Professional Documents
Culture Documents
Animal Farm TB
Animal Farm TB
FARM
Teacher’s Book
A study guide
Educasia
Education in Context
Teachers
Before you begin this module with your students:
Animal Farm relates very closely to the Russian Revolution. While reading this novel with the students,
there will be many instances where the book relates to Russia. In order to be informed, you should read
about the Revolution before beginning the novel.
Students should have a blank journal at the start of this module. This journal will be the place where
students write down their answers to the questions for each chapter, as well as the many different
responses and activities that are included in the module.
Many questions are open-ended; they are opinion questions and there are no right or wrong answers.
We have made suggestions in the teacher’s book, to help you give the students ideas.
Language
If your students do not have at least a good upper intermediate level of English, we recommend you do
not use this study guide. Even upper-intermediate students may struggle. You should have dictionaries
to hand, and frequently check that they are understanding the main points.
You may like to explain things in the students’ first language when you can’t get the meaning across in
English.
Ideas
• If you don’t have enough time to complete each activity, leave out some sections, and skip activities
that will take a long time or won’t be very useful for your students.
• If an activity won’t work well in your class, change it to something that will.
• If a section is too easy for your students, skip it, or supplement it with more challenging material
from elsewhere.
We hope you find this module challenging, interesting and fun. Please send us feedback so we can
improve it for the next edition.
Extra: Ask the students to get into small groups and discuss what might happen in the story as a group.
Ask one group member to discuss in front of the class what his/her group thought would happen. Write
the ideas on the board and keep them as you read the book.
Identifying Animals
Read the passage to the students. Read the whole passage at one time and do not stop on the words with
the lines. The students will have to use listening skills to understand which words are missing.
At one end of the big barn, on a sort of ___raised___ platform, Major was already
ensconced on his bed of straw, under a ___lantern____ which hung from a beam. He was
twelve years old and had lately grown rather stout, but he was still a _____magestic___-
looking pig, with a wise and benevolent appearance in spite of the fact that his tushes
had never been cut. ____Before_____ long the other animals began to arrive and make
___themselves___ comfortable after their different fashions. First came the three dogs,
Bluebell, Jessie, and __Pincher_____, and then the pigs, who settled down in the ___straw___
immediately in front of the platform. The hens __perched____ themselves on the window-
sills, the pigeons fluttered up to the rafters, the sheep and cows lay down __behind_____ the
pigs and began to chew the cud. The two cart-horses, Boxer and Clover, came in together,
walking ___very___ slowly and setting down their vast, hairy hoofs with great care lest there
should be some __small___ animal concealed in the straw. Clover was a stout motherly mare
approaching middle life, who had never quite got her ___figure___ back after her fourth foal.
Boxer was an ___enormous_____ beast, nearly eighteen hands high, and as strong as any
two ___ordinary_____ horses put together. A white ____stripe____ down his nose gave him a
somewhat stupid appearance, and in fact he was not of first-rate intelligence, but he was
universally ______respected_____ for his steadiness of character and tremendous powers of
work. After the horses came _____Muriel_____, the white ____goat______, and Benjamin, the
donkey.
What is a Revolution?
Before reading Animal Farm, discuss with the students the idea of a revolution. Make sure that the students
understand the main ideas of a revolution and how they can occur. You should write down the main ideas
and vocabulary on the board or a large piece of paper and keep it in the class.
1. Students brainstorm two to three different revolutions that have occurred at least ten years ago.
Students can choose any revolutions from around the world. Encourage students to look at books,
websites and discuss in groups if they need help. Students answer the three different questions.
There can be many different answers.
Possible Answers:
• 1989- East German Revolution: Led to the Berlin Wall being destroyed.
• 1989- The Tiananmen Square protests: A series of non-violent demonstrations led by students,
intellectuals and labour activists in the People’s Republic of China between 15 April and 4 June
1989, ended in a massacre carried out by the People’s Liberation Army.
• 1986- The People Power Revolution: Peacefully overthrows Ferdinand Marcos after his two
decade rule in the Philippines.
2. Students now respond individually in their notebooks and answer the two questions. There are
many possible answers; they are opinion questions.
Extra: Ask the students to share their answers with the class. Write down the students’ different
answers in the front of the class and then compare at the end. Discuss with the students which answers
might be the best, and why.
Extra: Discuss with the students what the roles of these different animals might be on a farm (working
animal, animal bred for food, pest, etc).
Also ask students to predict what the roles of the animals may be in the story of Animal Farm.
Character Characteristics/Actions/Purpose
Old Major Gets the revolution started, advocates for real
change.
