1. N O V E L
Form
3
The Railway Children
Curriculum Development Division. Ministry of Education Malaysia 2011

2. Table of Content
Content Page
Preface 1
Acknowledgement 4
Introduction 5
Synopsis 11
Elements 12
Activities 28
Assessment 84
Answer Key 101
Glossary 117

3. Preface
The Teacher‟s Literature Component Teaching Module
This Literature Component Teaching Module is for teachers who are teaching the Literature
Component of Language Curriculum for Malaysian Secondary Schools. This second cycle
in the implementation of the Literature Component began in January 2010 for Forms 1 and
4. The Literature Component for Form 3 is made up of a selection of creative and literary
works in two main genres, Poems and Novels. The module provides an overview of the
texts to be taught and suggested activities for the different genres found in the literature
component of the English Language Curriculum for secondary schools.
This module provides teachers with practical ideas and suggestions for making the
teaching of the literature component an interesting and exciting experience both for teachers
as well as students. Through fun-filled learning activities, students should be able to
appreciate, demonstrate understanding and express personal responses to literary and
creative works. Teachers are encouraged to adapt and modify the activities and materials in
this module to suit their students‟ learning styles and level of proficiency. This is to ensure
that the element of fun and experimentation with the language is not hampered.
Structure of the Module
The Literature Component Teaching Module for Form 3 is divided into eight sections:
Section 1 - Introduction: Provides a general overview of the novel and its elements:
- Plot
- Subplot
- Setting
- Characterisation
- Theme
- Symbols
- Irony
- Style
- Language
The author‟s background and reteller‟s background are given as
additional information.
1

4. Section 2 – Synopsis : This section provides a brief summary of the of the plot.
Section 3 - Elements : In this section, teachers and students will be introduced to:
- Plot summary of each chapter (17 chapters).
- Characters of the novel (main and minor characters),
characteristics of each character and the textual evidence.
- Themes or central ideas of the novel (main and minor themes).
- Values from the novel.
- Literary devices
Section 4 – Activities : This section provides some suggested learning activities and each
activity may be accompanied by activity sheets, handouts and
suggested adaptations. Each activity consists of five parts:
- Time
- Aim(s) of activity
- Material(s) for the activity
- Steps on how to conduct the activity
- Additional notes are included for further clarification,
explanation and instruction.
Section 5 –Assessment : Test students‟ performance using summative and formative types
of questions.
Section 6 -Suggested answers - The answer keys are provided for the activities in Section 4
and Section 5. The suggested answers are a guide only and other
appropriate responses are acceptable.
Section 7 – Glossary : A glossary list is provided at the end of each genre section. This list
contains some of the words/phrases and their meanings as used in
the texts.
Section 8 – Appendix.
2

5. Note to Teachers
This Literature Component Teaching Module for Form 3 provides suggested activities for the
teaching of the texts in the Form Three Literature Component. However, for purposes of
reinforcement and extension, teachers are encouraged to adapt, modify and adjust the
activities to suit the students‟ proficiency level. Teachers should bear in mind that in the
teaching and learning of the literature component, it is pertinent to explore students‟
creativity and potential. Thus, there is a need to provide opportunities for the students to
participate actively and express themselves without much reservation.
The Literature Component Teaching Module in the English Language Curriculum for
Malaysian Secondary Schools primarily focuses on the „fun‟ aspect of learning. Thus, much
effort should be put into sustaining interest in reading literature for fun and not learning for
examination purposes. Rather, there should be some kind of formative assessments carried
out during the teaching and learning process to help students progress to their next level of
competence. Furthermore, formative assessment could improve instruction and
effectiveness in teaching of the Literature Component in the English Language curriculum.
It is hoped that teachers will find the module handy, resourceful, helpful and
beneficial to effectively and efficiently implement the new Malaysian English Language
Curriculum for Secondary School. So this will successfully produce and create effective
English Language Lessons that will stimulate students into becoming more proficient and
adept English Language users.
3

6. Acknowledgement
These teaching modules were developed and compiled with the help of a group of
dedicated teachers from various schools all over the country. To them, the Ministry
of Education would like to express its sincere gratitude and thanks. Members of the
team, working in collaboration with the Curriculum Development Division are:
1. Pn Vasantha Mallar Narendran SMK Victoria, Kuala Lumpur
2. Pn Yong Wai Yee SK Brickfields 1, Kuala Lumpur
3. Pn Suhaila Ahmad Akhirudin SMK Taman Sri Muda, Shah Alam,
Selangor
4. En Khairul Anuar bin Yang Ahmad SMK King Edward VII, Taiping, Perak
5. Pn Sathiavany a/p Madhavan SMK St Paul, Seremban, Negeri Sembilan
6. En Jimmy Then Choon Jing SMK Bintulu, Sarawak
7. En Norrol Sham bin Mohd Yunus SMK Sg. Pasir, Sg. Petani, Kedah
8. En. Xavier Manickam SMK Rantau, Negeri Sembilan
9. En Au Yeong Weng Hang SMK Seri Permaisuri, Kuala Lumpur
10. Pn Nooraini binti Baba SMK Wakaf Tapai, Terengganu
11. Pn Ezareen bt C. Ahmad Ezanee SMK Bukit Jelutong, Shah Alam, Selangor
12. Pn Ingrid Sarina Rueh SMK Bukit Indah, Ampang, Selangor
13. Pn Vasanthi Sandragasam SMK Tun Habab, Kota Tinggi, Johor
14. Pn Hyacinth Foo Mook Keow SMK Seri Sentosa, Kuala Lumpur
15. Pn Norfidzah bt Mohd Nordin SMK Taman Melawati, Gombak, Selangor
16. Pn Khoo Guat Tin SMK Subang Jaya SS14/6, Selangor
17. En. Mohd Zamri bin Abu Zarin SBPI Rawang, Selangor
18. En. Adrian Robert SM La Salle, Kota Kinabalu, Sabah
19. Pn Sabina Kok SMK Assunta, Selangor
20. Pn Marina bt Mahmood SMAP Labu, Labu, Negeri Sembilan
21. Pn. Intan Hamimah bt Mamat SMK Seksyen 18, Shah Alam, Selangor
22. Pn Michelle Lim Pek Sim SMK Bandar Puchong Jaya (B), Selangor
23. Pn Elyani bt Khalid SMK Agama Kuala Lumpur, Kuala Lumpur
24. Cik Darshini Nadarajan SMK Alor Akar, Kuantan, Pahang
25. En. Mohd Redza Asyraf bin Ramlee SMK Jitra, Kedah
26. Pn Juliana Ali SBPI Jempol, Negeri Sembilan
27. Pn Diana Fatimah Ahmad Sahani Bahagian Pembangunan Kurikulum, KPM
28. Cik Masreen Wirda Mohammad Ali Bahagian Pembangunan Kurikulum, KPM
29. YM Tengku Ireneza Marina Tengku Mazlan Bahagian Pembangunan Kurikulum, KPM
30. En Ng Yew Kee Bahagian Pembangunan Kurikulum, KPM
4

7. THE RAILWAY CHILDREN NOVEL
Introduction
A novel is a fictional piece of prose usually written in a narrative style. Novels tell stories,
which are typically defined as a series of events described in a sequence.
There have been stories and tales for thousands of years, but novels must combine a few
unique characteristics in order to be defined as such. First, a novel is written down, rather
than told through an oral account. Secondly, novels are meant to be fictional in form,
differentiating them from myths, which are said to have their basis in reality or theology.
Although some modern scholars argue differently, there is no truly established guideline for
length, point-of-view, or even establishment of a moral or philosophical point in novels.
Throughout the centuries, the novel stumbled along with great waxing and waning in
popularity. Many modern examples held up as great novels were written throughout the 19th
and 20th centuries, when novels finally gained a permanent position as an acceptable form
of literature. Since that time, novels have become the most common form of published
literature, far outpacing the published plays, poetry, and works of non-fiction that once held
sway over the literate world.
Novels are often beloved for their creation of spectacular worlds, compassionate characters,
and carefully thought-out arguments. They are often seen as a boundless realm of
exploration and creativity, with sub-genres springing up to include nearly every type of
subject that can be written about. A novel requires only imagination and talent to create
massive worlds and detailed characters.
There are certain elements which every novel has and these are:
 plot
 setting
 characterisation
 theme
 style and presentation
5

