dydaktyczna rola opowiadań w procesie nauczania języka...

Dydaktyczna rola opowiadań w procesie nauczania języka angielskiego w

klasach 4-6 szkoły podstawowej – scenariusze lekcji

Lesson Plan 1 LEVEL : elementary

AGE: 9-11

TIME : 45 minutes

SUBJECT: “In a dark, dark town...”

AIMS:

• to practise using “there is/are..”

• to practise nouns in plural

ASSUMED KNOWLEDGE :

Students are familiar with:

• vocabulary connected with the story, i.e. town, road, house, door, stairs,

cupboard, dark

MATERIALS :

• copy of the illustrations to the story for each pair of Ss (Appendix 1A)

• copy of the story (Appendix 1B)

ANTICIPATED PROBLEMS :

• Students may have problems with irregular plural form of the nouns

PROCEDURE:

Warm-up (5min.)

Teacher presents illustrations (Appendix 1A) and asks students to give as many words

as possible connected with the pictures. Then students try to guess what will happen in

the story.

Activity 1 (5 min.) Listening

Teacher tells the story, (Appendix 1B) students listen and look at the pictures.

Activity 2 (8 min)

Teacher tells the story again and stops for the students to finish the sentences as they

remember, ex. In the dark, dark house there is....(Ss: dark, dark door).

Activity 3 (10 min.) Group-work

Teacher asks students to think of the answer to the question

What is in the cupboard?

and create the ending of the story. Students work in groups of three or four and make

sentences containing an adjective and a noun, ex. There is an old elephant in the

cupboard.

Activity 4 (15 min.) Checking

Teacher draws an open cupboard on the BB. Each group reads their sentences aloud

and write two the best in the cupboard drawn on the BB. Students copy them into their

notebooks.

Homework

Students have to find three new words in the dictionary and use them in three sentences

that start with “there is/are...”

Sources:

1.The text of the story “In a dark, dark town” taken from “Storytelling with children” by

Andrew Wright, OUP 1997

Lesson Plan 2

LEVEL : elementary

AGE: 9-11

TIME : 45 minutes

SUBJECT: “The little white cat” - storytelling

AIMS:

• to practise listening skills

• to teach some selected words from the text

NEW LEXIS: broom, cottage, brush, chimney sweep, bag of soot, witch, blind

ASSUMED KNOWLEDGE :


• Present Simple and Present Continuous Tenses

• most words and phrases included in the text

MATERIALS:

• copy of vocabulary list with the pictures for all Ss (Appendix 2A)

• copy of the story (Appendix 2B)

• cards with the sentences from the story (Appendix 2C)

ANTICIPATED PROBLEMS :

• Students may feel discouraged when faced with listening to the story without

having the text in front of them.

PROCEDURE:

Warm-up (5 min.)

Students are presented with the pictures depicting new vocabulary (Appendix 2A) that

will appear in the story. Teacher makes sure that students can predict the meaning, then

gives each pair of students one word and asks them to create a sentence using it.

Students read aloud their sentences.


Teacher writes new words on the BB in two columns but in different order. Then

divides students into two groups. One person from the group comes to the column.

Teacher says one of the words in Polish and representatives of the groups should find

and point to its English equivalent on the BB as quickly as possible. The rest of the

group can help him/her by shouting “up” or “down”. Once the word is identified the

student reads it aloud and writes the meaning next to it. After completing all the

column on the BB students copy it into their notebooks.


Teacher tells the story (Appendix 2B), students listen and look at the pictures to help

them understand it better.

Activity 3 (5 min.) Pair-work

Each students gets a piece of paper with the half of the sentence from the story

(Appendix 2C). Students walk around the class to find a person with the second half of

their sentence. Students who have the same sentence sit together.


Teacher tells the story again. Students check if their sentences are correct. When each

pair hears their sentence, they raise their hands. Teacher stops and students read their

sentence.