Benjamin Never talked, quite angry, did not do much work.
Students read the paragraph from Chapter I and make predictions about old Major’s dream, what it will
be about, what he will say, and what it may mean for the animals of Manor Farm.
Comprehension
Students choose the right answer as they read the chapter.
1. B. On a farm.
2. C. The animals respect Major.
3. B. Miserable.
4. B. Human beings.
5. A. The farmer will kill all the animals.
6. So that they could have a secret meeting.
7. A fox. He thought the animals were making noise because a fox was in the hen house. He fired his
gun to scare away the fox.
8. Many different answers. Possible responses include: milk, eggs, wheat, corn, fruits, vegetables.
9. Some time in the future. It is not definite.
10. Animals must unite against man. They must “struggle” for freedom. He is not more specific.
Who?
Students match the quotes and descriptions with animals from the story.
A. Benjamin
B. Major
C. Boxer
D. Major
Chapter II
Predictions
1. Ask the students to think about what might happen in Chapter II. Have a class discussion and have
students share their ideas with others. Encourage students to think of many different possibilities.
Possible Questions:
• Will the uprising be successful?
• Will all the animals partake in this uprising?
• Can all of the animals be trusted?
2. Students discuss Question 2 with a partner. Give the students at least 20 minutes to work on this
table. The students should come up with at least four positive and four negative answers.
• Help the students come up with ideas if they cannot think of any.
Positives Negatives
All animals will be equal. Some animals may try to take control.
The animals will become healthier and Animals do not know how to run a farm.
happier.
The animals will be able to rest when they like. Who will take control of the farm and the duties?
The animals can enjoy the product of their Will some animals become too lazy and begin to
labour. ruin the farm?
The animals do not have to worry about being Mr. Jones may decide to return and take control
killed by farmers. of the farm because animals have no guns.
Comprehension
Students choose the best answer as they read the chapter.
1. B. They looked at life in a very different way.
2. A. The pigs.
3. C. They were hungry.
4. B. Feed the animals.
5. C. Kicked them off of the farm.
6. C. Things that remind them of Mr. Jones’ power.
7. A. Ribbons symbolize slavery.
8. A. Move his tail.
9. B. Moses the raven.
10. C. The luxury.
11. B. They can read and write.
Who?
Students match the quotes and descriptions with animals from the story.
A. Snowball
B. Moses
C. Squealer
Extra: bring a large sheet of paper to class and have all the students write down their rules on this
sheet. The students can color the sheet and post it somewhere where other classes and students can
see the laws. You can also ask the students to translate the rules into their own language and call them
the “class laws”.
Keep the sheet of paper up for the entire module and see if the students would like to change any of the
laws as they continue to read the book. The students should do this activity independently.
Predictions
Students think about what will happen in Chapter III, based on the events that happened in Chapter II.
Encourage the students to: 1) Write these down in a journal; 2) Discuss in small groups; or 3) Share their
ideas with the class.
Extra: If there is time, the students may create a prediction sheet that can be posted in the front of the
class. At the beginning of every chapter, the students can post their predictions on the board. At the end
of the novel, the students and teacher can go back to the board and see how many of the predictions
from the chapters were correct and how many were wrong.
Comprehension
Students choose the best answers as they read the chapter.
1. B. They were made for human hands.
2. C. He wanted to do more work.
3. C. Reading and writing classes.
4. A. The animals produced it for themselves.
5. C. On the new flag.
6. A. Sheep.
Discussion
Students answer these questions as a class.
Possible answers:
1. Pigs eat the apples and drink the milk. The pigs oversee the work on the farm, they do not do any
physical labour. The pigs control the Sunday meetings in the barn.
2. Snowball and Napoleon start fighting with each other.
3. Many possible answers are possible. Students’ opinions.
Who?
Students match the quotes and descriptions with animals from the story.
A. Squealer
B. Boxer
C. The pigs
D. The wild animals
A Successful Society
1. Students work in small groups for this exercise. Ask students to think about the important jobs
that citizens have that make a country/region run effectively and positively. Before starting, write
examples on the board (e.g. honest police officers, well-trained teachers, etc)
All students write these ideas in their notebooks, even if they are working in a group. After finishing,
they share their answers with the class.
Possible discussion questions:
• How many answers are the same?
• Are any jobs better than others?
• Who will build the roads and buildings?
2. Students work in pairs. Encourage the students to speak English. Give the students 30 minutes to
finish this table. Encourage students to read through the chapter again to find examples for each
box.
Security Police, military, safe Pigs create “security” (only Pigs want animals to feel safe
houses, etc. pretend). so they respect pigs.