8. Plot
This is what happens in the novel; it is the author's arrangement of the story.
Key points to note:
- There can be a logical development of events with a careful linking of scenes.
- There can be a series of apparently unrelated scenes which are not shown to be connected
until the end of the novel - there should be a beginning, a middle and an end.
- The plot should be plausible, but there can still be room for the element of surprise.
- There should be conflict, either within the central characters or between characters, or
between characters and their environment.
- The climax of the story is the highest point of interest, the moment when the conflict is most
intense, the time when the consequences of a character's actions become inevitable and
when all the main points of the plot merge.
- The denouement is when all the little mysteries in the plot are revealed and all the loose
ends are tidied up.
- The pace of the novel slows with the denouement.
Sub-plot
This is a sequence (or sequences) of events that parallels the main plot; it can closely
resemble the main plot or it can diverge in significant ways in order to highlight the main plot.
Setting
The setting of a novel encompasses a number of different, but linked elements:
- time - day or night, summer or winter, the historical period (an actual date)
- place - inside or outside, country or city, specific town and country, real or fictional
- social - the minor characters who take little part in advancing the plot, but whose presence
contributes to the realism of the novel
- mood and atmosphere - eerie, dangerous, menacing, tense, threatening, relaxing, nostalgic,
happy, light-hearted etc.
6

9. Characterisation
Characters in a novel are the vehicles by which the author conveys to us his or her view of
the world.
Key points to note:
- We learn about individual characters from their own words and actions, from what other
characters say about them and the way others act towards them.
- Characters help to advance the plot.
- Believable characters must grow and change in response to their experiences in the novel.
Theme
This is the central idea which runs through the novel, the author‟s purpose in writing.
Key points:
- It is the point of view from which the author is writing and there may be a moral value to
the story.
- The theme gives the story focus, unity, impact and a 'point'.
- The theme becomes clear by looking at what happens to the major characters and their
involvement with other elements of the story.
Symbols
These are often used to help clarify a theme and can be anything from a single object (a key, a
necklace, a stone), a place (the beach, an airport, a house), a repeated type of object (a dark car, a
woman in sunglasses, an eagle flying overhead), a shape (diamonds, circles, crucifixes), a gesture
(wiping glasses, lighting a pipe, a hand in a pocket), a colour, a sound, a piece of music, poetry; to a
fragrance (the smell of new-mown grass, cigar smoke).
- Symbols are used to give intangible ideas and emotions a visibility and solidity that makes
the reader notice them.
- Symbols can help to give unity to the plot - a recurring symbol is used to link different events
and characters.
Irony
This is the revelation of the unexpected consequences of actions and words.
- Irony can add interest, humour and impact to the novel.
- It can give depth to characters, tighten the plot, help to define the characters and contribute
to our understanding of the author's theme.
7

10. Style
This is the way the story is written.
There are four main ways a story can be presented and countless combinations of these:
- The central character tells the story in his or her own words.
- A non-central character tells the story.
- The author refers to all characters in the third person, but reveals only what can be seen,
heard or thought by a central character.
- The author refers to each character in the third person and describes what most or all of the
characters see, hear and think; the author can also describe events which do not concern
any of the characters.
The author can adopt:
- a subjective point of view, which means he or she judges and interprets the characters for
the reader
- an objective view, in which the author presents events and allows the reader to make
judgements
- an author can use flashbacks to fill in background
Language
The language used by the author also reveals the theme and purpose of the novel:
- The complexity of sentence and paragraph structure, the use of humour, satire and irony,
imagery and other poetic devices and word choice all contribute to our appreciation of the
characters and events which involve them.
- The reader can be left totally unconcerned about the fate of the characters or be moved by
some tragic end to the story.
8

11. AUTHOR‟S BACKGROUND
Edith Nesbit was born on 15 August 1858 in London, England. She was an English author
and poet who wrote the children's novel The Railway Children in 1906. Her early years were
spent with her two brothers and sisters at the family‟s agricultural college that her
grandfather founded. After the sudden death of her father, and one of her sister's ill health,
they lived in various parts of the country before young Edith was sent to boarding school.
Later, the family moved to France and Germany, where Edith attended school.
In 1871 the Nesbits settled at Halstead Hall in Kent, England. The next few years were a
source of many happy memories and influences on Nesbit's future writing. Adventures in
and around the local pond, and in the surrounding gardens, investigating secret
passageways in their home, and walking down the railway tracks that crossed the back fields
with her brothers were events she would develop in her popular stories for children. She was
already flexing her vivid imagination in the poems she started to write around the age of
fourteen.
On 22 April 1880 Edith married Hubert Bland. Her husband was one of the founders of the
Fabian Society, a British socialist movement, whose purpose is to advance the principles of
democratic socialism. At this time Nesbit became an active socialist, cut her hair short and
embraced the new values of the "advanced" woman. She and her husband jointly edited the
Society's journal, Today, and entertained many friends and colleagues at their grand home
Well Hall, Kent. After Hubert died in 1914, Edith married Thomas Tucker.
9

12. Nesbit then lived a colourful and active life while writing many poems, plays, short stories,
fiction and non-fiction, but some of her most enduring works are her children's stories. With
elements of fantasy, time travel and spies, fairy tales and magic, they are a reflection of her
idyllic childhood days and travels through England, France, and Germany. Some of Nesbit's
additional works include, The Prophet's Mantle (1885), Something Wrong (1886), The Story
of the Treasure Seekers (1899),The Wouldbegoods (1901),The Red House (1902), Five
Children and It (1902),The Phoenix and the Carpet (1904),The New Treasurer-Seekers
(1904),The Amulet (1906), The Enchanted Castle (1907), and The Magic World (1912).
Nesbit‟s notable work, The Railway Children (1906) has inspired television and film
adaptations. John Escott, a published adapter, is among some authors who had retold the
story under the Oxford Bookworms series.
Edith Nesbit died on 4 May 1924 and lies buried in the churchyard of St Mary's in the Marsh,
Kent, England.
Source: From the Biography written by C.D. Merriman for Jalic Inc. Copyright JalicInc 2006,
http://www.online-literature.com/edith-nesbit/ Date accessed: 4 April 2011.
RETELLER‟S BACKGROUND
John Escott was born in Somerset, England. He started writing children‟s books and comic
scripts, but now he writes for students of all ages. He is also a published adapter, author,
editor, and a narrator of children's books. Escott enjoys writing crime and mystery thrillers.
He has published many titles for the Oxford Bookworms series including Agatha Christie,
The Fly and Girl on a Motorbike. Other published credits of John Escott include the
Dominoes Series such as A Pretty Face Cassette, The Wild West and White Fang. When he
is not writing, he enjoys walking along empty beaches, watching videos and searching old
books. John Escott is married with two grown-up children and three grandchildren.
10

13. THE RAILWAY CHILDREN NOVEL
Synopsis
Roberta ( also known as Bobbie), Peter and Phyllis live in a comfortable home in
London with a wonderful mother and father as well as a maid. One day their father
leaves home with two men. He is actually taken away to prison but the children do not
know this at first. When he leaves and does not come back, they have to move to a
poor cottage in the country (rural area) near a railway station. The children become
familiar with the passing trains, the workers at the train station and signal-box, and life
in a small town while their mother struggles to make ends meet by writing stories.
They learn to live with what little they have and they get used to being poor. They also
learn not to steal coal from the railway station, even if they have so little to keep warm.
They have various adventures - stopping a train when a landslide covers the tracks,
finding an injured older boy in the train tunnel and getting help, while dealing with the
mystery of their father's disappearance. Sometimes they argue and have crises, but in
time they make many new friends. They also experience amusing adventures aplenty
which happen near the railway and the canal. The children develop the habit of waving
to the train as it goes past and sometimes the people in the coaches wave back. Their
friendly gestures forge a special friendship with one person in particular, who goes by
in the train. He then eventually gets to know them, and helps them out in various
ways. Then, one day a train calls at the station and the children are pleasantly
surprised to see their father. They are finally re-united.
11

