Robinson Crusoe Teacher Book


DANIEL DEF OE
Robinson
Crusoe Robinson
T e a c h e r ’s B o o k
Crusoe
Adapted by H. Q. Mitchell - Marileni Malkogianni
LEVEL 4 leme nt
pp
for APSACS
ar
su
y
SRM
rea
l
The Teacher’s Book contains:
ria
di
n g m ate
Teacher’s notes (activities and
lesson plan), games, factfiles,
key to activities, tests, key to tests
Components:
• Student’s Book (Story Book and Activity Section)
• Multilingual glossary
• Audio CD
• Teacher’s Book

ISBN:978-969-210-151-6
level
4
TB_Covers_APSACS.indd 4 3/6/2021 12:09:15 µµ
DAN IE L DEFOE
Robinson
Crusoe
Teacher’s Book
by H. Q. Mitchell - Marileni Malkogianni
Robinson Crusoe_Teachers Notes.indd 1 3/6/2021 10:12:08 πµ

Robinson Crusoe
Teacher’s Book
by H. Q. Mitchell - Marileni Malkogianni
Published by: MM Publications
www.mmpublications.com
[email protected]
Offices
UK China Cyprus Greece Korea Poland Turkey USA
Associated companies and representatives throughout the world.
Copyright © 2021 MM Publications
Printed by PARAMOUNT BOOKS (PVT) LTD by arrangement with MM Publications
Publisher’s Note
This book is classified as SRM (Student Reading/Resource Material), and has been vetted
with extra care to ensure that it does not contain any material which is anti-Pakistan or
against our national interest; against Islam or any other religion; that it does not disturb
the harmony among the different sections of the Pakistan society; that it does not hurt our
cultural, social and religious sensibility.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise, without permission in writing from the publishers.
Printed in Pakistan. This edition is intended to be sold exclusively in Pakistan
ISBN for MM Publications: 978-618-05-1206-9
ISBN for PARAMOUNT BOOKS (PVT) LTD edition: 978-969-210-151-6
Contents
Teacher’s notes.................................................................. 3
Suggested pre-reading activities....................................... 4
Suggested lesson plan........................................................ 4
After reading the whole story............................................ 6
Character card game......................................................... 7
Board game....................................................................... 10
Photocopiable board game table....................................... 12
Factfiles............................................................................. 13
Key to comprehension and vocabulary activities -
Suggestions for follow-up activities.................................. 21
Revision test 1................................................................... 34
Revision test 2................................................................... 36.
Revision test 3................................................................... 38.
Key to revision tests.......................................................... 40

Teacher’s Notes
This Top Reader aims to provide young learners at Intermediate level
with enjoyable reading material and to help them develop a variety of
language skills. The original story of Robinson Crusoe, written by Daniel
Defoe, has been carefully adapted so as to ensure that the students’
understanding of the text is not impeded by vocabulary and
grammatical structures which are beyond their level. Words and
expressions which may be unfamiliar to students are explained in a
separate multilingual glossary. The story in this book has been divided
into ten chapters.
The Activity Section includes a variety of exercises on each chapter,
checking the comprehension of the chapter and practising new
vocabulary. Follow-up activities expand on the understanding of the
text and provide the context for interesting oral and written practice.
In the exercises that include open-ended questions, as well as in those
requiring the production of written text, students’ answers may
vary. Students should be encouraged to produce their own pieces of
writing, and all efforts should be accepted and praised. The prediction
questions in the Follow-up activities in Chapters 1 to 9 require
students to guess what will happen in the following chapter. No
answers are provided to these exercises, as any predictions made by the
students should be accepted.
There are various ways in which to use the Reader in class, depending
on the students’ needs, the teacher’s priorities and the time available.
Some ideas on how to approach it, including a suggested lesson plan
and a number of pre-reading and post-reading activities and ideas are
presented on the following pages. Factfiles with a detailed Introduction to
the Author and an Introduction to the Book are included in the Teacher’s
Book. Both of these can be photocopied and handed out to students
in class before a more detailed approach to the story begins. It is very
useful material which can stimulate students’ interest and broaden their
perspective on literature. Other Factfiles containing a Summary, Character
Descriptions, Background Information and Linked Themes can be used
in a similar way as supplementary material for extended revision after the
completion of the Reader, or whenever the teacher thinks appropriate.
The Teacher’s Book also contains three Revision Tests, which include
comprehension and vocabulary exercises and can be photocopied for
use in class. A key and a detailed marking scheme are provided.

Suggested pre-reading activities
It is very important to get the students interested in the story and arouse
their curiosity about the characters and places involved before they actually
start reading. For this purpose, you will need to spend one lesson doing
some pre-reading activities. You can select the activities that suit you best
from the ideas presented below.
• Write the title of the story on the board. Ask the students some
general questions about the title and encourage them to make
hypotheses about it, e.g.
- What do you think the title refers to?
- Have you heard of this book before?
- Do you know of any other books by Daniel Defoe?
- Have you seen any of the films?
• Have the students look at the cover of the Reader and ask them some
general questions about it, e.g.
- What do you see on the cover?
- Where is the scene taking place?
- What is happening?
- How does the man feel?
• Photocopy some of the illustrations in the Reader and remove the text and
page numbers. Ask the students to describe them, guess what is happening
and put them in the correct order. You can ask the students questions
about each picture similar to the ones above in order to help them.
It would be more effective to have students do these activities in pairs or
small groups of three or five. It is important to remember that at this stage
you should not confirm or reject any of the students’ hypotheses nor reveal
what actually happens in the story.
Suggested lesson plan

If you decide to complete one chapter in each lesson, you can follow the
procedure described below. In this case, it is estimated that you will need
about ninety minutes for each lesson. If classroom time is scarce, you
can have students do most of the reading and activities at home.
Before reading each chapter

1 At the beginning of each lesson revise the previous chapter and check
the exercises which you have assigned for homework, except for the
follow-up oral activities, which will already have been discussed in
class. Also, collect the students’ written work (Follow-up activity 6).
If you feel that certain points have not been sufficiently covered, ask

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

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

After reading each chapter
When you have finished with the presentation of the chapter, it is
important that the students do some activities based on it in class. For
this purpose, you can choose from the ideas suggested.
• Divide the class into pairs or groups and get them to ask each other
questions about the characters appearing and the events taking place
in the chapter they have read.
• Ask the students to suggest a suitable title for the chapter.
• Do some of the exercises in the Activity Section. Follow-up activity 5
or 6 is especially recommended at this stage.
Finally, assign the rest of the exercises in the Activity Section for
homework. You can also allocate roles and ask the students to be
prepared to act out the chapter in the next lesson.
After reading the whole story

After dealing with all the chapters, it is a good idea to spend at least one
lesson doing some post-reading activities in class. To help students revise
the plot, characters and key events of the story, and to elicit their personal
response to the story, you can ask them questions, such as the following:
- Did you like the story? Why / Why not?
- Who did you think was the most interesting/hateful/likeable character in
the story?
- Which do you think was the most interesting/moving/exciting/sad incident
in the story?
- Would you like to have lived during the time that the story takes place?
Why / Why not?
- Would you like to live an adventure like the one Robinson Crusoe lived?
Why / Why not?
- What would have happened if Robinson Crusoe hadn’t disobeyed his
father?
In addition, you can also do one or more of the following activities,
which offer the students an opportunity for revision, scrutiny and
increased understanding of the story in an enjoyable way.
Factfiles:
Use the photocopiable Factfiles (Summary and Description of Characters,
Background Information and Linked Themes) included in the Teacher’s
Book and generate a discussion about the issues mentioned there. Ask
students to tell you what they know and give you their opinion on these
subjects.
6

Project: Character poster
Ask the students to choose one of the characters in the story and to
draw a picture of that character on a large sheet of paper. Ask them to
write some sentences describing events in the story which the character
was involved in as well as their own opinion of the character in boxes
or balloons around the picture.
Game: Who are we thinking about?

