPRISE
5. ACCIDENT 6. STICK 7. LANDSLIDE 8. LINE

5 1) Discuss personality qualities. Talk about how generous and nice
Perks is towards other people.
2) Open answer.
3) Discuss bravery and how some people put other’s lives before their
own. Get Ss to give you other examples from books, films, comics,
etc.
4) Get Ss to predict what will happen next.
6 Look at page 22 for the Diary entry.
27

CHAPTER 6
1 a. 2 b. 3 c. 1 d. 5 e. 4 f. 6
2 1. Secretary 2. 30th 3. watches 4. Mr Szezcpansky’s book
5. Russian friend
3 1. on 2. about 3. in 4. for 5. along 6. of
4 1. excited 2. passengers 3. terrible 4. speech 5. kind
6. happiness 7. hard 8. finally
Suggestions for follow-up activities.

5 1) Discuss modern ways of communication (mobile phones, e-mails,
chat rooms on the Internet, social networks, etc.) and which of
those the Ss use the most.
2) They must have felt excitement, satisfaction and probably curiosity.
3) Open answer. When two good friends have to part, they probably
feel sad and make promises to keep in touch with each other.
4) Get Ss to try and guess what will happen next.
6 Look at page 25 for the letter thanking somebody for their help.
28

CHAPTER 7
1 1. c 2. b 3. b 4. a
2 1. fishing 2. barge 3. scared 4. wife 5. fire 6. baby 7. dog
8. Phyllis 9. thanked
3 1. shout 2. hero 3. barge 4. cabin 5. inn 6. bridge
4 1. a 2. b 3. c 4. a 5. b

5 1) Discuss the advantages and disadvantages of living on a houseboat.
Mention several issues that have to be considered e.g. space,
safety/security, access to communication, education, shopping, etc.
Encourage Ss to express their opinions.
2) Talk about house dangers and how easily children can be involved
in accidents. Mention measures that we should take in the house
for young children’s safety.
3) Judging from what has happened until now, discuss how bravely
and kindly the three children always behave towards other people.
4) Open answer.
6 When you write a letter narrating a past event, follow the plan below:
 Greeting (Dear…) • S tart a new paragraph for each
 Opening paragraph part of your story.
• Use set phrases to begin: •U se Past Tenses (Past Simple,
I hope you are fine… Past Continuous, Past
• Say why you are writing: Perfect).
I want to tell you about…  Closing paragraph
 Main paragraph(s) • Describe what happened in
• Give more specific information: the end and make a comment.
- What exactly happened? • State anything you want to
- When? Where? emphasise.
- What did the people  Sign-off (Yours faithfully,
involved do? • Use a set phrase and your
• Describe the events in the name under it (Yours, Take
order in which they happened. care, etc.)
29

CHAPTER 8
1 1. T 2. T 3. F 4. F 5. T
2 a. 1 b. 3 c. 6 d. 7 e. 5 f. 4 g. 2
3 1. lift 2. magazine 3. pile 4. verdict 5. patient
4 1. SCREAM 2. NEWSPAPER 3. SOB 4. SECRET 5. INSIDE
6. SOLUTION 7. PRISON 8. RAKE 9. PAIN

5 1) Mention that fighting usually has negative results in human
relationships. Discuss how these results are worse for members of
the same family. Point out that people can be physically as well as
psychologically hurt.
2) Mention several ways of solving your problems with others; talk
about the problem as calmly as possible, put your differences aside,
avoid selfishness etc. Get Ss to tell you who they turn to for help
when they face a difficult situation (friends, parents, teacher(s),
etc.).
3) Such news would probably make anyone feel hurt, disappointed
and helpless.
4) Open answer.
30

CHAPTER 9
1 1. d 2. c 3. e 4. a 5. b
2 1. c 2. c 3. c 4. b
3 1. lying 2. disappeared 3. groaned 4. broke 5. coming
6. missed
4 1. dark 2. nurse 3. trail 4. still 5. along