14. THE RAILWAY CHILDREN NOVEL
Elements
PLOT SUMMARY
CHAPTER 1 : THE BEGINNING OF THINGS
One night at their home in London, Father, Mother, Roberta (also known as Bobbie), Peter
and Phyllis are talking about Peter‟s broken model engine when there is a knock on the front
door. Two gentlemen come to see Father and talk for a long time. Father speaks briefly with
Mother and mysteriously leaves home. The next morning, Mother leaves for London and
returns in the evening, looking tired. She requests the children to be good while she is away
and not to ask any question about Father. Several horrid weeks go by and one morning,
Mother tells the children that they are moving to a little white house near a railway line in the
country. They take the train and arrive at their new home in the dark.
CHAPTER 2 : PETER AND THE COAL
The family do not get a decent supper as they think Mrs.Viney has not prepared it for them.
Mother prepares what she can and off they go to bed. The next morning, the children wake
up feeling excited in their new home. They discover that a nearby field backs onto a railway
line but the railway station is too far to see from where they are. Before supper the children
decides to go to the railway station. They have a lot to see and a large heap of coal catches
Peter‟s attention. When Peter steals coal from the station yard, he is caught by the Station
Master. Peter thinks that taking some coal from the middle of the heap is harmless. The
Station Master warns them that what they have done is stealing because the coal belongs to
the railway station. It is only then they realise what they have done is wrong.
12

15. CHAPTER 3 : THE OLD GENTLEMAN
By now the children know the time when the trains pass. Every morning they will wave to an
old gentleman who always waves back at them. They pretend that the old man knows their
father and takes their love to him in London. One day, their mother becomes very ill and
Bobbie resolves to do something positive to help. The children paint the words, "LOOK OUT
AT THE STATION" on a large white sheet and wave it at the 9.15 train the next day. When
the train is about ready to leave, Phyllis passes a letter to the Old Gentleman. In the
evening, a large box of supplies is delivered to the children with all the things they have
asked for.
CHAPTER 4 : BOBBIE‟S RIDE
When their mother finally recovers from her illness, they confess to her what they have done
earlier. The family later celebrates Bobbie‟s 12th birthday, all dressed in their best. Bobbie
receives various presents from the family including Peter who reluctantly has to give her the
broken half of his toy train filled with sweets. Her lovely birthday party however ends on a
sad note when she realises that her mother is very upset later that night. Bobbie secretly
wants to repair Peter‟s broken train. She goes to the station and accidentally gets into the
engine of one of the trains. Feeling scared, she seeks help from two railway workers. The
two men not only repair the toy train but also make sure she arrives home safely. Weeks
later, Bobbie introduces Peter and Phyllis to the friendly engine driver and Jim, the fireman.
CHAPTER 5 : SAVING THE TRAIN
The children witness a landslide that covers the railway line. The children prevent an
imminent accident by waving the girls‟ red petticoats. The train comes to rest just in time,
at about twenty metres from where Bobbie stands on the tracks. Weeks later, a
ceremony is held at the station to commemorate the children's bravery. The Old
Gentleman presents the children with a gold watch each and meets their mother at home.
The children relay the eventful day to their mother.
CHAPTER 6 : A BIRTHDAY FOR PERKS
The children‟s mother has just sold a story and suggests having some cakes for tea. Bobbie
requests that they have it on Perks‟ birthday and Mother agrees. Peter comes up with an
idea to ask the villagers for little gifts, confident that they will give something to a person as
nice as Perks. Some of the villagers are delighted with the idea but others, such as Mrs.
Ransome simply brushes them off. The three children, however, go home and collect
several roses for Mrs. Ransome since it is her birthday. That kind gesture touches Mrs.
Ransome‟s heart and she gives the children several apples as well as her dead grandchild‟s
pram for Perks‟ son. The children bring the gifts to Perks‟ house and wait for his arrival so as
to surprise him. In spite of this, Perks becomes upset as he sees the gifts as a form of
charity. The children explain that these gifts are given sincerely and Perks relents. He asks
the three children to stay for tea.
13

16. CHAPTER 7 : THE TERRIBLE SECRET
Bobbie discovers the reason for her father‟s disappearance when she reads the newspaper
article. Deeply upset, she refuses to believe that he is a spy and is imprisoned. Her mother
attempts to explain that her father has been falsely accused of selling government secrets to
another country. Bobbie believes in her father‟s innocence and decides to write to the Old
Gentleman to clear his name.
CHAPTER 8 :THE BOY IN THE RED SHIRT
The boy in red goes missing during a „hare and hounds‟ game organised by their school.
Bobbie and her siblings enter the dark railway tunnel to look for him. They find him lying by
the railway track with a broken leg. Bobbie stays with the injured boy, Jim, in the dark tunnel
while Peter and Phyllis seek help from the farm. The children take Jim home for medical
attention. They later learn that Jim is the grandchild of the Old Gentleman whom they have
met earlier. The Old Gentleman visits the little white house where Jim is taken care of.
Mother offers herself to take care of Jim until he gets better. The Old Gentleman is grateful
to the family. When the Old Gentleman leaves the house, he has a private chat with Bobbie
about her father. He says that he has received the letter and has been looking into the case.
He also believes that her father is innocent.
CHAPTER 9 : THE MAN AT THE STATION
The children wave at the passing 9.15 train and all the passengers respond. At the station,
an overjoyed Mr. Perks, who has read about Bobbie‟s father in the newspapers, greets her.
A London train stops at the station and Bobbie sees her father return after serving his
sentence in prison. They return home happy and reunited.
14

17. PLOT SUMMARY BASED ON FREYTAG‟S PYRAMID
The children have various adventures. First, they One day, Perks gives Bobbie some old newspapers and magazines. She is
discover a heap of coal at the station yard. Peter takes horrified to notice a newspaper headline announcing her father‟s conviction
some coal home and stacks them at the back of the and sentence. Knowing that he is innocent, Bobbie resolves to rescue him.
house but he gets caught by the station master. The She writes a letter to the Old Gentleman.
children also sit on the fence waiting for the train to
pass by. They develop the habit of waving to the train
as it goes past. Their friendly gestures make them one
special friend in particular, a distinguished Old
CLIMAX
Gentleman who eventually gets to know them. Then,
Mother falls sick. The children seek help from the Old
Gentleman. One day, they stop a train when a
landslide covers the tracks by creating red warning
flags to save it. These kind children even ask around The children continue with their adventures. One
the village for birthday presents for Perks, a porter. day, they watch a „Hare and Hounds‟ game that
Perks is initially furious, but is touched when the leads them to the dark tunnel. One of the
children convince him the gifts are a mark of respect „hounds‟ fails to appear from the dark tunnel. The
from the villagers. children go in to investigate. They find the injured
„hound‟ (Jim) and rescue him.
RISING ACTION FALLING ACTION
Roberta (Bobbie), Peter and Phyllis
are children of a fairly wealthy
family. They live a happy and
stable life with their parents in
London. However, things change One day, a train from London
when their father is mysteriously halts and Bobbie sees a tall figure
taken away from their home. Then, on the platform. She embraces the
the family moves to a country tall man who is her father. The
house near a railway line. family is reunited.
EXPOSITION (BEGINNING) RESOLUTON (ENDING)
15