Divide the students into two groups. The students in the first group
choose a character in the story. The students in the other group ask
them a maximum of five yes/no questions in order to find out who the
character is. Alternatively, students can play this game in pairs.
Making the story into a comic strip

Photocopy some of the illustrations in the Reader and remove the text
and page numbers. Divide the class into groups of three or four and
distribute a few pictures at random to each group. Ask the students to
write a couple of sentences on the back of each picture describing what
is happening. Then, ask all the groups to work together to try and put
the pictures in the correct order without looking at their books.
Once the pictures have been put in the correct order, ask the students
to add information to them in order to make the story into a comic
strip. Encourage the students to use speech and thought bubbles
(for the characters’ words and thoughts respectively) and give any
additional information in balloons at the top or bottom of the
pictures. These additions should not be so lengthy as to cover the
whole illustration.
Character card game

This game can be played by two to four players. You can divide the
class into groups so that all the students can take part. Prepare two
equal packs of cards for each group. The cards in the first pack have
the names of the characters in the story and the cards in the second
pack have quotations from the characters or facts about them.
In each group, one student shuffles the cards in each pack and lays
them face down in parallel rows. Each student may turn over one card
from each row at a time. If the cards correspond in some way, e.g. a
character’s name and a quotation from that character, the student
7

keeps both cards. If the cards do not correspond, they are laid face
down again in exactly the same places. The next student then takes a
turn. When there are no cards left, the game is over. The winner is the
student/group that has collected the most pairs of cards.
Some ideas about what to write on the cards are suggested below.
Characters
Robinson Crusoe Portuguese Ship Captain Spaniard
Xury Friday English Ship Captain
Quotations from the Characters
• ‘Gentlemen, do not be afraid, you have a friend in me. What is your

situation?’ (Robinson Crusoe)
• ‘They are all good and honest men and would be grateful to you
forever.’ (Spaniard)
• ‘My dear friend, there’s your ship; she is all yours and so are we.’
(English Captain)
• ‘I can buy your boat for the ship’s use, and the boy that is with you, if
you wish to give him to me.’ (Portuguese Ship Captain)
• ‘I swear I’ll be faithful and go all over the world with you.’(Xury)
• ‘If wild animals come back again, they can eat me and not you – you
go away.’ (Xury)
• ‘You’re a good swimmer, so swim away and save yourself, because
I will have to put an end to your life if you come near the boat. I’m
determined to have my freedom.’ (Robinson Crusoe)
• ‘I will treat him well, and in ten years I will give him his freedom
back.’ (Portuguese Ship Captain)
• ‘We saved them from drowning. They are our brothers now.’ (Friday)
• ‘Some evil men in my crew have taken over my ship, and they have
brought me, my mate and a passenger here to get rid of us.’ (English
Captain)
• ‘Yes, they will love you and want to learn many things from you.’
(Friday)
• ‘Can I trust them? Or will I regret this act of kindness?’ (Robinson
Crusoe)
• ‘This will not do. Our master will not be pleased. We must go farther
away from the shore.’ (Robinson Crusoe)

Facts about the characters
• This person did not want to go on shore at night because he was afraid
of wild animals. (Xury)
• This person and his seventeen mates all survived a shipwreck and lived
with some native people. (Spaniard)
• This person was a very good student who learnt to speak English, and
worked very hard to please his master. (Friday)
• This person buys a boat for his ship even though he is told to just take
it. (Portuguese Ship Captain)
• This person helped someone else get his freedom, but he would get his
own freedom in about ten years’ time. (Xury)
• This person wanted a life of adventure more than he wanted wealth.
(Robinson Crusoe)
• This person took someone to Brazil in order to help him. (Portuguese
Ship Captain)
• This person took someone to England because he was very grateful to
him. (English Captain)
• This person kept making new inventions to make his life better.
(Robinson Crusoe)
• This person left the island to go and bring more people back to it.
(Spaniard)
• This person’s men turned against him on his ship. (English Captain)
• This person didn’t keep his promise to his family. (Robinson Crusoe)
• This person didn’t mind being a slave for a few more years. (Xury)
• This person was captain on a ship where crew members spoke
Portuguese, Spanish, French and English. (Portuguese Ship Captain).
• This person came up with plans to rescue people who were captured as
prisoners. (Robinson Crusoe)
• This person was a Carib who was at war with the wild men. (Friday)
• This person made a promise to treat someone well and give him his
freedom after ten years. (Portuguese Ship Captain)

Board game
The game can be played by two or more players. Prepare one pack of
cards. The cards should have questions about the characters in the
story. Photocopy the board and glue it onto a piece of cardboard.
Supply each pair of students with a dice and two pawns, and place the
pack of cards face down. The students throw the dice and move their
pawns accordingly. If a player lands on a square with a question mark,
the other player must take a card from the pack and ask the question
printed on it. If the player answers incorrectly, he/she misses a turn. If
the player answers correctly, he/she plays again. The winner is the first
player to finish.
QUESTIONS
• Who joined the army to seek adventure but got killed in the Low
Country Wars? (Robinson Crusoe’s brother)
• What middle-class job did Robinson Crusoe’s parents want him to
do? (To become a lawyer)
• What did Robinson Crusoe sell to the natives in Guinea? (Toys)
• Who attacked Robinson Crusoe’s ship near the Canary Islands?
(Moroccan pirates)
• Why were Robinson Crusoe and the other two slaves on the boat on
the day he escaped? (They had taken the boat to go fishing)
• Who did Robinson Crusoe push off the boat on the day of his
escape? (The Moor)
• What type of plantations did Robinson Crusoe own in Brazil? (Sugar
cane and tobacco plantations)
• What natural disaster struck Robinson Crusoe’s ship when he left
Brazil to sail to Guinea? (A violent tornado)
• What animals did Robinson Crusoe bring from the ship to keep him
company? (Cats and a dog)
• How was Robinson Crusoe able to count the passing of time? (He
kept a calendar by making cuts on a piece of wood)
• By what horrifying thing was Robinson Crusoe awakened one
morning? (By an earthquake)
• When did Robinson Crusoe celebrate the anniversary of his arrival
on the island? (On 30 September)
• What did Robinson Crusoe make after cleaning and grinding the
corn? (He made some bread)
10

