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“The Landlady” – Exploring Foreshadowing Through Letter Writing

This exercise was sent in by Jessica Atkinson, a seventh grade English teacher in Pennsylvania. It’s designed for seventh graders. Thanks Jessica!

Pretend you are Billy and you are staying in the bed and breakfast. As you go up to bed after tea, you decide to write a letter to a friend or relative expressing your growing concern that something is not right with your situation.

In your letter, include five clues (examples of foreshadowing) that are making you nervous about staying in the bed and breakfast. Express your concerns but do not change the plot. You cannot, for example, throw the tea in the landlady’s face and make a run for it.

“The Landlady” – Classroom Activities

These exercises were sent in by Frankie Meehan, an ESL Teacher at United World College of SE Asia, Singapore. If you have any questions, please email him at fme@uwcsea.edu.sg. Thanks Frankie!

NOTE: Any page/line numbers below refer to Tales of the Unexpected, Penguin, 1979. You may need to change them to reflect the particular version of the story you’re using.

1. Making your own story

With a partner, use the following sentences to make up a story. (You may use the sentences in any order you like.) Add your own ideas. You will have to share your story with the rest of the class.

He pressed the bell.
There were no other hats or coats in the hall.
“Would you be kind enough to pop into the sitting-room on the ground floor and sign the book?”
“Wasn’t that the name of the Eton schoolboy who was on a walking tour, when all of a sudden…”
She put out one of her white hands and patted him comfortingly on the knee.
“This last entry is over two years old.”
“Only you.”

2. Dahl’s Story

Read Roald Dahl’s story, then answer the following questions.

Why does Billy Weaver walk “briskly” down the street (line 21)?
a) He wants to impress his boss.
b) He wants to act like a successful businessman.
c) He wants to keep warm.
Which aspects of the house make Billy feel it would be a good place to stay?
Why did Billy not go to the pub?
What was unusual about the way the landlady responded to the doorbell?
Which aspects of the landlady’s appearance and voice make her seem trustworthy (lines 87-118)?
What evidence is there that the landlady had been expecting a guest?
What are the first signs that the landlady is very odd?
Billy doesn’t finish his sentence about Christopher Mulholland. What was he about to say?
Why is it frightening when the landlady says Mr Temple had perfect skin “just like a baby’s”?
What do you think the landlady means when she says “I stuff all my little pets myself when they pass away?”
How do you think Billy will die? Explain why you think so.

“The Hitchhiker” – Character Comparison

This exercise was sent in by Frankie Meehan, an ESL Teacher at United World College of SE Asia, Singapore. If you have any questions, please email him at fme@uwcsea.edu.sg. Thanks Frankie!

	The Hitchhiker	The Policeman
Appearance
Personality & Attitude
Actions
Speech

“The Hitchhiker” – Classroom Activities

These exercises were sent in by Jocelyn Allen, an Australian teaching English in Germany. They have been specially designed for non native English speakers. Thanks Jocelyn!

1. After reading the introduction, stop and try to plot the rest of the storyline in no more than 5 points.

2. The narrator uses the following words to describe his car. What does this tell us about his personality?

exciting toy
terrific acceleration
genuine soft leather
finest quality

3. What motivates the driver to stop for the hitchhiker?

4. Roald Dahl’s stories feature unique, easily imagined characters. Search the story for descriptions of the hitchhiker. Consider his appearance, behaviour, personality and speech.

5. What is your reaction to the comment ‘I never bet on horses’ he said. ‘I don’t even watch ’em run. That’s a stupid silly business’ ? (p140)

6. At what point in the story do you begin to have suspicions about the intentions, background or behaviour of the hitchhiker?

7. There are various examples of scenes where the tone, action or pace of the story changes. This would be especially obvious if you were reading the story aloud. Quote 2 examples and explain what the writer achieves.

8. What you think the author is suggesting to his readers about one of the below themes? Use 2 quotes to support your view:

police and laws
crime and punishment
success and failure
truth and lies
wealth and poverty.