Homework

Students have to make “story scrabble” based on the sentence from the story: THERE

IS A LITTLE WHITE CAT. Students write words from the story including the letters

given. (Appendix 2D)

Sources:

1. The text of the story “The little white cat” and exercises (half-sentences, story

scrabbles) taken from “Storytelling with children” by Andrew Wright, OUP

1997

Lesson Plan 3

LEVEL: elementary

AGE: 11-12

TIME: 45 minutes

SUBJECT: “Nasrudin” – the story of a carpenter and his assistant

AIMS:

• to teach and practise definite article “the”

• to practise indefinite article “a/an”

• to practise reading skills

ASSUMED KNOWLEDGE:


• Present Simple and Past Simple Tenses

• indefinite article “a/an”

MATERIALS:

• set of domino cards for each pair of Ss (Appendix 3A)

• set of a summary sentences for correction (Appendix 3B)

• copy of the story with the articles removed for each group of 3 or 4 Ss

(Appendix 3C)

• copy of the story (Appendix 3D)

• copy of homework exercise for all Ss (Appendix 3E)

ANTICIPATED PROBLEMS:

• Students may not remember the usage of the article “a/an” when a written form

of a word starts with a consonant (vowel) but is pronounced as a vowel

(consonant) sound, ex. an hour, a university.

PROCEDURE:

Warm-up (8 min.)

Teacher asks students what they remember about the article “a/an”. After a short

revision students work in pairs and put together the domino cards. (Appendix 3A)

Activity 1 (10 min.) Grammar

Teacher writes the article “the” on the blackboard, explains that it is used when we

mention a specific thing or things again or when the context tells us which specific

things we mean or there is only one of them. Teacher also provides students with

examples. (She’s got a car. The car is green. Open the door. The flowers in our

garden are beautiful.) Students make notes in their notebooks.

Activity 2 (7 min.) Finding the mistakes

Teacher writes on the blackboard 6 sentences that are a short summary of the story

students are going to read (Appendix 3B). Some of the sentences contain mistakes

concerning the usage of the articles. Students find the mistakes, explain why they think

the sentences are incorrect and correct them.


Teacher divides students into groups of 3 or 4 and gives each group a copy of a story,

from which the articles have been removed (Appendix 3C). Students complete the text

with proper articles.


Students check the text by acting out roles of carpenter, assistant and narrator

(Appendix 3D).

Homework

Students have to circle the correct articles in a short text. (Appendix 3E)

Sources:

1.The text of the story “Nasrudin” taken from “Techniques and Resources in Teaching

Grammar” by Marianne Celce-Murcia and Sharon Hilles, OUP 1994

2.Homework exercise taken from “Adventures – intermediate”, student’s book by Ben

Wetz and Mick Gammidge, OUP 2005

Lesson Plan 4

LEVEL: elementary

AGE: 11-12

TIME: 45 minutes

SUBJECT: “Stone Soup” – a story

AIMS:

• to teach and practise the usage of “some” and “any”

• to revise vocabulary connected with food

• to enhance ability to predict the meaning of unfamiliar words from the context

ASSUMED KNOWLEDGE:


• Present Simple and Past Simple Tenses

• names of food and drink

MATERIALS:

• some pieces of paper of different colours

• copy of the story for all Ss (Appendix 4A)

• recording of the story on the cassette

• copy of the pictures of different kinds of food and drink for all Ss

(Appendix 4B)

• copy of homework exercise for all Ss (Appendix 4C)


• Students may have problems with understanding some unknown expressions and

may need some prompts to deal with them.

PROCEDURE

Warm-up (5 min.)

Students work in pairs. Each pair picks one of the colour cards and thinks of as many

things to eat or drink connected with the given colour as possible (ex. yellow – lemon,

banana, pear, apple juice, cheese, etc.) and the rest of the class tries to guess the colour.


Students read and listen to the recording of the story (Appendix 4A) and underline

words they don’t understand. When the story is finished each student reads aloud

sentences which caused problems and all students try to guess the meaning of the new

word from the context.


Students look at the story again and search for sentences with words “some” and “any”

and write them on the BB in two columns. Teacher elicits their suggestions for the

usage and meaning of these words based on the given examples. Then teacher asks

students to complete the following rules:

We use............ for affirmative statements.

We use............for negative statements and questions.

Activity 3 (8 min.) Role - playing

Students read the story again acting the roles of the narrator, the old woman and the

tramp, paying special attention to the usage of new words.


Without looking into the text students say what the tramp used in his soup. They use

the cards with pictures (Appendix 4B). One student chooses a product (ex. milk) and

asks a student sitting next to him: Did he use any milk?. The next student answers: No,

he didn’t use any milk and asks the next student about another product, ex. Did he use

any carrots? Yes, he used some carrots. The rests of the class checks if all students

answer correctly. The activity is finished when all the pictures are used.