• What was the problem with the first canoe Robinson Crusoe made?
(It was too large to move)
• What was the name of Robinson Crusoe’s parrot? (Poll)
• What did Robinson Crusoe decide to do instead of hunting when his
gunpowder began to run out? (To trap and tame some goats)
• What did Robinson Crusoe see on the beach that made him feel
frightened? (A footprint)
• How many years did Robinson Crusoe’s dog live? (16 years)
• Where did Robinson Crusoe hide his bullets and gunpowder so that
the wild men would never find them? (In a cave)
• What did Robinson Crusoe do when he saw a boat caught in a storm
in the open sea? (He lit a fire)
• What did Robinson Crusoe get from the damaged ship? (A little dog
and a few provisions)
• How old was Friday when Robinson Crusoe saved him? (About 26
years old)
• How many Spaniards lived and fought with the Caribs? (Seventeen)
• What did Robinson Crusoe and Friday make together so that they
could go on a journey to Friday’s home? (A canoe)
• How many canoes did Friday see coming to the island one morning?
(Three)
• What had taken place on the English captain’s ship? (A mutiny)
• Who did the second boatload of men from the English ship think
that Robinson Crusoe was? (The governor of the island)
• Who did Robinson Crusoe take back to England with him? (Friday
and one of his parrots)
• How many children did Robinson Crusoe have? (Three)
11

16 15 14 13 Earthquake! 12
? Go back two
squares. ?
17 11
32 You save
31 Friday. 30 29
Go
? ? forward three
squares.
33 ?
FINISH
41
18 10
40
The wild 28
men come
34 back. Go
back two
19
? squares.
9
? 39
27
?
35
20
? ? You 8
escape
slavery.
Go
forward
three
26 squares.
36
7
21 You 37 38 ?
tame a ?
goat. Go
forward
five 22 23 24 25
squares.
? ?
6
1 2 3 Your ship 4 5
START
? sinks. Go
back two
squares.
?
12

Factfile 1
INTRODUCTION TO THE AUTHOR
Daniel Defoe, whose real name was Daniel Foe, was born in London in
1660. His father was a butcher and candle maker called James Foe, and
his mother died when he was ten years old. His stepmother sent him
to boarding school, where he was a brilliant student. Later, he entered
the world of trade and was very successful. He sold underwear, made
bricks and later brought drinks to the country from Europe. He also
worked as an insurance agent for ships.
Defoe married Mary Tuffley and together they had eight children. The
family left the country after Defoe took part in a fight against King
James. Unfortunately, when he returned to England, his financial
situation was very bad and he even went to debtors’ prison.
Defoe wrote to make money. He became famous for his poem,
The True Born Englishman (1701). His political writing, however,
sometimes got him into trouble. In 1703, he served time at Newgate
Prison and was sentenced to spend time at the pillory, a wooden
object where the prisoners’ head and hands were tied so that people
could laugh at them. A few days before his punishment, Defoe wrote a
Hymn to the Pillory. It became popular, and made people be kind and
decorate his pillory with flowers instead of throwing dirt and laughing
at him. Soon after, politician Robert Harley freed him from prison. In
exchange, the author became a government spy.
Defoe signed his name as D. Foe, D.F. and De Foe. Later, he called
himself Daniel Defoe. Some experts believe that Defoe was the original
family name, but others say that he changed it to make it sound more
aristocratic. He wrote more than 500 books, pamphlets and articles
in his life and used around 198 different pen names to sign his works,
some of which were: Anglipolski of Lithuania, Anthony Antiplot, Betty
Blueskin, Hubble Bubble, Jonathan Problematick.
At the age of 59, Defoe wrote his first novel, Robinson Crusoe (1719).
This book gave him the title of the ‘father of the English novel’.
Following the success of the book, he wrote The Farther Adventures
of Robinson Crusoe (1719), The King of Pirates (1719), Colonel Jack
(1722), Moll Flanders (1722) and Roxana: The Fortunate Mistress
(1724) among others.
He died a poor man on 24 April 1731.
13

Factfile 2
INTRODUCTION TO THE BOOK
Daniel Defoe wrote his first novel, Robinson Crusoe (1719), when he
was 59 years old. The full title of the book was The Life and Strange
Surprizing Adventures of Robinson Crusoe, Of York, Mariner: Who
Lived Eight and Twenty Years, all alone in an un-inhabited Island on
the Coast of America, near the Mouth of the Great River of Oroonoque;
Having been cast on Shore by Shipwreck, wherein all the Men perished
but himself. With An Account how he was at last as strangely deliver’d by
Pyrates. Written by himself. The book marks the beginning of the novel
and it is one of the most reprinted books of all times.
Many readers thought it was about the life of Scottish sailor Alexander
Selkirk. For this reason, the island where Selkirk was shipwrecked was
named Robinson Crusoe Island in 1966.
The story is about Robinson Crusoe, a young man who dreams of a
life of adventure at sea. His parents don’t think this is a good idea, but
Crusoe doesn’t listen to them. He is soon captured by pirates and lives
as a slave. When he escapes, he goes to Brazil and becomes a plantation
owner. He dreams of adventures at sea again, but on his next journey
he is shipwrecked on an island. There, he lives alone for many years
until he sees a footprint. At first, he lives in fear and is worried that
wild men will ruin his life. One day, he sees the wild men and helps
their prisoner escape. Crusoe names the young prisoner Friday, and he
becomes Crusoe’s faithful servant.
The book was so popular when it was published on 25 April 1719,
that there were another four editions published before the year ended.
Because of the book’s huge success, Defoe wrote a sequel, The Farther
Adventures of Robinson Crusoe, that same year, and Serious Reflections
During the Life and Surprising Adventures of Robinson Crusoe: With his
Vision of the Angelick World. Written by Himself, the year after.
Thanks to the book, a new genre of books was created – the
Robinsonade. Novels like Jonathan Swift’s Gulliver’s Travels (1726),
Johann David Wyss’s The Swiss Family Robinson (1812), R. M.
Ballantyne’s The Coral Island, were just some of the books inspired by
Defoe’s adventure tale. Even those who haven’t read Robinson Crusoe
have heard of him, while his servant, Friday, has inspired the use of the
term ‘man Friday’ or ‘girl Friday’ to describe a faithful assistant.
Many films, TV series and even video games were inspired by Defoe’s
incredible tale.
14