Other
Chapter IV
Pre-Reading
Students do the vocabulary exercise independently for ten minutes. Encourage students to look in
dictionaries. If needed, students can fill these words out as they read the chapter.
1. anniversary - g. a celebration that happens at regular intervals to remember an important event
2. charge - c. to run directly at someone in order to make an attack
3. military decoration - f. a medal given as an award, usually pinned on a uniform, in honor of special
bravery or success
4. cowshed - h. a shelter for cows
5. retreat - a. to run away
6. invasion - d. an entrance, especially of an armed force, as if to take over
7. exploit - e. an adventure or exciting story
8. rebelliousness - i. the attitude of wanting to make a revolution, or general
9. ambush - b. a surprise attack
Predictions
Write the vocabulary words from above on the board and ask the students what they think will happen in
this chapter based on the words.
Comprehension
Students choose the best answers as they read the chapter.
1. B. Ran into Jones with his heavy weight.
2. A. Other animals’ rebelliousness.
3. B. Mix with.
4. D. Propaganda.
5. B. Difficult to stop.
6. They pretended it was stupid because they were afraid. They flogged and whipped the animals to try
and keep control of them.
7. They feared a rebellion by the animals on their own farms.
8. Skirmishing to disorient the human beings, then luring them into the barn where they could ambush
the invaders.
9. He read a book about military tactics and a book by Roman general and emperor Julius Caesar.
10. They sing “Beasts of England,” tell stories about their adventures in battle, and give medals to Boxer,
Snowball, and the sheep that died.
11. He is clever, intelligent, a good strategist, brave, cruel, dedicated, fearless, etc.
True or False questions:
12. False
13. False
14. True
15. False
Discussion
Students answer these questions as a class.
Possible answers:
1. Independence Day and Aung San’s birthday. They may be important to teach people about history,
to keep society unified, to increase support for the government, etc.
2. Snowball leading them into battle and knowing what to do; All the animals that participated in the
fight; The sheep that died; Boxer for his might.
3. Boxer is a calm, harmless animal who does not wish to take any human’s life. Snowball is a vicious
animal who wishes to kill humans and create fear through death.
Respond
Encourage students to relate their answers to their own lives and find personal meaning in the novel.
Students should find important connections between Chapters I-IV and the world around them.
Role Play
Students divide into teams of three to four. Each student from the team should choose one chapter and find
at least two quotes that they think are funny. After the students share these quotes with their group, ask the
students to come up and read the quotes to the class. He/she should use actions and voices.
Predictions
Students discuss this question in small groups. Encourage students to speak English. After five minutes,
discuss this questions as a class. Write some of the answers on the board and see if any of the students’
predictions are correct as they read the chapter.
»»
»»
»»
Comprehension
Students choose the best answers as they read the chapter.
1. B. She betrayed Animal Farm and went to work for humans.
2. C. The weather made it difficult to live.
3. B. They would all meet together in the barn.
4. B. Electricity would make life easier.
5. B. Food production is more important.
6. A. Defense of the farm.
7. B. Being no better than a criminal.
8. B. The dogs’ growling.
9. A. Sunday meetings.
10. They would have supported Snowball’s plans for the windmill because they were promised less
work and many comforts and luxuries.
11. If the other animals made decisions, sometimes they might make a mistake.
Discussion
Students answer these questions as a class.
Possible answers:
1. There is very little substance to the chant. The unthinking sheep adopt it and their incessant
chanting drowns out opposition.
It is ‘brainwashing’. A way of making people believe what you say by repeating a simple, easy to
understand message.
2. Because the animals were afraid of the pigs and the power that they had. They were also afraid of
the dogs. Squealer was very persuasive when he spoke.
3. They can be useful through the power of the voice. They can create fear or confidence.
4. The animals are always assuming things, meaning they rely on the pigs for all the answers.
Assuming things is dangerous because it means you could be drawing the wrong conclusions which
can get you in trouble.
5. All animals will benefit from Snowball’s plans, because less work will need to be done. The pigs
might destroy the plans out of greed and control.
Extra: Ask the students how they would decide who would run the farm if they were the pigs. What
ways of deciding would they use? Which way is most fair? How do you know if a farm is run properly?
What happens if certain animals do not do their job?
For this section of the activity, the students will hold a debate. Divided the class up into two equal teams.
Make one side “Team Snowball” and the other side “Team Napoleon”.
The students from each team will now have to work together to create a short speech (they can write this
down). The speeches will be read to the other team to convince them about their plans about the windmill.
“Team Snowball” should create a speech that convinces everyone why the windmill is a good idea.