Homework

Students have to complete the sentences with “some”, “any” and some new words from

the story. (Appendix 4C)

Sources:

1. The text of the story “Stone Soup”and the pictures taken from “Project 2”,

student’s book by Tom Hutchinson, OUP 2002

2. Homework exercises taken from “Project 2”, workbook by Tom Hutchinson,

OUP 200

Lesson Plan 5

LEVEL: elementary

AGE: 12

TIME: 45 minutes

SUBJECT: “Dr. Dread” – a story.

AIMS:

• to teach and practise adverbs

• to teach selected words from the story

• to revise selected adjectives

NEW LEXIS: empty, whisper, enemy, take off, grab, lock, pull, push

ASSUMED KNOWLEDGE:


• meaning and the usage of some basic adjectives

• Past Simple Tense

MATERIALS:

• copy of the story with the pictures for all Ss (Appendix 5A)

• cassette with the recording of the story

• copy of the exercise for all Ss (Appendix 5B)


Students may not remember some irregular verbs in Past Simple and some teacher’s

explanation may be needed.

PROCEDURE:

Warm-up (5 min.)

Teacher writes on the BB the following words in two columns:

empty full whisper shout enemy friend take off land grab throw lock open pull push and explains that words from the left column are new but students can figure out their

meaning as they are opposites of the words from the right column. Then students are

given 1 minute to remember as many pairs of words as possible. After this time teacher

clears the BB and writes the words in the jumbled order. Sudents match the opposites

they are able to recollect. After making sure that the meaning of all the words is known

teacher explains that they will encounter this vocabulary in the text they are going to

read.

Activity 1 (5 min.) Speaking

Students look at the pictures and find the names of the characters from the story

(Appendix 5A). Then, still using the pictures as the prompts, teacher elicits from

students some predictions about the plot of the story by making them answer the

questions containing new vocabulary: Who is Luke’s enemy? Why did the guard lock

the door? What did Kirsty throw over the guard’s head? Where did Luke run after he

grabbed the gun? Was Dr. Dread’s bag empty? Why? Who took off the plane?

Activity 2 (5 min.) Listening and reading

Students read and listen to the story and number the pictures in the correct order.

(Appendix 5A)


Each student is alloted one picture (signed with a letter) and has to write one - two

sentences about what happened in the story in this picture. Students read the letter of

the picture and the sentences in order they noted during listening to the recording

(ex.1. pic.b – Luke Ryan and Kirsty were in a strange room with Luke’s old enemy – Dr.

Dread. Dr. Dread had the computer chip.). If what they reach at the and of the activity

is a short summary of the story, it means the pictures were put in the correct order.


Teacher asks students to find in the text and complete the following sentences:

1) That guard is very ............ (slow).

2) “Oh, it was..........(easy)”, said Kirsty.

3) Luke Ryan opened his eyes .............(slowly).

4) I think we can escape....................(easily).

When they are ready with the sentences teacher asks students to find what the missing

words refer to in the first two sentences (they describe nouns and they are adjectives)

and in the last two sentences (they describe verbs and they are adverbs). When students

are able to distinguish the difference between those two pairs of words, teacher asks

students to produce the rule for making adverbs (by adding –ly to an adjective).


Students have to find in the story all adverbs that end with “-ly” and write them on the

BB together with verbs they describe.


Students are to complete the next three sentences from the story, answer if the missing

words are adverbs or adjectives and justify their opinions:

1) You did that very.................(well).

2) They drove as................(fast) as possible to the airport.

3) He quickly grabbed the bag and pulled ............(hard).

Teacher explains that these are exceptions to the rule produced in the previous activity.

Activity 7 (5 min.) Grammar revision

Students are given 10 sentences and have to choose the correct word (adjective or

adverb) to complete them. (Appendix 5B)

Homework

Students have to write the beginning of the story (what happened before) using in their

works at least 5 adverbs.

Sources:

1. The text of the story “Dr. Dread” and the exercise taken from “Project 2” – student’s

book by Tom Hutchinson, OUP 2002

Appendix 1A

Appendix 1B

“ In a dark, dark town”

In a dark, dark town

There is a dark, dark road.

And in the dark, dark road

There is a dark, dark house.

And in the dark, dark house

There is a dark, dark door.