Factfile 3
SUMMARY
At the age of 18, Robinson Crusoe decides to become a sailor, contrary
to his parents’ wish for him to stay at home and be a middle-class
lawyer. He leaves without saying goodbye, but is soon shipwrecked.
However, Robinson ignores this fact and decides to continue a life of
adventure at sea.
After a successful voyage to Guinea, his next trip proves to be unlucky,
as pirates capture his ship. Robinson’s shipmates are sent away to be
sold as slaves, but the pirate captain keeps Crusoe as his personal slave.
Four years later, Crusoe finds his chance to escape, taking a young
servant boy named Xury with him; they are rescued by a Portuguese
captain who takes Robinson to Brazil. There, he becomes a successful
plantation owner, but he misses the sea and decides to go on a voyage
for trade. Caught in a storm, the ship sinks and he is the only survivor;
Crusoe finds himself on a deserted island where he lives alone for over
thirty years. He builds a home and learns how to grow crops, make
bread and tame goats for meat.
Many years pass. One day he is surprised to find a footprint. Sometime
later, wild men come to the island, bringing prisoners with them.
Crusoe manages to save a prisoner whom he calls Friday, and who
becomes his faithful servant. The next time the wild men come to the
island, two more prisoners are saved – a Spaniard and Friday’s father.
Crusoe decides to bring more men to his island, and he works hard
with Friday to prepare for this situation. However, while he waits for
the men to arrive, he sees an English ship arrive. A little later, Crusoe
finds out that the captain, a passenger and a mate are being held
prisoner because there has been a mutiny on the ship. Crusoe helps the
captain get his ship back, and in exchange the captain takes him back
to England.
In Europe, Crusoe discovers that his plantation in Brazil has made him
a rich man. His parents are dead and he has grown apart from the rest
of his family. He eventually marries and has three children, and for
some years he lives a quiet life. However, when his wife dies and his
children are older, he returns to his island once again.
15

Factfile 4
CHARACTER DESCRIPTIONS
ROBINSON CRUSOE
Robinson Crusoe wants a life of adventure so much that he disobeys
his parents to follow his dreams. Successively he becomes a sailor, a
slave, a successful plantation owner, a castaway and even comes close
to being the governor of a whole island. He is brave and resourceful,
but he doesn’t always keep his promises. He loves the sea and the
outdoors, and he does all he can to not only survive on the island, but
also to create a comfortable life for himself.
FRIDAY
The young Caribbean native becomes Crusoe’s servant after he is
saved from the wild men. He loves his island and family, but stays with
Crusoe because he is grateful to him. Friday is faithful, works hard
and learns fast. In literature, Friday is a character of great importance,
as he symbolises all native people who face the impact of European
colonisation.
XURY
Robinson Crusoe meets this slave boy when he is in Sallee. Xury is
faithful and is willing to risk his life to protect Crusoe; strangely, when
the Portuguese captain offers to buy him, neither he nor Robinson
refuse the offer.
THE PORTUGUESE CAPTAIN

He saves Crusoe and buys his boat and Xury, promising to set the boy
free after ten years; later, he helps Robinson begin a new life in Brazil
by introducing him to a plantation owner.
THE SPANIARD
After his ship is destroyed in a storm, the Spaniard and his mates find
a home with Friday’s people – unluckily, however, he is captured by
wild men. When Crusoe saves him, the Spaniard likes the island so
much that he decides to bring his shipmates to live there.
THE ENGLISH CAPTAIN

He feels grateful to Crusoe who helps him get back his ship from
the mutineers, and, in exchange, he takes Robinson Crusoe back to
England. He feels respect and admiration for Crusoe and all that he
has done on the island.
16

Factfile 5
BACKGROUND INFORMATION
ROBINSON CRUSOE / ROBINSONADES

Daniel Defoe’s famous book Robinson Crusoe was the first in a line
of adventure stories of castaways on islands. These adventure stories
make up a literary genre and are known as Robinsonades. They became
very popular in the 18th-19th centuries, starting with Defoe’s book,
which was published in 1719. The term Robinsonade includes all
adventure stories which tell of the lives of castaway characters who end
up on an isolated island after a shipwreck or plane crash and who have
to struggle with an unfriendly environment with many threats and
dangers. Another term for this genre is desert island fiction.
DESERTED ISLANDS
Ships use maps to travel around the world’s oceans, but there are
lots of small islands not on these maps. A ship needs to sail carefully
in order not to hit one. However, if there is a big storm, a ship can
be destroyed. The survivors of the storm may become shipwrecked
on one of these islands. This was a popular theme in 18th and 19th
century stories such as Defoe’s Robinson Crusoe.
CASTAWAYS
A castaway is a person who ends up alone on a deserted island, usually
after a shipwreck. With limited provisions, castaways need to find food
on the island and they have no contact with their families or the rest
of the world. Alexander Selkirk was a famous Scottish castaway who
lived for four years on a Pacific island near Chile, which is now known
as Robinson Crusoe Island. It is believed that his story inspired Daniel
Defoe to write Robinson Crusoe.
SHIPWRECKS
A shipwreck is what remains of a ship once it has been destroyed. The
United Nations believes that there are more than 3 million shipwrecks
sitting on the ocean floor. Some ships are destroyed by the weather,
others by piracy, fire, accidents, or war. By studying shipwrecks we can
learn about sea travel and life in the past. For example, we can find
17

Factfile 5
more information about how sea battles were fought or the causes of
an accident. One of the most famous shipwrecks was that of the Titanic
on 15 April 1912, which sank after it struck an iceberg on its first
voyage. Special laws have been made to protect underwater shipwrecks
around the world, such as the 2001 UNESCO Convention on the
Protection of the Underwater Cultural Heritage.
LIFE AT SEA IN THE PAST

Life at sea was especially difficult in the past, as sailors had to spend
endless days travelling. There was always plenty of work for everyone,
and when somebody got sick they had to do without a doctor. There
wasn’t much food, apart from fish, turtle meat or dried meat. They
took food with them that could be stored over a long time, such as
soup or biscuits. Captains were usually strict and there were harsh
punishments for sailors who did not follow the rules. Dangers
included bad weather, storms and of course, pirates.
SLAVES/SLAVERY
Slavery is the condition in which people are owned by others, who
control them completely. There have been slaves since ancient times in
most places around the world. They were usually captured during wars
and were forced to do the most tiring and difficult jobs without getting
paid. Their children automatically became slaves and could be bought
or sold to others. While these days it is illegal to own another person,
human trafficking, as it is more commonly called today, is a huge
problem throughout the world, with an estimated 21 million people in
modern-day slavery.
MUTINY
A mutiny is when a group of people in the army or on a ship
overthrow the captain and people in charge. One of the most famous
mutinies took place in 1789 aboard the British ship HMS Bounty;
other famous mutinies on a ship were those of La Amistad, in 1839,
the Russian battleship Potemkin in 1905, etc.
18

Factfile 5
PIRATES/PIRACY
Piracy is the crime of attacking and robbing ships at sea in order to
steal from them. There have been pirates since ancient times, probably
since the time the first ships were made. Terrible pirates attacked ships
in ancient Greece and Rome and in the South China Sea, and some of
the famous Vikings were also pirates. When we hear the word pirate
however, most of us think of pirates who terrorised the Atlantic and
the Pacific during the 17th-18th centuries, which was the Golden
Age of Piracy. The Barbary pirates (of today’s Morocco, Tunisia and
Algeria) were infamous and feared throughout the Mediterranean and
the North African Coast, but they sometimes went as far as Iceland or
the Americas. Until the 19th century, they were based at North African
ports such as Sallee, Rabat, Algiers, Tunis and Tripoli and were one of
the main dangers in those seas.
19