“Team Napoleon” should create a speech that convinces everyone why the windmill is a terrible idea.
Across
2. Solicitor
4. Quarry
5. Sixty-hour week
6. Commission
8. Boulder
10. Despair
11. Avenge
12. Gale
Down
1. Broker
3. Intermediary
7. Slogan
9. Vague
Discussion
Students answer these questions as a class.
Possible answers:
1. Napoleon is just blaming everything on Snowball because he does not want the animals to see that
bad things happen when he is the leader.
2. They work a sixty-hour week during spring and summer. Napoleon informs them they can volunteer
for Sunday afternoon work as well. However, any animal not volunteering will have his rations cut in
half.
3. A violent November storm blows it down. Instead of admitting that the windmill’s walls were not
thick enough to support it against a strong wind, Napoleon blames Snowball for blowing it up.
Because Snowball had drawn up the plans, the blame for its failure is partly his.
4. They believe Snowball is the one who destroyed the windmill. This is because Napoleon blames him
for all the things that go wrong.
The animals are able to produce only for The animals do not get to keep much of their
themselves. own food, as the pigs eat it.
The animals have a voice and can vote for The animals only have some voice. The pigs are
change. very strict and angry animals.
Predictions
As a class, discuss what will happen in the next chapter. Encourage students to share their opinions and
thoughts with the class. Write down some of the predictions on the board. While reading, students will see
which predictions were correct.
After reading Chapter VII, ask students to cross off which predictions did not happen in the chapter.
Comprehension
Students answer the questions while reading the chapter.
1. C. The animals will make the walls thicker than before.
2. A. The animals are always cold and always hungry.
3. C. Boxer’s efforts.
4. A. They don’t want the human world to know they have mismanaged the farm.
Discussion
Students answer these questions as a class.
Possible answers:
1. They were probably afraid of Napoleon and the dogs.
2. Allying himself with Pilkington and Frederick, stealing food, spilling milk, destroying eggs, breaking
windows, blocking drains, stealing keys. It is unlikely that he would be able to do all of these things.
It seems as though he is being blamed as if it were superstition.
3. They are surprised and confused. They find it difficult to believe. Boxer, in particular, disagrees
with Squealer. Boxer finally accepts the story when Squealer tells him that Napoleon has said that
Snowball was a traitor from the beginning.
4. It is suspicious that Squealer’s only evidence is a document, which none of the animals can read.
5. Perhaps Squealer will be killing Boxer later.
6. Boxer’s solution was to work harder and wake up earlier in the mornings. This shows that Boxer is
very dedicated to helping the farm succeed. He looks out for the others.
Who?
Students match the quotes and descriptions with animals from the story.
A. Boxer
B. Napoleon
C. One of the sheep
Next, students complete the table below and make note of any similarities between the Russian Revolution,
the Animal Farm and other countries.
Possible answers:
Possible answers:
1. People are erased from the photographs.
2. He is trying to change history depending on his needs and the changing political situation. When
people became his enemies, he just erased their role in the Revolution.
3. Rumors about Snowball are similar to the way in which Stalin criticized Trotsky. Napoleon called
Snowball a traitor during the Battle of the Cowshed and he said that it was actually Napoleon who
had the idea for the windmill. The changing news regarding the sale of timber first to Frederick,
then Pilkington and then back again is another example.
Extra: Have students create their own poems about leadership. Students should create a rough draft
edit it individually or with others, and then create a final draft. Post the poems around the class.
Respond
Students should find important connections between Chapters V-VII and the world around them.
Focus Activity
Ask the Focus Activity question to the entire class. Students work in small groups (two or three) and answer
the questions. After ten minutes, have students share their answers with the class. Were there any similar
answers?
Discussion
Students answer these questions as a class.
Possible answers:
1. The lumber is to be sold first to Mr. Pilkington and then to Mr. Frederick. Napoleon plays the men
against each other until he gets the price he wants. He insists on being paid in banknotes, which turn
out to be forgeries. When Frederick attacks the farm, Pilkington refuses to help Napoleon. Because
he was so shrewd, the farmers treat him badly.
2. There is no strategic defense planned for the farm. The men are better prepared and have more
weapons, and the leaderless animals quickly hide.
3. He is rarely seen in public, is always surrounded by his guard dogs, has an entourage that attends
him whenever he goes out, has his own apartment in the house, has a taster for his food, and eats
alone. The gun is also fired on his birthday. He added many titles to his name, including “Terror of
Mankind.”