Go in the door.

There are some dark, dark stairs.

Go up and up and up and up

And up and up and up

The dark, dark stairs.

Now...

There is a dark, dark room.

Go in the dark, dark room.

In the dark, dark room

There is a dark, dark cupboard.

Open the dark, dark cupboard.

What is there?

Appendix 2A

Appendix 2B

“The little white cat”

Once upon a time there was a little white cat. This little white cat has six brothers

and sisters. They are all black and her mother and father are black. The little white cat

doesn’t know that she is white. She thinks she is black, too.

The little white cat grows older and older and bigger and bigger. One day the little

white cat says, “Do I want to be a farmer? No. Do I want to be a teacher? No. I know

– I want to be a witch’s cat!”

So the little white cat says to her mum, “Goodbye, mum! I’m going to be a witch’s

cat!”

“O, that’s nice!” says the little white cat’s mum. “Goodbye! Come and see us soon.”

The little white cat looks for a witch. She walks and she walks and she walks. At last

she finds a witch.

“Hello, witch. Have you got a cat?”

“No, I haven’t got a cat.”

“Well, I’m your cat!” says the little white cat.

“No, you’re not! You’re white. Witches have black cats. Go away!”

The poor little white cat! She is so sad! But she looks for another witch, and she walks

and she walks and she walks. At last she finds another witch.

“Hello, witch. Have you got a cat?”



No, you’re not! You’re white. Witches have black cats. Go away!”

The poor little white cat! She is so sad and so hungry. She hasn’t got a job. She hasn’t

got any money. She hasn’t got any food. She is so hungry and so weak. But she looks

for another witch and so she walks and she walks and she walks.

At last she comes to a cottage. There is a chimney sweep sitting behind the cottage. He

is eating his lunch, sandwiches and cake.

“Hello, you are a poor little cat. What’s wrong?”

“I’m so weak, I’m so hungry. I haven’t got a job and I haven’t got any money.”

“Well, here’s a sandwich.”

“Thank you!” says the little white cat.

The little white cat eats the sandwich and then she feels better and stronger.

Then she looks at the chimney sweep’s bag of black, black soot. She puts in her paw.

She looks at her paw. It’s so black! She puts in her leg. She looks at her leg. It’s so

black. She jumps into the bag and then she jumps out of the bag.

“You are so black! Now you are a little black cat!”

“Am I? Am I a black cat? That’s good because I’m going to be witch’s cat!”

“You are lucky! You are so lucky! This is a witch’s cottage! She is sitting in the

rocking chair in the front door!”

The little white cat – the little black cat – walks around the house to the front door.

There is the witch sitting on her rocking chair in the sunshine. Her eyes are closed.

“Hello. Have you got a cat?”



“Oh, that’s nice! Jump on my knee. Oh, you are a nice little cat!”

The witch strokes the little white cat – the little black cat. Then she says, “What a pity,

I can’t see you because I’m blind.”

Appendix 2C

Half-sentences

The little cat has six black brothers and sisters.

The little cat doesn’t know that she is white.

I’m going to be a witch’s cat!

The little white cat looks for a witch.

Witches have black cats.

Go away!

She is so sad and so hungry.

At last she comes to a cottage.

I’m so weak and I’m so hungry.

She jumps into the bag and then she jumps out of the bag.

Now you are a little black cat!

That’s good because I’m going to be a witch’s cat!

She is sitting in the rocking chair in the front door.

Oh, you are a nice little cat!

What a pity, I can’t see you because I’m blind.

Appendix 2D

Story scrabble – example

H D S H B S A S B T O T H E R E I S A L I T T L E W H I T E C A T. E R O X N S HO A A S S R T D T I O C T N E W H I T E E N K N O W T E R K P A R E N T S S S

Appendix 3A

Domino

students

teacher a hour an yellow

book

a

……….

apple

an

an

elephant

windows

a

university

an honest

man

a house ……….