18. CHARACTERS
Main Characters
Character Characteristics Textual Evidence
ROBERTA (BOBBIE) A twelve-year old girl Twelve lighted candles on it, one for
each of Bobbie‟s years. (p 22)
Eldest child of the ....she was always called Bobbie, and
family was the oldest. (p 1)
Very determined „Mother must have those things,‟ said
Bobbie.
„The doctor said so. How can we get
them for her? Think, everybody, just
as hard as you can‟. (p 17)
Caring Bobbie picked up the box with Peter‟s
toy engine inside it. „I…I wanted to
ask if you could mend this,‟ she
explained and took the engine out of
the box.‟ (p 26)
„Why didn‟t you go with them?‟ he
said.
„Someone had to stay with you,‟ said
Bobbie. „I must put out the candles or
it will burn itself out.‟ (p 49)
Resourceful „You must go and get help, „ said
Bobbie quickly. I‟ll stay with him. You
take the longest bit of candle, but be
quick.‟(p 48)
She used Peter‟s knife to cut off the
boot, then she looked at the broken
leg. „It needs something soft under it,‟
she thought, and then remembered
her petticoat. She took it off and
carefully put it under the boy‟s leg. (p
49)
16

19. Sensitive It was a lovely birthday. But later that
night, Bobbie came silently down the
stairs to get her presents. She saw
her mother sitting at the table, with a
pen and some writing paper in front of
her. „She‟s writing to Father,‟ thought
Bobbie. (p 23)
„It‟s my birthday, and she doesn‟t want
me to know she‟s unhappy,‟ thought
Bobbie. (p 24)
Responsible Then Bobbie fetched coal and wood,
and lit a fire. It was a strange supper –
tomatoes, potato chips, dried fruit and
cake. And they drank water out of tea-
cups. After supper, they put sheets
and blankets on the beds, the mother
went to her own room.(p 7)
PETER Second child and the Next came Peter...(p 1)
only boy
Wants to be an ...who wanted to be an engineer when
engineer he grew up. (p 1)
Courageous „Perhaps he‟s had an accident,‟ said
Peter, „Let‟s go and look.‟ (p 46)
Adventurous On their last night in the house, Peter
had to sleep on the floor, which he
enjoyed very much. „I like moving,‟ he
said. (p 4 and 5)
„Where shall we go?„ said Bobbie,
although she already knew the
answer. „To the railway, of course!‟
cried Peter (p 9)
„It was very exciting!‟said Peter. (p 10)
Innocent „I didn‟t think it was stealing,‟ said
Peter. „There‟s so much coal here. I
took some from the middle of the
heap, and I – I thought nobody would
mind. And Mother says we‟re too poor
to have a fire...‟ (p 14)
Quick thinking „We need something red. Then we
could go down on the line and wave
it,‟ said Peter. „Everyone knows that
red means danger, and the train
would stop.‟ (p 29)
17

20. PHYLLIS Youngest And the youngest was Phyllis, who
was always trying to be good. (p 1)
Insecure They went inside the
dark…Immediately, the candle went
out. „Oh, I wish we hadn‟t come!‟ said
Phyllis. (pgs 6,7)
There was a low noise on the railway
line… „Let me go back!‟ cried Phyllis.
(p 47)
Naïve The boy in the red shirt was on the
ground, beside the line. His eyes were
closed and he did not move when
they reached him.
“Is...he dead?” asked Phyllis.(p 47)
MOTHER Homely Mother was almost always at home,
ready to play with the children, or to
read to them to the children to them.
(p 1)
Protective We have to play „being poor‟ for a
while. (p 4)
Practical „Then we can‟t have any supper,‟ said
Phyllis, unhappily. „Yes, we can. We
can unpack one of the boxes. There‟s
some food from the old house.‟ (p 7)
Resourceful Mother spent every day in her room,
writing stories. Sometimes she
managed to sell a story to a
magazine, and then there were cakes
for tea. (p 12)
Caring ...ready to play with the children, or to
read to them. (p 1)
Proud „Now listen, it‟s true that we‟re poor.‟
she told them, „but you must not tell
anyone. And you must never, never
ask strangers to give you things.‟
(p 21)
FATHER Tolerant ...who was never angry ... (p 1)
A civil servant/ The children knew that Father worked
government officer in a Government office. (p 4)
Wonderful … always ready to play a game. (p 1)
Caring Of course there‟s hope! I‟ll mend it on
Saturday (p 3)
Wrongly accused FIVE YEARS IN PRISON FOR SPY!
And the name of the spy was her
father. (p 40)
18

21. OLD GENTLEMAN Friendly … And a hand waved back! It was
holding a newspaper and it belonged
to an old gentleman.(p 15)
Kind and Helpful „The old gentleman asked me to bring
it,‟ he (Perks) said.
Perks left, and the children opened
the box. Inside were all the things
they have asked for… (pgs 19, 20)
„When I read about your father in the
newspaper at the time, I began trying
to find out things‟ (p 52)
A very nice and ...they spent a happy two hours with
PERKS friendly railway porter Porter, a nice friendly man called
Perks (p 17).
and there stood Perks, the friendly
Porter,… (p 19)
“Perks is nice to everybody” (p 34)
Hardworking He says he doesn‟t keep birthdays
anymore, because he has other
things to keep – his wife and children !
(p 34)
„And other people said you were kind
and polite and hardworking.‟ said
Bobbie. (p 38)
Proud „I‟m not having any of it! We‟ve
managed all these years, asking
people for nothing, and I‟m not going
to start taking things now. We may be
poor, but we don‟t need charity.‟
(p 38)
Reasonable „I – I won‟t,‟ said Perks, quietly…I take
every word I said. I-I don‟t know if I
were ever so pleased...not only with
the presents, but with the kind
thoughts of our neighbours.‟ (pgs 38,
39)
Responsible „I am pleased to give something to Mr.
Perks. He always pays his bills. (p 38)
19

22. MRS RANSOME Sensitive „It‟s my birthday tomorrow,‟ said old
Mrs. Ransome at the post office.
„Nobody will remember mine. Why
should I give anything to Perks? Go
away!‟ (p 35)
Appreciative „I want to thank you for the roses.‟ she
said. (p 36)
Generous „And here is your box,‟ said Mrs.
Ransome, giving it back to them. It
was full of shiny red apples.(p 36)
„The Perks children will like them.
And I‟ve got a pram in the back of the
shop.‟ (p 36)
DR FOREST Hopeful „I expect you want to be nurse,‟ Dr.
Forest said to Bobbie, after he had
seen the mother.
„Your mother is ill and must stay in
bed…‟ (p 17)
Responsible „I‟ll send some medicine for her, but
she will need fruit and milk, and some
other special things that I‟ll write down
on a piece of paper for you.‟ (p 17)
MRS. VINEY A woman from the „ Who‟s she?‟ asked Bobbie. „ A
village woman from the village. I asked her to
clean the place and make our supper,‟
said Mother. (p 6)
Responsible There‟s a letter from Mrs. Viney,‟
explained Mother. „Her son broke his
arm and she went home early. She‟s
coming again later this morning.‟ (p 8)
20

23. SETTING
Place Setting
 A home in London (pgs 1,2 )
 Little white house in the country that stands in a field near the top of a hill. (p 8)
 The railway station (p 10)
 The railway lines (p 11)
 The railway tunnel (p 43)
 The village ( pgs. 34,35 )
Social Setting
 Edwardian times - petticoats (p. 29), large heap of coal which steam trains
used for their engines (p 10), telegraph (p 10)
Cultural Setting
 British setting – having tea (p 1) , tea-time (p 41), „...stay to tea‟ (p 39) make our
supper (which means dinner to other cultures) (p 6), high hats and long coats (p 32)
21