5 1) Open answer.
2) Explain that accidents, serious or not, are a part of life. Talk about
medical emergencies and first-aid treatment. Point out that when
something unexpected happens it is always important to stay
calm. If we don’t have any medical knowledge to help the person
in need or if we can’t transfer him/her to the hospital, we should
immediately call for help. Ask Ss to discuss personal experiences if
they have any.
3) Open answer. Discuss how we must do what we can to help others;
at the same time, we need to be careful not to put ourselves in
danger, as personal safety often comes first for most people.
4) Ask Ss to make predictions.
6 Look at page 29 for the letter narrating a past event.
31

CHAPTER 10
1 1. He asked her to let Jim stay with them.
2. The old gentleman.
3. Everyone from the 9:15 train waved back at them.
4. She met Perks.
5. Father was on the train.
2 1. Peter, Jim 2. The old gentleman, Mother, Jim
3. The old gentleman, Father 4. Bobbie, Father
3 1. f 2. a 3. b 4. e 5. d 6. c
4 1. c 2. b 3. a 4. a

5 1) Open answer. It’s normal for young children or teenagers to spend
more time with people of their gender, as they find that they have
more things in common. Interaction between people of different
genders may offer another perspective on things and broaden the
mind.
2) Ask Ss to refer to the previous chapters and talk about all the nice
things the old gentleman has done for the children (he sent them
some things their mother needed when she was ill, he gave them
three gold watches as a present on behalf of the railway, he let his
grandson stay with them, he found the Russian’s family and he
helped their father come back). Ask Ss which of these they think is
the most important and get them to justify their answers.
3) Talk about the feelings of surprise, happiness, relief etc. the girl
must have felt.
4) Open answer.
32

Revision Tests
Revision Test 1 (Chapters 1-4)
a Answer the following questions.
1. Where did Bobbie, Peter, Phyllis and their parents live?
2. What happened to Father in the evening?
3. What did the children explore on the first morning in the

country house?
4. Why couldn’t the family light a fire in the Three Chimneys?
Score /4
b Match the two halves of the following sentences.

1. The Station Master a. sent a package to the family.
2. The children waved b. to the Three Chimneys.
c. a thank-you sign for the old

3. Perks the Porter gentleman to see.
told
d. didn’t take Peter to the police
4. The old gentleman station.
5. The children made e. the children many stories

about the railway.
6. Mother took the f. to the 9:15 train every day.
Russian
Score /6
33

c Choose a, b or c.
1. Why are Jim and Nancy always so with their children?
a. strict b. clumsy c. dark
2. For breakfast I usually have some bread with butter and
.
a. tin b. marmalade c. sardines
3. We grandma to stay with us but she wouldn’t change
her mind.
a. announced b. begged c. lit
4. I’m seeing the doctor tomorrow because my back a
lot.
a. aches b. bows c. shuts
5. Ron’s grandfather used to be a coal .
a. writer b. fellow c. miner
6. Diana goodbye to her brother from the window.
a. waved b. explored c. sent
7. This watch to my uncle but his son is using it.
a. gathers b. belongs c. arrives
8. I received a yesterday but I haven’t opened it yet.
a. package b. crowd c. sign
9. You should rid of this old bike. You can’t use it any
more.
a. take b. look c. get
10. Who the baby when you’re at work?
a. looks for b. takes care of c. helps
Score / 10
Total / 20
34

1. What did the children see while they were picking fruit?
2. How did Bobbie stop the 11:30 train?
3. What did the children get as a thank-you present for saving

the train?
4. Who found the Russian’s family?
Score /4
b Decide if the following statements are True or False.

1. Perks the Porter made a speech at the station.
2. The bargeman told the children not to fish by the river.
3. The children saved Bill and Maria’s baby from a landslide.
4. Phyllis and Peter started fighting for the rake.
5. Bobbie read some bad things about Father in the

newspaper.
6. Bobbie decided to write a letter about her Father to the

old gentleman.
Score /6
35

c Choose a, b or c.
1. Suddenly, Mary and fell to the ground.
a. fainted b. hugged c. placed
2. I have no idea why the manager wants to talk to you in
.
a. pain b. person c. foot
3. John the dog on the head and gave it a biscuit.
a. cheered b. hugged c. patted
4. The caused great damage to the road.
a. stick b. petticoat c. landslide
5. Why are you ? What happened?
a. barking b. shouting c. fishing
6. The two men will probably get a heavy for breaking
the law.
a. sentence b. trial c. reward
7. The , along with the other garden tools, is in that box
over there.
a. barge b. cabin c. rake
8. There’s a _______ of dirty clothes in the children’s bedroom.
a. ground b. verdict c. pile
9. My younger sister doesn’t know how to her shoelaces.
a. light b. tie c. cry
10. Joan is carrying a full of water.
a. bucket b. solution c. back
Score / 10
Total / 20
36

1. Why did the three children go to the top of the hill?
2. What did Mother do when she saw Jim?
3. Who was Jim’s grandfather?
4. What did the old gentleman tell Bobbie?
Score /4
b Match the two halves of the following sentences.