Factfile 6
LINKED THEMES
SURVIVAL SKILLS
Survival skills are what a person needs to have in order to overcome a
dangerous situation (an accident or natural disaster, for example) so that
they can save themselves and survive. These include ways or techniques
which will help provide the basics of life: water, food, shelter, etc. Skills
such as fire-making, fishing, hunting, building, making things and crafts
or knowing which fruit is safe to eat are very important for survival.
Apart from having abilities and knowledge, a survivor also needs to have
stubbornness and imagination in order to stay alive.
NATURE AND NATURE WRITING
Nature is seen as a strong force by many authors that have written about
it. In Robinson Crusoe, the main character lives on a deserted island of
amazing beauty. He is grateful for being on this fertile island that is full of
plants, animals and everything else he needs to live a comfortable life.
COLONIALISM
When Daniel Defoe wrote Robinson Crusoe, England was a colonial
empire. From the late 16th-early 17th centuries, the English had settled
in places like North America and the Caribbean and they were trying
to expand into Asia. England became very prosperous thanks to its
colonies and the book reflects the country’s ‘international policies’. The
Portuguese and the Spanish also colonised many areas during this time.
In Robinson Crusoe, the hero comes from afar, exploits the resources
of the island and rules over it. He imposes his culture on Friday by
educating and teaching him and by even giving him a new name. It has
been said that this represents a very well drawn picture of European
colonialism.
THE NOBLE SAVAGE: PRIMITIVES AND SAVAGES IN LITERATURE
The idea of the ‘noble savage’, as it appears in literature, concerns the
representation of native people as purely kind and harmless because they
are not yet affected by modern civilization. As an idea, it was widespread
in the 17th and 18th centuries, appearing in works such as Robinson
Crusoe – where Friday and Xury are both noble savages. Other fiction
works which involve this motif are The Jungle Book (Rudyard Kipling,
1894), Tarzan of the Apes (Edgar Rice Burroughs, 1914), Moby-Dick
(Herman Melville, 1851), etc.
20

CHAPTER 1
Key to comprehension and vocabulary activities
1 1. c 2. e 3. d 4. a 5. b
2 a. 4 b. 1 c. 5 d. 2 e. 3
3 1. blessing 2. knees 3. eyes 4. heart 5. mind 6. swallow
4 1. down, go 2. in, on 3. in, out 4. way, in 5. in, in

Suggestions for follow-up activities
5 1. Robinson Crusoe didn’t want to have an ordinary life in England. He
wanted to see the world and craved adventure. Ss discuss how they
feel about adventure (experiencing new things, living a life that isn’t
ordinary, etc., but also giving up friends and family, leaving the safety
of home, being uncomfortable, etc.).
2. Open answer. Robinson Crusoe promised his father he would stay
in England and find a job, but he boarded a ship to London without
asking for his father’s blessing.
3. Ask Ss what they know about the matter, drawing from what
they know from history or their general knowledge. You can also
photocopy Factfile 6 (Linked Themes), hand it out to Ss and generate
a discussion. Alternatively, you can get Ss to gather information
from the Internet or other sources about the history of sea travel and
explore the dangers involved.
4. Get Ss to mention what they know about slavery from the news, films
or books. You can also refer to Factfile 6 (Linked Themes) to generate
a discussion.
5. Open answer.
6 When you write a letter of apology, follow the plan below:

 Greeting (Dear…)
 Opening paragraph
• Use set phrases to begin (I hope you are fine…).
• Be specific about what happened and be clear about what you are sorry
for (I want to apologise for…, I wish I hadn’t…).
 Main part
• Describe the events in the order in which they happened.
21

• Start a new paragraph for each part of your story.
• Use Past Tenses (Past Simple, Past Continuous, Past Perfect).
• Use linking words/phrases to join your sentences:
Time: before, when, as soon as, while, as, after that, during, later, then, in
the beginning/end, finally, soon, at the moment
Contrast: but, however
Result/Consequence: so… that, such… that, so, for this reason, as a result
Cause/Reason: because, because of + noun
• Make your story more interesting by using some of the following
expressions:
- All of a sudden... / Suddenly...
- To my surprise…
- (Un) fortunately…
- I couldn’t believe my eyes!
• Use adjectives to describe how you felt.
 Closing Paragraph
• Make a comment about what you learnt from your mistake.
• State anything you want to emphasise.
 Signing off
• Use a set phrase and your name under it (Yours, Take care…).
CHAPTER 2
1 1. He put a compass and some provisions on board and built a cabin in
the middle of the boat where he kept some guns and gunpowder.
2. He took some wax to make candles, a hammer and a saw.
3. He threw the Moor overboard, pointed a gun at him and told him to
swim to the shore.
4. He promised to make him a great man.
5. Fresh water and more provisions.
2 1. F 2. T 3. T 4. F 5. F
3 1. freedom
2. warning
3. powerful
4. unexpected
5. signalled
22

4 1. b 2. c 3. c 4. b 5. c 6. b
5 1. Robinson Crusoe was quick to form a plan when the pirate captain
put guns and provisions on the fishing boat. He waited for an
opportunity to be on the boat without the captain and then moved
on with his plan. Get Ss to assess the plan and judge the risks (e.g.
the plan catches everyone off guard, Crusoe may never have another
chance to escape, the wind isn’t blowing in the right direction, he has
no map, there are many dangers, etc.).
2. Open answer.
3. Elicit the answer that Xury risked his life because of his gratitude, the
fact that he was trained to think of others instead of himself from a
young age, and because he knew that without Robinson his life was
in danger anyway. Get Ss to mention the people they would risk their
lives for and why.
4. Open answer.
6 When you write a newspaper article, organise the information

according to the plan below:
 Title: Robinson Crusoe: an  Main part
Amazing Escape • Give more specific information
 Subtitle: a sentence summarising about:
the main article and grabbing the - What exactly happened
readers’ attention - What the people involved saw/did
 Opening paragraph - Include quotes from the people
• Give general information about involved
the incident concerning:  Conclusion
- What happened • Round up your article by ending
- Who took part on an optimistic note, and
- Where it happened possibly making a social statement
- When it happened about an issue (e.g. slavery, life
• Make sure your sentences at sea, survival, etc.) or giving
are informative, but without predictions about the future of
repetition. those involved.
23