24. THEMES
The Importance of a Family
1. There is a strong bond in the family.
Mother was almost always at home, ready to play with the children, or read to
them…(p 1)
they also had a wonderful father who was never angry, and always ready to play a
game (p 1)
the children did not forget their father, ... (p 12)
2. The children are always together - at the railway line, railway station and even when
they collect gifts for Perks.
„Let‟s go and look at the railway,‟ said Peter. (p 8)
…the children went to fetch the presents which other people had promised… (p 36)
Hope and Optimism
1. Father is always positive with his children that everything shall be fine.
„Of course, there‟s hope!‟ said Father, smiling. „I‟ll mend it on Saturday, and you can
all help me.‟ (p 3)
2. Bobbie has high hopes that the old man can help her seek the truth about her
father‟s innocence.
But Bobbie did think about it. She did not talk to Peter or Phyllis, but she wrote a
letter – to the old gentleman. (p 42)
3. The old man believes that Bobbie‟s father is innocent.
„I haven‟t done much yet but I have hopes, my dear – I have hopes.‟ (p 52)
The Joys of Childhood
1. The family is fortunate to move to a country house that many would dream of living
in. They do not go to school; hence, they fully enjoy their privileged freedom and
have some adventures at their neighbouring railway line. The three siblings have
more adventures than they ever did in London. They spend a lot of their time on their
own as their mother has to work. They have a freedom they never had before.
The children did not go to school now …and Mother spent every day in her room,
writing stories. (p12)
The children could not keep away from the railway... (p 15)
22

25. Kindness Brings Reward
1. As a note of appreciation to Perks for being nice, his birthday is celebrated with much
kindness and benevolence from the children as well as the villagers
But other people gave things – a pipe, a tin of tea, a walking stick – and others
promised to give small presents too. (p 35)
The Loss of Innocence
1. The children have been formerly sheltered from a life of hardship and led a
comfortable life. However, after their circumstances change, they have to learn and,
over time, discover the harsh truth of poverty.
„Mother must have those things,‟ said Bobbie. „The doctor said so. How can we get
them for her? Think, everybody, just as hard as you can.‟ (p 17)
„We have to play “being poor” for a while.‟ (p 4)
„Can we light a fire?‟ asked Bobbie. „We can‟t have fires in June,‟ said Mother. „Coal
is very expensive.‟ (p 12)
Justice Shall Prevail
1. The father of Bobbie, Peter and Phyllis is an innocent man being falsely imprisoned
for spying. He is finally vindicated with the help of the Old Gentleman.
He held her hand and said, „You must go in by yourself, and tell Mother very quietly
that it‟s all right. They‟ve caught the man who did it. Everyone knows now that your
Daddy isn‟t a spy.‟ „We always knew you weren‟t,‟ said Bobbie. (p 57)
Coping with Hardship
1. The characters in this novel are resilient and courageous as they go through
hardship and difficulties without complaints or despair.
„We can‟t take everything,‟ Mother told them. „Just the necessary things. We have to
play “being poor” for a while.‟ On their last night in the house Peter had to sleep on
the floor, which he enjoyed very much. „I like moving,‟ he said. (pgs 4,5)
Then Bobbie fetched coal and wood, and lit a fire. It was a strange supper –
tomatoes, potato chips, dried fruit and cake. And they drank water out of tea-cups.
2. Despite being thrown into poverty, the children‟s mother does not use it as an excuse
to deprive the children of having one or two pleasures in life.
„I‟ve sold another story, darlings,‟ she said. „We can have cakes for tea.‟ (p 34)
3. The children are deprived of school, and Mother has to write stories to put food on
the table. Yet they are told that they are not to depend on others.
The children did not go to school now, and Mother spent every day in her room,
writing stories. Sometimes she managed to sell a story to a magazine, and then there
were cakes for tea. (p 12)
„Mother said we weren‟t to ask people for things.‟ (p 34)
23

26. Resourceful and Innovative
1. The children send danger signals to stop the train by making flags from red
petticoats.
2. Bobbie uses her petticoat to support Jim‟s broken leg in the tunnel while waiting for
help.
They cut the petticoats into six pieces and put them on to sticks (p 29)
Bobbie uses her petticoat to support Jim‟s broken leg in the...
„It needs something soft under it,‟ she thought, and then remembered her petticoat.
She took it off and carefully put it under the boy‟s leg. (p 49)
Naivety
1. Peter is naive to think that no one would notice if he takes coal from the middle of the
heap.
Taking coal from the middle of the heap goes unnoticeable.
Peter denies he is stealing the coal when caught by the Station Master. He isn‟t sure
that he is stealing. (pgs13, 14)
„I‟m not a thief,‟ said Peter, but he did not sound very sure about it. (pgs 13, 14)
Bravery
1. The children risk their lives to prevent a train accident.
They try to stop the train by standing on the railway line (pgs 30,31)
The children enter the dark tunnel to look for the last „hound in a red shirt‟ (p 46)
2. Mother is being brave and patient with the children.
Bobbie saw her face when she turned away. „Oh, Mother,‟ she thought. „How brave
you are! How I love you!‟ (p 5)
3. Bobbie was determined to make the train stop at the risk of her own life.
She ran on to the line, waving her two flags (p 30)
Bobbie did not move from the line. She waved and waved her flags, shouting, „Stop,
stop!‟ as the big black engine came towards her. (p 31)
4. Bobbie writes a letter to the Old Gentleman to seek justice for her father.
My Dear Friend,
You see what is in this newspaper. It is not true. Father never did it… (p 42)
24

27. VALUES
The novel teaches us to be responsible
1. The children are very responsible.
All day, they helped Mother to unpack and arrange everything in the rooms. (p 9)
2. The mother is responsible in taking care of her children‟s welfare.
…Mother spent every day in her room, writing stories. Sometimes she managed to
sell a story to a magazine, and then there were cakes for tea. (p 12)
3. Mrs Viney is a responsible person in the sense that she prepares the meals
and cleans the house as instructed.
There was a table in the little square room, and on the table was their supper. (p 8)
The novel teaches us to be able to stand proud even when we are poor.
1. The Mother has a very strong sense of moral conviction that she does not see
the need to seek help from others as long as she can hold the fort.
„Now listen, it‟s true that we‟re very poor,‟ she told them, „but you must not tell
anyone. And you must never, never ask strangers to give you things.‟ (p 21)
2. Perks may be poor, but he does not want charity.
“I‟m not having any of it. We‟ve managed all these years, asking people for nothing
and I‟m not going to start taking things now. We may be poor, but we don‟t need
charity.” (p 38)
The novel teaches us to be benevolent and generous
1. G.P (The Old Gentleman) is very benevolent when he responds to their pleas
for the things that the doctor said their mother required. He gave the children
more than what they have actually asked for.
Here are the things you need. Your mother will want to know where they came from.
Tell her they were sent by a friend who heard she was ill (p. 20)
2. The villagers gave various presents to Perks for his birthday.
But other people gave things – a pipe, a tin of tea, a walking stick – and other
promised to give small presents, too. (p 35)
25

28. The novel teaches us to be helpful.
1. When Jim hurts his leg in the tunnel during the paper chase, the children help
him.
„The others came out, but you didn‟t. So we came to look for you.‟ (p 47)
The novel teaches us that we must show our appreciation.
1. The children are given an invitation from the Secretary of the Railway
Company as appreciation for their brave act as in the following letter:
Dear Sir and Ladies – we would like to say thank you for saving the train and
stopping a very bad accident. Please come to the station at the three o‟clock on the
30th of the month, if this is a suitable day. (p 31)
It was a very special day indeed… Then everybody sat down and an important man
got up to speak. He said nice things about the children – how brave and clever they
were - … (pgs 31,32)
The novel teaches us that we must be honest
1. The children admit to their mother about writing to the Old Gentleman despite
knowing that she would be upset about it.
Then it was time for the children to tell Mother what they had done. It was not easy,
but they had to do it...
„We‟re sorry,‟ said Phyllis and Peter, crying too.(p 21)
2. The children admit to stealing the coal.
„We did it too,‟ Bobbie told the Station Master. (p 14)
26

29. POINT OF VIEW
As the narrator, I am the master
storyteller! It's up to me to keep the story
alive and interesting with exciting detail.
So, I tell everything with expression and
excitement!
Narrator
The novel is being told in the third person‟s point of view.
LITERARY DEVICES
Simile
Then a noise seemed to come from inside the walls of the house. It sounded like small
animals running up and down.(pgs 6,7)
„Oh!‟ said Bobbie, when it had gone. „ It was like a great wild animal going by!‟ (p 10)
„Oh! my Daddy, my Daddy!‟ cried Bobbie.
That scream went like a knife into the heart of everyone on the train. (p 57)
Onomatopoeia
But after three days, the engine went BANG! (p 2)
Foreshadowing
In the opening chapter, the writer gives the reader what will happen later on in a novel .
„ Is there not hope?‟ said Peter
„Of course there’s hope!‟ said Father, smiling. „I‟ll mend it on Saturday, and you can all help
me.‟ (p 3)
Personification
The next moment, the railway lines began to shake and the train came screaming out of
the tunnel. (p 10)
But the trees and the flowers all seemed to be waiting for something to happen. (p 55)
Imagery
He put his large hand over her small one. (p 49)
27