4. The windmill is destroyed; Boxer has a split hoof, bleeding knees, and buckshot in his hind leg;
several animals have been killed; and all of the animals, except Squealer who hid, are injured.
5. The idea of pigs drinking whiskey, getting drunk, singing, and doing silly things,-such as Napoleon
wearing a bowler hat and running around the yard,-is humorous. It shows how naive the pigs are
that they confuse a hangover with dying.
Discussion
Students answer the three discussion questions. Have a class discussion about these questions.
Possible answers:
1. Squealer was changing yet another Commandment and was caught in the act. He fell off the ladder
while changing the Fifth Commandment to read: “No animal shall drink alcohol to excess.”
2. Benjamin knows exactly what Squealer was doing and why he needed to change the Fifth
Commandment.
3. They are trying to cover up what Squealer was doing. The dogs don’t want to give the animals a
chance to ask Squealer what was going on.
Predictions
Students write down their predictions in their journals.
Who?
Students match the quotes and descriptions with animals from the story.
A. Benjamin
B. Napoleon
C. Snowball
D. Moses
E. Moses
Making Inferences
Define “inference” for the students and ensure that they understand the meaning.
Explain to students that in the book, Orwell often expects us to understand more than what is being said.
There are many parts of the book where the students can see deeper meaning than the animals in the book.
Chapter X
Students match the words with their definitions.
To turn this into a game, ask the students to compete with one another to see who can organize the words
and meanings together the quickest.
After everyone has finished, share the correct answers together as a class.
1. insoluble - c. impossible to solve
2. unalterable - f. not capable of being changed or altered
3. frugally - b. entailing little expense; requiring few resources
4. prosperous - d. successful in material terms; flourishing financially
5. admiration - e. respect and warm approval
6. subsist - a. maintain or support oneself at a minimal level
Predictions
This is the last chapter of the book.
Ask students how they think the book will finish. Will the animals live a good life? Or will their life be ruled
by the pigs forever?
Have the students write down their predictions in their journal.
Discussion
Students answer these questions as a class.
Possible answers:
1. The pigs now spend hours typing up reports and memos, which are then burned in the furnace. The
pigs and dogs accomplish nothing productive by all this paperwork, but their appetites are always
good.
2. The animals, even the new ones, are proud to be a part of the only farm in England run by animals.
They still believe there will be a time when man will be defeated and only animals will tread English
soil. They are very pleased that at least on this farm no beings walk upon two legs.Though not all
their hopes were fulfilled, they were conscious that they were not like other animals.
3. The new commandment reads: “ALL ANIMALS ARE EQUAL BUT SOME ANIMALS ARE MORE EQUAL
THAN OTHERS.” This commandment has been true from the beginning when Napoleon drank the
milk, when the pigs had already taught themselves to read and write, and when the pigs merely
supervised while the other animals worked. Now the pigs have openly stated what has always been
true.
4. Most of the animals who were alive during the Rebellion are dead. The farm is now prosperous.
Other animals have been bought to replace the dead ones. The windmill has been finished, but
instead of generating electricity to help all the animals, it is used for milling corn to make money
for the pigs. Napoleon tells the animals that the truest happiness “lay in working hard and living
frugally.” And they do that.
5. The farm is cooperatively owned by all the pigs. The animals will no longer call each other
“comrade.” There will be no more marches by Major’s skull. The flag is now a field of green with the
horn and hoof removed. And the name of the farm has been changed back to The Manor Farm. All
traces of the Rebellion have been erased.
Respond
Encourage students to relate their answers to their own lives and find personal meaning in the novel.
Students should find important connections between Chapters VIII-X and the world around them.
Newspaper Article
Students write a one page news article about Napoleon. Students should try to include as many of
Napoleon’s characteristics as possible.
Students should look at examples of newspaper articles if possible (e.g. Myanmar Times, The Voice, etc) to
get ideas of the structure of a newspaper article.
Collect students’ newspaper articles and create a board in the front class where all the students’ work may
be posted and presented.
Personal Response
Students respond to this question personally in their journal.
2. Students will discuss in small groups the differences between the ending in the book and in the
movie. Have students decide which ending they preferred and why. Students should write down
their answers in their journal.
Boxer hurts his hoof in the battle. Did not show the battle where Boxer hurt his
hoof.
The pigs receive fake money while trading with There were no fake money exchanges.
humans.
The reader has to assume the bad things Napoleon You witness Napoleon go do unlawful things.
does, as it is not directly said.
Very detailed events. A lot of expressive writing. Lack of details. Movie explains everything
clearly, but does not go into detail.
Educasia and The Curriculum Project deliver key programs of Thabyay Education Foundation