CHAPTER 3
1 1. boat 2. freedom 3. captain 4. plantation 5. tobacco
6. sugar cane 7. business 8. adventure
2 a. 2 b. 5 c. 6 d. 4 e. 3 f. 1
3 1. tornado 2. working 3. fate 4. deadly 5. deep
4 1. recommend
2. ability
3. exhausted
4. confused
5. shelter
5 1. Open answer. Get Ss to discuss whether a man has the right to limit
another man’s freedom or not. Remind them of the discussion you
had in Chapter 1 about the topic of slavery.
2. Open answer. Ss can weigh the pros and cons of Robinson Crusoe’s
decision to leave a successful business for the sake of adventure.
(Pros: gaining new experiences, the risk may pay off and Crusoe may
become even wealthier, etc. Cons: Crusoe might lose his business;
there are many dangers such as the weather, piracy, etc.)
3. Open answer. Get Ss to describe their special skills (e.g. at art, music,
sports, etc.) and how much time they devote to these.
4. Get Ss to make a list of the characteristics that Robinson Crusoe has
that help him to survive, e.g. he is a good swimmer, a brave character,
good at shooting, knows what to do in a difficult situation, etc.
5. Open answer.
6 When you write a diary entry:
 Write the date on the upper right hand part of the page.
 Begin with Dear Diary.
 Use past tenses (mostly Past Simple and Past Continuous) to describe the
incidents that took place during the day/week, etc.
 Use time linkers (when, while, etc.) to join sentences.
 Be brief and accurate.
24

CHAPTER 4
1 1. b 2. b 3. a 4. b
2 1. T 2. F 3. T 4. T 5. F
3 1. hold 2. in case 3. loaf 4. barrel 5. protection
6. kinds
4 1. rope 2. wooden 3. tools 4. gunpowder 5. little
6. hammock

5 1. Elicit Ss response that Robinson Crusoe was lucky because he was
able to get useful supplies from the ship (e.g. guns, tools, food, etc.)
and was on a beautiful island with fresh water, places he could use for
shelter and all he would need to survive.
2. Open answer. Robinson Crusoe has survival skills and knows that
every moment counts; he is also enthusiastic but practical, and
doesn’t like to leave things to chance.
3. Open answer. Refer to the photocopy of Factfile 6 (Linked Themes)
that outlines survival skills to generate a discussion.
4. Open answer.
6 When you write an opinion essay, follow the plan below:

• Introduce the subject of your essay and state your opinion.
 Main part
• Present your ideas or your point of view using a different paragraph for
every point of view.
• Do not just mention your ideas but always justify them.
 Closing paragraph
• Conclude by summarising your points and making a general comment.
Remember:
- Write in a formal style and do not use short forms.
- Use topic sentences to introduce each paragraph.
- Do not present any new ideas in the conclusion.
- Use the following linking words/phrases:
25

Listing points: firstly, to begin/start with, secondly, finally
Adding more points: furthermore, moreover, in addition to this, what
is more, apart from this
Expressing contrast: but, however, on the other hand, although
Giving an example: for example, such as, particularly
Emphasising: in fact, as a matter of fact
Result/Consequence: therefore, in this case, for this reason, as a result
Summing up: in conclusion, to sum up, all in all, on the whole
Giving your opinion: in my opinion/view, personally, I believe, the
way I see it, from my point of view
CHAPTER 5
1 1. By making cuts on a piece of wood with a knife.
2. By making candles out of goat fat.
3. By using clay and leaving it in the sun to dry.
4. By helping an injured animal recover by feeding it grass and taking
care of it.
5. By emptying a bag of corn onto the ground.
2 1. e 2. c 3. b 4. a 5. d
3 1. companion 2. awakened 3. amazement 4. reappear
5. darkness 6. gradually
4 1. e 2. d 3. a 4. c 5. b
5 1. Open answer. Robinson Crusoe kept a calendar, made basic
furniture, created rooms by carving the walls of a cave, placed shelves
on the walls, made candles, created a plate, tamed a goat, grew corn
etc. He kept thinking of ways to make his life more comfortable and
spent time with his animals so that he would feel less lonely.
2. Open answer. Get Ss to share how different architecture, décor
(modern, traditional etc.) or environments (e.g. green nature,
crowded city, etc.) make them feel.
3. Open answer. Get students to draw from their own knowledge to
describe how people could tell the passing of time before clocks and
26

calendars. Discuss instances when time seems to go fast (e.g. holidays,
having fun, etc.) and when it seems to drag on forever (e.g. during an
exam, etc.)
4. Open answer. Ss give examples they might know of people whose will
to live has helped them overcome health problems.
5. Open answer.
6 To write a letter asking for help, follow the plan below:

• Say why you are writing. Use phrases like the following:
I am in trouble and I need help.
I hope you can help me with…
I need help because I don’t know what to do.
 Main part
• Explain the situation and how you feel and ask for help. Use phrases like:
The problem is that…
What should I do?
I feel helpless and don’t know what to do.
I would appreciate it if you could help me.
 Closing paragraph
• State anything you want to emphasise and end your letter. Use phrases
like:
I am anxiously waiting for help / Please help me.
• Sign off with your name and date.
CHAPTER 6
1 1. a 2. c 3. b 4. c
2 a. 5 b. 4 c. 6 d. 1 e. 2 f. 3
3 1. recover 2. grind 3. hollowed 4. locked 5. escape 6. bakes
4 1. pleasure 2. harvest 3. anniversary 4. situation
5. oven 6. pot
27

5 1. Open answer. For the first ten months, Robinson Crusoe was very
busy doing basic things needed to survive on the island, such as
finding food, water and shelter. Another reason he didn’t explore the
island may have been that he hoped a boat would pass, so he didn’t
leave the shore. He may also have been afraid to leave the position of
the island he knew in order to explore the unknown.
2. Open answer. (Pros: it is beautiful and peaceful, etc. Cons: you might
feel isolated and lonely, and there would be hard work involved to
survive etc.)
3. Open answer. Ss might mention being away from their families and
not having basic comforts, etc.
4. Open answer. Robinson Crusoe found a way to pass the time by
teaching his parrot Poll to talk. When he would succeed at this, he
would find some comfort in another creature’s voice and it would be
less lonely for him on the island.
5. Open answer.
6 To write a descriptive essay, follow the plan below:

• Start by identifying who you want to describe.
• Give general reasons for your choice.
 Main paragraphs
• Write a description of the person you have chosen that emphasise
the qualities that make this person an ideal choice (e.g. survival skills,
courage, entertainment value, etc.).
NOTE: To describe a person/animal, make sure to give accurate
information concerning the following: name, age, height/weight, hair
and eye colour, special body or facial characteristics, some evident
personality traits.
• Create a topic sentence at the beginning of each paragraph, and then
back this up with examples.
 Conclusion
• Restate your feelings about the subject.
• Wrap up your description giving an overall opinion for the person you
have described.
28

CHAPTER 7
1 1. d 2. c 3. e 4. b 5. a
2 1. The trunk of a tree.
2. He was grateful to be alive and thankful that he lived such a different
life from everyone else.
3. He came across large rocks and strong currents in the water that
were making the voyage difficult. For this reason, he headed north of
the island into a small bay.
4. His parrot, Poll.
5. He trapped some goats and tamed them so he wouldn’t have to hunt.
6. A footprint.
3 1. trunk 2. failure 3. awakened 4. called 5. conveniently
6. doubts
4 1. canals 2. slide 3. Desperate 4. voyage 5. current
6. eager 7. abandon
5 1. Open answer. Ss talk about failure and how it can be used in a positive
way as a learning lesson.
2. Open answer.
3. Open answer. Robinson Crusoe was surprised to hear someone calling
him when he knew that he was alone on the island. Confused as he was
from sleep, he got very scared when he heard another voice on the island.
4. Open answer. Ss should consider the types of people that may suddenly
appear on a deserted island e.g. pirates, unfriendly natives, etc.
5. Open answer.
6 Look at page 24 for a diary entry.
CHAPTER 8
1 1. c 2. e 3. a 4. d 5. b
2 1. T 2. F 3. T 4. F 5. T
3 1. c 2. b 3. a 4. c 5. c
29