30. THE RAILWAY CHILDREN PRE-ACTIVITY 1
Judging the book cover
Time : 80 minutes
AIMS
………………………………………………………………………………………………
1. To encourage students to predict the plot of the story
2. To design a suitable cover for the short story
MATERIALS
………………………………………………………………………………………………
1. Worksheet 1 3. Coloured markers
2. Mahjong papers
STEPS
………………………………………………………………………………………………
1. Divide students into groups.
2. Distribute the various covers of the novel „The Railway Children‟
(refer to Worksheet 1).
3. Ask students to predict what the story is about in five sentences based on
the book covers.
4. Distribute the mahjong papers and coloured markers to each group and ask
students to illustrate a new cover for the book based on their predictions.
5. Students present this to the class.
For Lower English Proficiency (LEP), teachers can either:
a) brainstorm words, phrases or sentences to help them write out the
sentences
b) provide students with guide words, phrases or sentences to describe the covers.
THE RAILWAY CHILDREN ACTIVITY 1
28

31. THE RAILWAY CHILDREN WORKSHEET 1
Judging the book cover
Predict what the story is about in five sentences.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
29

32. THE RAILWAY CHILDREN PRE-ACTIVITY 2
Guess what?
Time : 40minutes
AIMS
………………………………………………………………………………………………
1. To give one‟s opinion
2. To make predictions
MATERIALS
………………………………………………………………………………………………
1. Worksheet 2
STEPS
………………………………………………………………………………………………
1. Divide the class into groups of 5
2. Distribute worksheet to each member of the groups.
3. Ask students to read and look for the meanings of the words provided in the
worksheet using the dictionary.
4. Get students to discuss and guess the title and what the story is about.
5. Get a representative from each group to present their prediction.
6. Discuss the predictions from all the groups with the class.
Groups can present their work in graphic form or using illustrations.
30

33. THE RAILWAY CHILDREN WORKSHEET 2
Guess what?
1. Find the meanings of the words in the clouds below.
2. Discuss and answer the questions that follow.
telegraph
wires railway
porter lines
steam
Station engines
master
fireman engine
tunnel driver
1. Guess what the story is about.
___________________________________________________________________________
2. Suggest a suitable title of your choice for the novel.
___________________________________________________________________________
3. Explain to the class why you have chosen this title.
___________________________________________________________________________
31

34. THE RAILWAY CHILDREN PRE-ACTIVITY 3
I Wonder…
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To make predictions about what is found in the story based on the picture given
2. To participate in a discussion by suggesting, agreeing, and defending one‟s point
of view
.
MATERIALS
………………………………………………………………………………………………
1. Worksheet 3
STEPS
………………………………………………………………………………………………
1. Discuss the different types of trains.
2. Distribute Worksheet 3 to each student.
3. Tell students to write sentences that describe why the children are there
(reasons) and what will happen (prediction) based on the picture.
4. Ask students to share their reasons and predictions with the class.
5. Discuss students‟ answers.
6. Tell students to retain Worksheet 3 with them. Compare their answers after
reading Chapter 5.
If the class consists of Low Proficiency students, teachers may assist
by asking “WH” questions that will lead to the answers.
32

35. THE RAILWAY CHILDREN WORKSHEET 3
I Wonder…
Study the picture below and answer the questions that follow.
Why are the children there? What do you think will happen?
1. _______________________________ 1. _______________________________
_______________________________ _______________________________
2. _______________________________ 2. _______________________________
_______________________________ _______________________________
3. _______________________________ 3. _______________________________
_______________________________ _______________________________
33

36. THE RAILWAY CHILDREN PRE-ACTIVITY 4
Brain Train
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To use words in context
.
MATERIALS
………………………………………………………………………………………………
1. Sets of word cards (Worksheet 4)
STEPS
………………………………………………………………………………………………
1. Prepare sets of word/vocabulary taken from the text.
2. Cut out the sets of words and put them in a box.
3. Tell students to pick up the words at random.
4. Tell students to construct a sentence using the words they have picked.
Word cards must consist of words taken from the novel.
Teacher can guide students with Lower English Proficiency by asking a few
questions pertaining to unfamiliar words.
Alternatively, the teacher may change the words to the level of the students‟ proficiency
and level.
34

37. THE RAILWAY CHILDREN WORKSHEET 4
Brain Train
TRAIN PETTICOAT SPY TUNNEL
THIEF PASSENGERS APPLE PIE PIPE
WALKING
PRAM PORTER ENGINE
STICK
CHARITY BILLS PRISON STATION
NEWSPAPER LETTER FLAG ACCIDENT
GENTLEMAN SECRET PRESENTS HONEST
CHILDREN BIRTHDAY HANDKERCHIEFS PLATFORM
STEAM MAGIC SUPPER POOR
35

38. THE RAILWAY CHILDREN (CHAPTER 1) WHILE ACTIVITY 1
Getting to know
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To retell what the chapter is about
2. To compare and contrast two settings
3. To form new words by combining two words
MATERIALS
………………………………………………………………………………………………
1. Worksheet 1 3. Text ( Chapter 1)
2. Dictionary
STEPS
………………………………………………………………………………………………
1. Ask students to retell what the chapter is about.
2. Tell students to look up the meanings of five difficult words in Chapter 1 using the
dictionary.
3. Distribute Worksheet 1 and ask students to complete Task 1
4. Get students to compare the house in London and the little white house near the
railway line and complete Task 2.
5. Read Chapter 1 again and identify compound nouns.
6. Complete Task 3 of Worksheet 1.
Some new words in Chapter 1 that the students may not know are:
wonderful awful excitement country
cart supper doorstep telegraph
Students can do Post-Activity 13 as an enrichment exercise.
36

39. THE RAILWAY CHILDREN (CHAPTER 1) WHILE ACTIVITY – WORKSHEET 1
Getting to know
Task 1
Read Chapter 1. Look up new words and find the meaning in a dictionary. Choose two
words that you like the most and write them below with a meaning.
Word Explanation
Task 2
THE BEGINNING OF THINGS
Answer the questions below.
1. Write down two sentences about the children‟s lives before Father went away.
i. ________________________________________________________________
ii. ________________________________________________________________
2. Write down two sentences about their new home, the little white house.
i. ________________________________________________________________
ii. ________________________________________________________________
Task 3
Match the word in the columns to make five compound nouns used in the first chapter. The
first one has been done for you.
rail - - day
door - - men
birth - - thing
some - - way
up - - step
gentle - - stairs
37

40. THE RAILWAY CHILDREN (CHAPTER 2) WHILE ACTIVITY 2
Peter and the coal
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To read and identify details in the story
MATERIALS
………………………………………………………………………………………………
1. Worksheet 2 2. Text (Chapter 2)
STEPS
………………………………………………………………………………………………
1. Distribute a copy of the worksheet to each student
2. Students read the questions carefully and answer them by providing textual evidence.
Read and answer questions based on Chapter 2.
38

41. THE RAILWAY CHILDREN WHILE ACTIVITY - WORKSHEET 2
Peter and the coal
Answer these questions based on Chapter 2 that you have read. For answers 1 to 4,
provide textual evidence from the novel and indicate the page number as well.
1. Why are the children very excited in the morning?
Answer:
___________________________________________________________________
___________________________________________________________________
Textual evidence:
___________________________________________________________________
___________________________________________________________________
2. What do they have for breakfast? Do they enjoy it?
Answer:
___________________________________________________________________
___________________________________________________________________
Textual evidence:
___________________________________________________________________
___________________________________________________________________
39