Appendix 3B

Summary sentences

Find and correct the mistakes:

1. Some time ago there was a carpenter.

2. A carpenter had a lot of work to do.

3. He put a advertisement in the paper.

4. Only one person answered the advertisement.

5. The strange weak-looking man applied for the job.

6. Soon an man cut down all a trees.

Corrected sentences:

1. Some time ago there was a carpenter.

2. The carpenter had a lot of work to do.

3. He put an advertisement in the paper.

4. Only one person answered the advertisement.

5. A strange weak-looking man applied for the job.

6. Soon the man cut down all the trees.

Appendix 3C

Nasrudin

Once upon a time there was ...... carpenter who had so much work to do that he

decided he needed ...... assistant. He put ...... advertisement in ...... paper, and soon

someone came to apply for ...... job. ...... carpenter was surprised and disappointed

when ...... strange, weak-looking man named Nasrudin appeared at ...... door.

At first, ...... carpenter didn’t want to hire Nasrudin because he didn’t look like he

could even lift ...... toothpick; however, as no one else answered ...... advertisement, ......

carpenter finally said:

“OK, I’ll give you ...... chance. Do you see ...... forest over there? Take my axe and

chop as much lumber as you can.”

At dusk Nasrudin returned, and ....... carpenter asked:

“How many trees did you chop down?”

“All ...... trees in ...... forest,” Nasrudin replied.

Shocked, ...... carpenter ran to ...... window and looked out. There were no trees left

standing on ...... hillside. Nasrudin chopped down ...... entire forest. ...... astonished

carpenter asked Nasrudin:

“Where did you learn to chop the lumber?”

“In the Sahara Desert,” Nasrudin answered.

“That’s ridiculous,” laughed ...... carpenter. “There aren’t any trees in the Sahara

Desert.”

“There aren’t any now,” Nasrudin replied.

Appendix 3D

Nasrudin

Once upon a time there was a carpenter who had so much work to do that he

decided he needed an assistant. He put an advertisement in the paper, and soon

someone came to apply for the job. The carpenter was surprised and disappointed when

a strange, weak-looking man named Nasrudin appeared at the door.

At first, the carpenter didn’t want to hire Nasrudin because he didn’t look like he

could even lift a toothpick; however, as no one else answered the advertisement, the

carpenter finally said:

“OK, I’ll give you a chance. Do you see the forest over there? Take my axe and

chop as much lumber as you can.”

At dusk Nasrudin returned, and the carpenter asked:

“How many trees did you chop down?”

“All the trees in the forest,” Nasrudin replied.

Shocked, the carpenter ran to the window and looked out. There were no trees left

standing on the hillside. Nasrudin chopped down the entire forest. The astonished

carpenter asked Nasrudin:

“Where did you learn to chop the lumber?”

“In the Sahara Desert,” Nasrudin answered.

“That’s ridiculous,” laughed the carpenter. “There aren’t any trees in the Sahara

Desert.”

“There aren’t any now,” Nasrudin replied.

Appendix 3E

Circle the correct articles.

Edna went on (1) an / the interesting journey across Egypt. She started (2) a / the

journey in (3) a / the small boat on the river Nile. Edna liked (4) a / the boat because it

was slow and quiet, and she had (5) a / the good time. After that she found (6) an / the

old man who sold animals. Edna bought (7) a / the camel from (8) a / the man to ride

across the desert. Very soon Edna discovered that she had (9) a / the problem. (10) A /

the problem was that she couldn’t control (11) a / the camel. It didn’t understand

English!

Appendix 4A

„Stone Soup”

One day a tramp came to an old woman’s house. ‘Excuse me,’ said the tramp. ‘I’m

very hungry. Have you got anything to eat?’ But the old woman was very mean. ‘Go

away,’ she said. ‘I haven’t got any food for you.’ ‘Oh,’ said the tramp, ‘Well, have you

got any water? You see, I’ve got a magic stone and I can make soup with it. But I need

some water.’ ‘A magic stone, eh?’ said the mean old woman. ‘Yes, I’ve got some

water.’

She fetched a big saucepan of water and put it on the cooker. The tramp put the stone

into it. After a while he tasted the soup. ‘Mmm. It’s very good,’ he said. ‘Have you

got any salt and pepper?’ The old woman fetched some salt and pepper. ‘Mmm.

That’s better,’ said the tramp. ‘It really needs some vegetables. It’s a pity you haven’t

got any vegetables.’ ‘Oh, I can find some vegetables,’ said the old woman. She ran

into the garden and brought back some potatoes, carrots, beans and a big onion. The

tramp put the vegetables into the saucepan.

‘Is it ready now?’ asked the old woman. ‘Almost,’ said the tramp. ‘It really needs

some meat. It’s a pity you haven’t got any meat,’ ‘Oh, I can find some meat.’ said the

old woman. She ran to the cellar and came back with some ham and some sausages.