4 1. attention 2. invention 3. faithful 4. suffers 5. insecure
6. judge
5 1. Open answer. The goats do not only provide meat to Robison Crusoe,
but also milk which he uses to make a number of other products, such
as butter and cheese and fat, which he also uses in various ways. The
boat is his only way to escape the island and go around it; moreover,
he spent a lot of time and effort making it, so it is only natural he
values it so much.
2. Open answer. Ss can discuss how changing one’s point of view can
make things appear different.
3. Open answer. Robinson Crusoe’s pets were very important to him
because they were the only living beings that he could communicate
with. Pets can become part of the family because they offer affection
without judging and without expecting too much in return.
4. Open answer. He realised that he should not judge others by
measuring them by his own standards. Ss can talk about judging
others and how first impressions are not always the right ones.
5. Open answer. Talk about different phobias (e.g. fear of the dark,
arachnophobia, agoraphobia, etc.) and how to overcome them. Ss
share their fears and discuss how justified they are to have them.
6 How to write a list

 Title
• Find a suitable title for your list.
 Main body
• Take time to organise your list, placing the most important points at the
beginning.
• Decide on the number of items you want to put on your list and think of
the reason you want them on your list.
• Keep each item on the list similar to others.
• If the list requires more separation, use semicolons.
• Think hard, so as not to leave anything out.
30

CHAPTER 9
1 1. 23 years.
2. He lit a fire.
3. Because they were chasing a prisoner.
4. He knelt and then put Robinson Crusoe’s foot on his head.
5. Crusoe’s island was in the Caribbean.
6. 17 Spaniards.
2 1. the wild men
2. people in the shipwreck
3. the young prisoner in Crusoe’s dream, the wild men in his dream
4. Crusoe’s dream
5. the Spaniards
3 1. daylight 2. risky 3. reality 4. succeeded 5. captured 6. sets
4 1. out 2. respond 3. struggling 4. encouraged 5. over 6. drag

5 1. Open answer. Ss discuss their experiences of extreme weather
phenomena such as storms, hurricanes, typhoons, etc.
2. Open answer. Ss talk about their dreams and premonitions. Talk about
the theory that dreams are messages from our subconscious which can
be affected by our fears, stress and thoughts, and discuss it with Ss.
3. Open answer. Friday was very thankful to Crusoe for saving his life,
but while gratitude is important, freedom is also important. Ss can
talk about how far they would go to express their gratitude and where
they would stop.
4. Open answer. Ss can discuss what Crusoe has gained from being alone
on an island. He has learnt to rely on himself and respect nature, but
has lost social abilities gained from being part of society.
5. Open answer.
6 To write a letter see page 27.
31

CHAPTER 10
1 1. Friday 2. Robinson Crusoe 3. English captain 4. Spaniard
2 1. b 2. a 3. b 4. a
3 1. b 2. a 3. b 4. a 5. a 6. b
4 1. sight 2. kindness 3. obedience 4. instructions 5. badly
5 1. Open answer. Ask Ss what they know about the matter, drawing
from what they know from history or their general knowledge. You
can also photocopy Factfile 5 (Background Information), hand it
out to Ss and generate a discussion. Alternatively, you can get Ss to
gather information from the Internet or other sources about famous
mutinies.
2. Open answer. Robinson Crusoe saw how easily the men changed
sides and turned against the leaders of the mutiny they supported.
For this reason, he could not trust them.
3. Open answer. People who don’t share experiences with each other
often grow apart; however, family members and friends are always
linked by their shared memories. These days, it is easy to stay
connected when loved ones leave thanks to technology.
4. Open answer.
5. Open answer.
6 When you write an informal letter narrating a past event, follow the
plan below:
 Greeting (Dear…)
• Use set phrases to begin (I hope you are fine…).
• Say why you are writing (I want to tell you about…).
Main part
• Describe the events in the order in which they happened.
• Start a new paragraph for each part of your story.
• Use Past Tenses (Past Simple, Past Continuous, Past Perfect).
• Use linking words/phrases to join your sentences:
Time: before, when, as soon as, while, as, after that, during, later, then, in the
beginning/end, finally, soon, at the moment
Contrast: but, however
32

Result/Consequence: so… that, such… that, so, for this reason, as a result
Cause/Reason: because, because of + noun
• Make your story more interesting by using some of the following
expressions:
All of a sudden... /Suddenly...
To my surprise…
(Un) fortunately…
I couldn’t believe my eyes!
• Use adjectives to describe how you felt.
 Closing Paragraph
• Describe what happened in the end and make a comment.
• State anything you want to emphasise.
 Signing off
• Use a set phrase and your name under it (Yours, Take care…).
33

Revision Tests
Revision Test 1 (Chapters 1-4)
a Answer the following questions.
1. Why did Robinson Crusoe’s parents not want him to leave his
home and go to sea?

2. How was Robinson Crusoe able to make 260 pounds profit in
Africa on his only successful voyage?

3. How was Robinson Crusoe able to escape from the Moroccan
pirate?

4. Which was the promise that Robinson Crusoe made to Xury?

5. What two things saved Robinson Crusoe from drowning
when his ship hit the rocks?

6. What food did Robinson Crusoe take with him from the
wrecked boat on the first morning he visited it?

Score /6
b Fill in the gaps 1-6 with the destinations a-f.

a. Guinea b. Sallee c. Africa d. London
e. Yarmouth f. Brazil
Robinson Crusoe left his parents’ home without asking for his
father’s blessing and boarded a ship to (1) .
The ship was caught in a storm and Crusoe promised that if
he lived, he would return to his home, but forgot his promise
when the danger was over. Strong winds blew again, but the ship
managed to reach the shores of (2) . From there,
Robinson Crusoe went to London and followed a captain to
(3) on a successful trip. When they returned,
the captain died, but Crusoe decided to go back. This time,
34

Moroccan pirates attacked his ship and the crew was taken to
(4) as prisoners. Crusoe served as a personal
slave to the pirate captain. One day, he managed to escape with
Xury, a young servant boy. Later a Portuguese ship took them
to (5) . Crusoe created a successful business
there, but missed the sea and went to (6) with
some friends for trade. Caught in a violent tornado, the ship was
wrecked and Robinson Crusoe was the only survivor.
Score /6
c Complete the sentences with the correct word from the

box.
hands mouth heading life feeling
chest heart mind
1. I was going to go to the cinema, but I changed my
and went to the theatre instead.
2. The pirates buried a full of treasure on the island.
3. The of the River Nile comes out into the
Mediterranean Sea.
4. As the actor went onto the stage, he had a that
something would go wrong.
5. Tony moved from his home with a heavy .
6. Every summer James looks for more working to
help him on the farm.
7. The train was to Paris, but we thought it was
going to Tours.
8. Leonard said he would put an end to his if his
wife left him.
Score /8
Total / 20
35