42. 3. What do they do after breakfast?
Answer:
___________________________________________________________________
___________________________________________________________________
Textual evidence:
___________________________________________________________________
___________________________________________________________________
4. Why do Bobbie think that the train was like a wild animal going by?
Answer:
___________________________________________________________________
___________________________________________________________________
Textual evidence:
___________________________________________________________________
___________________________________________________________________
5. Why do the Station Master let them off for taking the coal? Tick ( ) the statement or
statements that you think are correct.
a) He is a kind man
b) He feel sorry for them being poor
c) The children don‟t know that stealing was wrong
40

43. THE RAILWAY CHILDREN (CHAPTER 3) WHILE - ACTIVITY 3
Shout Out!
Time : 40 minutes
AIM
………………………………………………………………………………………………
1. To identify characters by matching them with the statements given
MATERIALS
………………………………………………………………………………………………
1. Worksheet 3 2. Text (Chapter 3)
STEPS
………………………………………………………………………………………………
1. Distribute Worksheet 3 to each student.
2. Read the statements in Section A.
3. Identify the statements in Section A and match them with the characters in
Chapter 3 of the novel.
4. Write the statements in the graphic organiser in Section B.
Read and answer questions based on Chapter 3.
41

44. THE RAILWAY CHILDREN (CHAPTER 3) WHILE ACTIVITY - WORKSHEET 3
Shout Out!
Read the statements in Section A . Match the statements to the characters in Chapter
3.
Section A
A. “I haven‟t seen you at the station recently…”
B. “After the trouble with the coal…”
C. I expect you want to be a nurse….. your mother is ill and must stay in bed.”
D. “Impossible!... we can‟t buy all those things! We‟re poor remember?”
E. “Mother must have those things, the doctor said so. How can we get them
for her? Think , everybody, just as hard as you can”
F. “I thought I was going to miss you!”
G. “I think we were right.”
H. “Of course, we were right”
I. “I hope Mother thinks we were right, too.”
Section B – Graphic Organiser
Who Said what?
E.g.
(i) “After the trouble with the coal…”
Peter
(ii)
(i)
(ii)
(i)
(ii)
(i)
(i)
(i)
42

45. THE RAILWAY CHILDREN (CHAPTER 4) WHILE – ACTIVITY 4
ChooChoo... Corner
Time : 80 minutes
AIMS
………………………………………………………………………………………………
1. To recall an event in the story
MATERIALS
………………………………………………………………………………………………
1. Worksheets 4(a) and 4(b) 2. Text (Chapter 4)
STEPS
………………………………………………………………………………………………
1. Ask students to talk about their own blogs or Facebook.
2. Ask students to explain some of the things that they post in their blogs or
Facebook.
3. Distribute Worksheet 4(a).
4. Ask students to complete Worksheet 4 (a) based on Chapter 4.
5. Distribute Worksheet 4(b).
6. Ask students to post their status in the Choo Choo... Corner Facebook
Teachers should make sure that students use standard language
when posting their status in the Facebook.
43

46. THE RAILWAY CHILDREN WHILE ACTIVITY - WORKSHEET 4(a)
Choo Choo… Corner
Complete the table below on how Bobbie celebrated her birthday by referring to Chapter 4.
Who were there?
What happened?
What did I receive?
How did I feel?
44

47. THE RAILWAY CHILDREN WHILE ACTIVITY - WORKSHEET 4(b)
ChooChoo… Corner
Imagine that you are Bobbie. Based on Chapter 4, complete your Choo Choo… Corner
Facebook below by writing out how you celebrated your birthday and your feelings on that
day .
Cho Choo… Corner
What‟s on your mind?
It was a wonderful day today. I celebrated my…………...............
………………………………………………………………………….
………………………………………………………………………….
We were ………………………………………………………….......
………………………………………………………………………….
…………………………………………………………………………
I received wonderful…………………………………………………
………………………………………………………………………….
………………………………………………………………………….
Unfortunately, a wonderful day…………………………………..…
…………………………………………………………………………
Share
45

48. THE RAILWAY CHILDREN (CHAPTER 5) WHILE - ACTIVITY 5
Saviours of the train
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To identify and sequence events in the story
MATERIALS
………………………………………………………………………………………………
1. Worksheet 5 3. Text (Chapter 5)
2. Handout 5 4. Scissors and glue
STEPS
………………………………………………………………………………………………
1. Get students to work in pairs.
2. Read Chapter 5 “Saving the Train” silently.
3. Let each pair of students sequence the events in Handout 5.
4. Cut the boxes in Handout 5.
5. Paste the events according to the sequence onto the coaches of the train in
Worksheet 5.
6. Display work on the notice board.
Teachers may add more coaches if the students can manage more
details of the events that are found in Chapter 5 – Saving the Train
46

49. THE RAILWAY CHILDREN (CHAPTER 5) WHILE ACTIVITY - HANDOUT 5
Saviours of the train
Read the events in the boxes below. Cut the boxes and paste them onto the coaches of the
train given in the Worksheet 5 according to the sequence of events.
The children
The driver wave flags made
managed to stop from the sisters‟ While they were
the train just in there, they saw
red petticoats.
some of the trees
time
moving.
  
The three A ceremony is
children have held at the station
saved the day. to commemorate
the children‟s
bravery.
 
After several
One day, Bobbie, minutes, the train A few seconds
Peter and Phyllis finally later, everything
are walking approaches and at the hillside
beside the railway luckily, the engine crashes down on
line. driver spots them. the railway line.
  
47

50. THE RAILWAY CHILDREN (CHAPTER 5) WHILE ACTIVITY– WORKSHEET 5
Saviours of the train
Cut the boxes in Handout 5 and paste them onto the coaches of the train below.
1
2
3 4 5
6 8
7
48

51. THE RAILWAY CHILDREN (CHAPTER 6) WHILE ACTIVITY 6
Railway Lines
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To identify characters from the novel by matching them according to their
dialogues
2. To rewrite the dialogues in speech bubbles
MATERIALS
………………………………………………………………………………………………
1. Text (Chapter 6)
2. Worksheet 6(a) and (b)
STEPS
………………………………………………………………………………………………
1. Get students to work in pairs.
2. Distribute Worksheet 6(a) and 6(b) to each pair.
3. Rewrite the dialogue in the speech bubbles and match them according to the
characters in Chapter 6.
This activity is to be used specifically after reading Chapter Six of The
Railway Children.
49

52. `THE RAILWAY CHILDREN WHILE ACTIVITY -WORKSHEET 6(a)
Railway Lines
Match the dialogues below with the characters from the novel.
No Lines from the novel Characters
1 “…And we‟ve brought some presents for him”
2 “I want to thank you for the roses.”
3 “What‟s that pram doing here?”
4 “I‟ve sold another story, darlings,”
5 “There must be lots of people in the village who will want to
help us give him a nice birthday. Let‟s ask everybody.”
6 “Oh, yes please!”
7 “I - I‟ll never be kind to anyone again!”
8 “It‟s not charity! People were happy to give you birthday
presents.”
9 “Perks has never had a birthday like it!”
10 “I showed him my brooch – the one you gave me for my
birthday – and I asked him about his birthday. He says he
doesn‟t keep birthdays any more, because he has other things
to keep – his wife and children!”
50

53. THE RAILWAY CHILDREN WHILE ACTIVITY -WORKSHEET 6(b)
Railway Lines
Write the dialogues from Worksheet 6(a) in the speech bubbles below.
Mother
Mrs. Ransome
Mrs. Perks
51

54. Peter
Perks
Phyllis
Bobbie
52

55. THE RAILWAY CHILDREN (CHAPTER 7) WHILE - ACTIVITY 7
Criss Cross Away!
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To recall details of a text
MATERIALS
………………………………………………………………………………………………
1. Worksheet 7
2. Text (Chapter 7)
STEPS
………………………………………………………………………………………………
1. Distribute Worksheet 7 to each student.
2. Find answers from Chapter Seven.
3. Discuss the answers.
This activity is specifically designed for Chapter 7 of The Railway Children.
53