The tramp put them into the saucepan.

‘Right,’ said the tramp after a while. ‘I can’t see the stone now, so the soup is ready.

Bread is very good with stone soup. It’s a pity you haven’t got any bread.’ ‘Oh, I can

find some bread,’ said the woman. She went to the cupboard and fetched a loaf of

bread, some butter and a bottle of wine. She put them on the table with some knives,

forks and spoons.

‘Mm, this is delicious,’ said the old woman when she tasted the soup. ‘And you made it

with just that magic stone.’ The tramp smiled, picked up his knife and cut another slice

of bread.

Appendix 4B

Appendix 4C

I. Put in some or any.

1. We need .................... butter.

2. I haven’t got .................... money.

3. Do we need ..................... vegetables?

4. I can’t find ................... disks.

5. I’m going to have.................... soup.

6. I must get .................... new shoes.

7. Is there .................. milk in the fridge?

8. Have you got .................. sisters?

9. This soup needs ..................... salt in it.

10. There aren’t ................... letters for you.

11. We haven’t got ..................... homework.

12. Have we got ..................... orange juice?

II. Complete the sentences with these words.

delicious mean magic ill hungry idea anything ready same pity

1. The old woman didn’t want to give the tramp any food because she was

.................... .

2. Have you got ...................... to eat? I’m ...................... .

3. This cake tastes very good. It’s ....................... .

4. I’m hungry. Is dinner ...................... ?

5. I didn’t want to go to the party because I was .................... .

Oh, that’s a ....................... .

6. I’m going to have a pizza.

Yes, I’m going to have the .................. .

7. Does Megan like fish?

I’ve got no ................... .

8. This is a ................ bottle. It can turn water into wine.

Appendix 5A

“Dr. Dread”

Luke Ryan opened his eyes slowly. He was on a bed in a strange room. Kirsty was

there, too. “Are you all right?” she asked quietly.

“It doesn’t matter. You are both going to die.” It was Luke’s old enemy, Doctor Dread.

He laughed horribly. “I’ve got the computer chip now. So goodbye, Mr Ryan.” He left

the room and the guard locked the door. “It looks like the end,” said Kirsty sadly.

“No, we must stop him,” said Luke. “With that chip he can destroy all the world’s

satellites.”

“I know,” said Kirsty. “That guard is very slow. I think we can escape easily.” She

pointed to the blanket on the bed and whispered to Luke.

“That’s a good idea,” said Luke and he started to shout very loudly. “Oh, my stomach.

Help! My stomach! Help!”

The guard rushed in. “What’s all that noise?” he said. Kirsty threw the blanket over the

guard’s head. Luke hit him hard in the stomach and quickly grabbed his gun and the

keys.

“You did that very well,” said Luke, as they locked the guard in the room and ran out.

“Oh, it was easy,” said Kirsty.

There was a car in the street. Luke pushed the driver out and they drove as fast as

possible to the airport. When they arrived at the airport, they saw a small plane.

“That’s Dead’s plane,” said Luke. They ran to the plane. It was empty, so they got in

and hid behind the seats.

Soon Doctor Dread got into the plane. He carefully put a bag on the seat next to him,

started the plane and took off. Ten minutes later, when they were over the sea, he

looked at the bag. “With that chip I’m going to be master of the world,” he said

proudly.

“No, you aren’t,” shouted Luke. He jumped up from behind the seat and grabbed the

bag.

“Give that to me,” said Doctor Dread. He quickly grabbed the bag and pulled hard. But

he pulled too hard. The door behind him suddenly opened and he fell out. With the bag

in his hand he fell down and down and down into the sea.

Kirty flew the plane back to the airport and they landed safely.

Appendix 5B

Choose the correct word to complete the sentences.

1) The car was very slow / slowly.

2) Kirsty flew the plane safe / safely.

3) Luke can drive very good / well.

4) Doctor Dread grabbed the bag quick / quickly.

5) Luke made a loud / loudly noise.

6) Doctor Dread spoke quiet / quietly.

7) He was a horrible / horribly man.

8) “We’re safe / safely now,” said Luke happy / happily.

9) Doctor Dread put the chip in the bag careful / carefully.

10) He pushed Luke very hard / hardly.

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