Revision Tests
a Decide if the following sentences are True or False.
1. Robinson Crusoe’s companions were his animals,
and he felt that they were better than people.
2. When Robinson Crusoe got sick after working in
the rain, he refused to allow himself to die.
3. ‘Robinson Crusoe, Robinson Crusoe, where are
you?’ called Robinson Crusoe’s parrot in a dream
he saw.
4. By trapping and taming some goats, Robinson
Crusoe was able to have milk, butter and cheese.
5. Crusoe decided to tame some goats because his
gunpowder was running out.
6. After seeing the footprint Robinson Crusoe rushed
back to his boat.
Score /6
b Choose a, b or c.
1. We were no longer aware of the passing of as we sat by
the beach at the Maldives.
a. life b. schedule c. time
2. The farmer saved the of the corn to plant again the next
year.
a. eyes b. ears c. stalks
3. Gerry was terribly hungry, but the thought never his mind
to cook something for himself.
a. crossed b. passed c. focused
4. We fenced our home to make sure that unwanted
visitors would not be able to enter.
a. up b. over c. off
36

5. The chef set to making lunch for the hotel guests.
a. job b. work c. help
6. All the animals at the zoo are locked in their cages.
a. up b. in c. tight
7. The earthquake was very strong and it a number of houses
in town.
a. harmed b. marched c. destroyed
8. We heard wild animals in the jungle.
a. roaring b. cracking c. grinding
Score /8
c Match the two halves of the following sentences.

1. About a month after a. Robinson Crusoe felt
Robinson Crusoe thankful for all he
shook a bag of corn experienced.
empty, b. Robinson Crusoe began
2. On his first anniversary making a canoe which
on the island, never made it to the water.
3. After four years on the c. Robinson Crusoe managed

to make a smaller canoe
island,
and decided to travel
4. In the next five years around the island.
that followed, d. he saw young stalks of corn
5. As Crusoe sailed to the growing.
east, e. he felt great fear.
6. When Robinson f. the currents in the water
Crusoe saw the carried him away.
footprint in the sand,
Score /6
Total / 20
37

Revision Tests
a Put the following events in the correct order. Write 1-5 in
boxes.
a. The wild men ran in horror as Crusoe saved the

Spaniard and Friday’s father.
b. Crusoe spent a long time hiding and fearing the
wild men’s next visit to his island.
c. Robinson Crusoe rescued Friday, the wild men’s
prisoner, who became his slave.
d. Crusoe helped the English captain get back the
command of his ship after a mutiny.
e. Robinson Crusoe had a dream where he saved a
prisoner from the wild men.
Score /5
b Choose a, b or c.
1. Why did Robinson Crusoe move some bullets and gunpowder
to a cave?
a. Because it was near his home.
b. Because he was afraid of the return of the wild men.
c. Because it was safer for his goats and animals.
2. Why did Friday put Crusoe’s foot on his head?
a. It was his way of saying thanks.
b. He was too afraid to stand up.
c. To show he would be a slave.
3. Where was Robinson’s island?
a. Near the island of Trinidad.
b. Where the sun set.
c. Near Spain.
38

4. While the wild men’s prisoners were tied up,
a. Friday went closer to take a look.
b. Robinson Crusoe gave the Spaniard a gun.
c. the wild men ran to their boats.
5. Robinson Crusoe felt like a king because
a. he had saved the lives of many people.
b. he owned the island and made the rules.
c. he finally had other people for company.
Score /5
c Choose the correct word.

1. A violent tornado broke/left out in Oklahoma, and it destroyed
everything in its path.
2. We scheduled our meeting for later because we could not leave/
get away earlier.
3. A good teacher encourages/trusts the students to ask questions.
4. The Browns are very wealthy; and their house is quite a sight/
look to behold.
5. I’ll let you borrow my car as long as you promise to take/give
good care of it.
6. This cake is easy to make if you just follow the directions/
instructions.
7. We are looking/seeking a good hotel in Vienna to spend three
nights.
8. The bag was too heavy to carry so we grabbed/dragged it all the
way to the car.
9. At first we couldn’t see the stain on the carpet, so we tried to
have a better/best look.
10.It was hard for Sylvia to take over/off control of her life after
her father died.
Score / 10
Total / 20
39

Key to the Revision Tests
REVISION TEST 1
Exercise a
1. Because they wanted him to stay in England and become a lawyer.
2. He sold some toys he had brought with him.
3. He got on a boat and pretended he would go fishing, and then he got rid of the
Moor who was on the boat.
4. He promised to Xury that he would make him a great man.
5. His ability to swim well and his determination.
6. Biscuits, bread, rice, three Dutch cheeses, some dried goat meat, some corn, barley
and wheat.
Exercise b
1. London 2. Yarmouth 3. Guinea / Africa 4. Sallee 5. Brazil 6. Guinea / Africa
Exercise c
1. mind 2. chest 3. mouth 4. feeling 5. heart 6. hands 7. heading 8. life
REVISION TEST 2
Exercise a
1. F 2. T 3. F 4. T 5. T 6. F
Exercise b
1. c 2. b 3. a 4. c 5. b 6. a 7. c 8. a
Exercise c
1. d 2. a 3. b 4. c 5. f 6. e
REVISION TEST 3
Exercise a
a. 4 b. 1 c. 3 d. 5 e. 2
Exercise b
1. b 2. c 3. a 4. a 5. a
Exercise c
1. broke 2. get 3. encourages 4. sight 5. take 6. instructions 7. seeking
8. dragged 9. better 10. over
40

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Suggested lesson plan

Before reading each chapter

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While reading each chapter

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After reading the whole story

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Game: Who are we thinking about?

Making the story into a comic strip

Character card game

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Quotations from the Characters

• ‘Gentlemen, do not be afraid, you have a friend in me. What is your

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THE PORTUGUESE CAPTAIN

THE ENGLISH CAPTAIN

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ROBINSON CRUSOE / ROBINSONADES

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LIFE AT SEA IN THE PAST

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3 1. blessing 2. knees 3. eyes 4. heart 5. mind 6. swallow

4 1. down, go 2. in, on 3. in, out 4. way, in 5. in, in

6 When you write a letter of apology, follow the plan below:

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6 When you write a newspaper article, organise the information

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Suggestions for follow-up activities

6 When you write an opinion essay, follow the plan below:

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6 To write a letter asking for help, follow the plan below:

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6 To write a descriptive essay, follow the plan below:

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6 Look at page 24 for a diary entry.

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6 How to write a list

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Suggestions for follow-up activities

6 To write a letter see page 27.

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b Fill in the gaps 1-6 with the destinations a-f.