56. THE RAILWAY CHILDREN (CHAPTER 7) WHILE ACTIVITY- WORKSHEET 7
Criss Cross Away!
54

57. Across
3. What was Bobbie's reaction during tea-time?
4. Bobbie's mother asked her to be _______ and patient about her father's situation.
7. Where did the police find the incriminating letters that showed that Bobbie's father
was selling Government secrets?
9. Mother said that Bobbie's father was ______
10. Who did Bobbie write a letter to?
12. Who packed the magazines for Bobbie?
14. How did the children's mother feel when they asked questions about their father?
15. The headline, „FIVE YEARS IN PRISON FOR SPY‟ refers to the children‟s ______ .
16. Why did Bobbie stop to rest on her way home from the railway station? Because the
magazines were too ________
17. A place for the confinement of persons convicted of crimes.
Down
1. Who did Bobbie pass her letter to?
2. How many years will the children‟s father have to serve in prison?
4. Who found out about the secret?
5. How did Bobbie find out about her father's whereabouts?
6. Who is Bobbie's sister?
8. What is the name of the children's house?
11. What is Perks' occupation?
13. The children's father was falsely accused of being a ______
55

58. THE RAILWAY CHILDREN (CHAPTER 8) WHILE - ACTIVITY 8
From A to Z
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To sequence events using sequence connectors.
MATERIALS
………………………………………………………………………………………………
1. Worksheet 8 2. Text (Chapter 8)
STEPS
………………………………………………………………………………………………
1. Ask students to read Chapter 8.
2. Distribute Worksheet 8 to each student.
3. Ask students to write the events in the frames titled „First‟, „Next‟, „Then‟, „Finally‟
4. Get students to paste or draw pictures in the space provided to illustrate the
events.
For Step 4, students may draw a picture to illustrate the events.
56

59. THE RAILWAY CHILDREN (CHAPTER 8) WHILE ACTIVITY - WORKSHEET 8
From A to Z
Write the events in Chapter 8 using the frames below.
First Next
Paste or draw picture Paste or draw picture
The children watch the schoolboys One of the „hounds‟ ____________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
Then Finally
Paste or draw picture Paste or draw picture
The children enter the dark tunnel The children rescue ____________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
57

60. THE RAILWAY CHILDREN (CHAPTER 9) WHILE - ACTIVITY 9
Search and Match
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To read and understand the text provided.
2. To match words with questions based on the information in the text
MATERIALS
………………………………………………………………………………………………
1. Sample Word Cards 3. Text (Chapter 9)
2. Worksheet 9
STEPS
………………………………………………………………………………………………
1. Display the word cards (Handout 9) all around the classrooms prior to the lesson.
2. Divide the class into small groups of 3 or 4.
3. Provide Worksheet 9 to each group.
4. Tell students to search for words that match the questions in the Worksheet 9 and
complete Worksheet 9.
Teacher can use many word distracters to make the activity for Chapter 9
more challenging.
Students can do Post Activity 17 as an enrichment exercise.
58

61. THE RAILWAY CHILDREN (CHAPTER 9) WHILE ACTIVITY - WORKSHEET 9
Search and Match
Fill in the box with the correct answers.
1. What do the passengers use to wave at the children from the windows of the train?
2. What message do the children send as they wave at the passengers in the train?
3. “I wonder if the railway misses us.” Who says that?
4. What is the Father being accused of?
5. Besides Bobbie and Mother, who else believes that Father is innocent?
59

62. Sample word cards Handout 9
Spying
Hands
Phyllis
Porter
Newspapers
Handkerchief
Old Gentleman
‘Take our love to Father’
Flag
‘LOOK OUT AT THE STATION’
60

63. THE RAILWAY CHILDREN CHARACTER - ACTIVITY 10
Declare it’s me!
Time : 40 minutes
AIM
………………………………………………………………………………………………
1. To analyse characters in the story
MATERIALS
………………………………………………………………………………………………
1. Worksheet 10 2. Text
STEPS
………………………………………………………………………………………………
1. Explain that the personality traits of a character are often revealed through
dialogues.
2. Discuss the personality traits of some characters in the story.
3. Distribute a copy of Worksheet 10 to each student.
4. Get students to look for dialogues in the story that reveal the personality traits of a
character.
5. Complete the tasks in Worksheet 10.
6. Get students to present their work.
This activity can be done individually, in pairs or in groups.
61

64. THE RAILWAY CHILDREN CHARACTER - WORKSHEET 10
Declare it’s me!
1. Name the character that you like.
2. Choose a dialogue from any chapter, and write the whole dialogue of about 3 to 5
lines in the quote balloon in the graphic organiser below.
3. Describe what the character‟s words tell about him or her.
Character
What does the character say?
What does this dialogue reveal about
the character?
62

65. THE RAILWAY CHILDREN SETTING - ACTIVITY 11
Some Places Speak
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To identify and describe the settings in the novel
MATERIALS
………………………………………………………………………………………………
1. Worksheet 11 2. Text
STEPS
………………………………………………………………………………………………
1. Ask students to state some of the places mentioned in the novel.
2. Get students to write descriptions of each place written on the board.
3. Introduce the literary term „setting‟ to the class.
4. Give out the worksheet and let students use the text to fill in the blanks given.
5. Get students to complete Worksheet 11 with reference to the text.
Notes for teacher:
Settings in The Railway Children
 A house in London (pgs 1, 2)
 Little white house in the country (that stands in a field near the top of a hill)
(pgs 4,6)
 The railway station (p 10)
 The railway lines (p 10)
 The tunnel (p 10)
 The village (pgs 34, 35)
63

66. THE RAILWAY CHILDREN SETTING - WORKSHEET 11
Some Places Speak
Write what the story says about these places using the words given in the box below.
clothes fire louder lucky Mother
house train warm line angry
wonderful candle steam white kitchen
railway London dark telegraph game
A HOUSE IN LONDON
Bobbie, Peter and Phyllis lived with their Father and
(1)_______ in an upper middle class suburban home in
(2) __________ . They were (3) ___________ children
who had everything that they needed. Pretty
(4)_________, a (5)__________house, and lots of toys.
They had a (6)__________ father who was never
(7)_______, and always ready to play a (8)________
A LITTLE WHITE HOUSE IN THE COUNTRY
The children and Mother have to move to a little white
(9)_________ in the country near a railway (10)
________. There was a large (11)______with a stone
floor, but there was no (12)______, and the room was
cold. There was a (13)______ on the table, and the
cart man lit it.
64

67. THE RAILWAY STATION
There were a great many (14)_________lines at the
station. On one side of the big station yard was a large
heap of coal, which the (15) ______ trains used for their
engines. There was a (16)______ line on the wall
behind, near the top of the heap.
THE TUNNEL
At the bottom of the hill there was a wooden
fence. And there was the railway, with its shining
lines, (17)________wires and post, and signals.
They all climbed on to the top of the fence.
Suddenly, the children heard a noise, which grew
(18)_________ every second. They looked along
the line towards the (19)________ opening of the
tunnel. The next moment, the railway lines began
to shake and a (20)________ came screaming out
of the tunnel.
65

68. THE RAILWAY CHILDREN OVERALL-ACTIVITY 12
Bookworms
Time : 80 minutes
AIMS
………………………………………………………………………………………………
1. To identify and sequence the main events in the novel
MATERIALS
………………………………………………………………………………………………
1. Worksheet 12 2. Text
STEPS
………………………………………………………………………………………………
1. Make copies of the Bookworm templates.
2. Divide the class into nine groups.
3. Give each group copies of the template.
4. Assign a chapter to each group to work on.
5. Tell students to discuss and identify main events of the chapter allocated.
6. Let students write the main event/ action on the lines of the body segments of the
Bookworm.
7. Cut out the segments and paste them in sequential order to create a bookworm
for each chapter.
Students can create a long bookworm by combining all the main events of each chapter.
66