1. The children found a. she saw her Daddy.
2. Peter and Phyllis b. a boy in the tunnel.
c. went to get some help for the

3. Mother let Jim
boy.
4. Father was on d. stay with them until he got
better.
5. Everyone on the 9:15
train e. the 11:45 train.
6. Bobbie screamed when f. waved back at the children.
Score /6
37

c Complete the sentences with the correct word/phrase
from the box.
lad trail bones tightly lying groaning
agree extraordinary distance guess
1. What’s the between Paris and Brussels?
2. As soon as the car hit him, he fell down

with pain.
3. Can you what will happen in the next

episode?
4. My cousin’s best friend is a nice .
5. The girl held her mother’s hand .
6. Let’s follow the of the footprints along the

river.
7. I’ve got a headache and all the in my

body hurt.
8. Grandpa told the children a(n) story

about aliens.
9. Alice was in bed when the doorbell rang.
10. Well, I have my own opinion, I don’t have to

with you always.
Score / 10
Total / 20
38

Key to the Revision Tests
REVISION TEST 1 (CHAPTERS 1-4)
Exercise a
1) They lived in a beautiful red-brick house in London.
2) He left after two gentlemen visited the house.
3) They explored the railway lines.
4) Because coal was expensive and they didn’t have enough money.
Exercise b
1. d 2. f 3. e 4. a 5. c 6. b
Exercise c
1. a 2. b 3. b 4. a 5. c 6. a 7. b 8. a 9. c 10. b

Exercise a
1) They saw trees, stones and rocks moving towards the railway tracks.
2) She waved her flag in front of the tracks.
3) They got three gold watches with their names on them.
4) The old gentleman.
Exercise b
1. F 2. T 3. F 4. F 5. T 6. T
Exercise c
1. a 2. b 3. c 4. c 5. b 6. a 7. c 8. c 9. b 10. a

Exercise a
1) To watch the/a paper chase.
2) She called for the doctor.
3) The old gentleman from the 9:15 train.
4) He told her that he got her letter and he was trying to help Father.
Exercise b
1. b 2. c 3. d 4. e 5. f 6. a
Exercise c
1. distance 2. groaning 3. guess 4. lad 5. tightly 6. trail 7. bones
8. extraordinary 9. lying 10. agree
39


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Railway Children_Teach Notes.indd 1 3/6/2021 10:06:45 πµ

Published by: MM Publications

Copyright © 2021 MM Publications

All rights reserved. No part of this publication may be reproduced, stored

ISBN for MM Publications: 978-960-478-298-7

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The Activity Section includes a variety of exercises on each chapter,

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Suggested lesson plan

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While reading each chapter

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After reading the whole story

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Character card game

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Facts about the characters

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Railway Children_Teach Notes.indd 13

Edith Nesbit was born in Kennington, Surrey, on 15 August 1858. She

Nesbit died on 4 May 1924. She was 65 years old.

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The Railway Children was first published in The London Magazine as

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THE STATION MASTER

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PERKS THE PORTER

THE OLD GENTLEMAN

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THE EDWARDIAN ERA

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THE DREUFUS AFFAIR

BRITISH CANALS AND BARGES

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TREASON AND PUNISHMENT

THE ABSENT FATHER

WORKING WOMEN IN EDWARDIAN TIMES

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Suggestions for follow-up activities

6 When you write a diary entry:

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Suggestions for follow-up activities

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Suggestions for follow-up activities.

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Suggestions for follow-up activities

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Suggestions for follow-up activities

6 Look at page 22 for the Diary entry.

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Suggestions for follow-up activities.

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Suggestions for follow-up activities