9. The Hitchhiker ends ‘happily ever after’. How does Dahl create a cheerful, amusing conclusion?

10. Explain the following words / phrases:

popped up
to growl
thumbing a lift
to squeeze in
guv’nor
lousy
mugs
nosey parkers
despise
crummy
a tidy packet
roundabout
dual carriageway
to jam
to slack off
to loom up
lamely
prop stand
to keep mum
executioner
breeches
smouldering
to dash
mocking
a big gob of spit
offence
for a spell
the clink
hefty
into the bargain

summons
whopping
tremendously
copper
to be ashamed
crafty
peculiar
queer
daft
to glance
twerp
titchy
conjurer
crummy
card – sharp
flabbergasted
triumphant
to hitch up
to flog
huffily
to nick
publishers
pickpocket
vulgar
amateur
to queue up
bundle
thoroughly
to announce
to swerve

“The Butler” – Classroom Activities

These exercises were sent in by Jocelyn Allen, an Australian teaching English in Germany. They have been specially designed for non native English speakers. Thanks Jocelyn!

1. Knowledge

Rewrite the following 5 non-standard English expressions from the story into standard English.

‘Why don’t nobody never loosen up and let themselves go?’ line 12
‘Terrific ain’t it’ line 55
‘Don’t none of them appreciate a great wine’ line 59
‘What the heck d’you mean, they can’t taste it?’ line 64
The vinegar don’t spoil my palate one bit’ line 73

List the things you need to do in order to taste wine properly.

2. Comprehension

How did Mr and Mrs Cleaver begin to ‘climb the social ladder’?

Why did Tibbs find it difficult to get the best wine in the world?

Why did the Cleavers’ guests not appreciate the best wine?

Why did Tibbs leave the empty wine bottles on the sideboard for people to see?

What did Tibbs say to leave the guests speechless?

3. Analysis

Summarise the short story ‘The Butler’.

The author has chosen two different styles of language for Tibbs and Mr Cleaver. Explain what we learn about the characters and their life experiences from the way they speak.

4. Synthesis

Imagine that a friend of yours has been invited to one of Mr Cleaver’s parties and has written to you to ask about Mr Cleaver. Write a reply in which you describe:

his character
his appearance

Imagine that the butler has applied for another job. Write a letter of recommendation for him. Make sure that you say both positive and negative things about him.

5. Evaluation

Was the butler right or wrong to do what he did? Why did he do it?

Do you think the writer creates sympathy for the butler or for Mr Cleaver? Justify your answer with examples from the text.

“The Boy Who Talked With Animals” – Classroom Activities

This exercise was sent in by Frankie Meehan, an ESL Teacher at United World College of SE Asia, Singapore. If you have any questions, please email him at fme@uwcsea.edu.sg. Thanks Frankie!

NOTE: Any page numbers below refer to A Second Roald Dahl Selection: Eight Short Stories, Longman, 1987. You may need to change them to reflect the particular version of the story you’re using.

1. Before you read – an Animal Crossword

Complete the following crossword, using the clues below. (When you have finished, Column 7 will spell out the name of an animal.)

Clues

Row 1 – We chew with these.
Row 2 – A liquid mixture of vegetables and perhaps meat, usually hot.
Row 3 – Flat feet which help some animals to swim. Human divers wear rubber ones.
Row 4 – An animal with scales or a shell which lays eggs – e.g. lizard, snake, tortoise, crocodile.
Row 5 – Sharp nails for tearing meat.
Row 6 – A hard covering which protects some animals.

2. As you read…

As you read, answer the questions below.

In the first 2½ pages there are a number of hints that the island is rather strange. Make a list of these.
- The taxi driver says “diabolical” people live in the hills. They practise voodoo and witchcraft.
How does Dahl try to make us dislike the male tourists when he first describes them?
What words does Dahl use to tell us that the turtle was very big?
How do the male tourists behave around the turtle?
What is unpleasant about the couple who try to buy the shell?
- The man is “paunchy” and short-legged; his wife is “plump”.
What does the narrator tell us about the turtle which makes it seem very important and the tourists very unimportant?
In what ways is the muscular man disagreeable (i.e. not nice)?
- He wears very colourful shorts.
- He wears no shirt, so that he can show off his hairy chest.
- He appoints himself as…
- He…
- He…
How do the boy’s mother and father feel about his attitude to the turtle?
- The mother thinks he…
- The father…
What word does the narrator use to describe the boy, which he also used to describe the turtle on Page 4?
Why does the boy’s mother cry out in an “agonized wail”?
Why did the manager agree to sell the turtle?
Why do you think the hotel guests were “subdued” (quiet) when they walked back to the hotel?
How is the room cleaner’s speech different from the narrator’s? Why is this?
How does Roald Dahl make the fishermen’s story exciting?
Is the end of the story believable? How does the narrator make it seem realistic?

3. Who said that?

Who said each of the following?

Don’t ever go up into those mountain forests.
Things like that are very bad for the tourist business.
You mean it killed him instantly?
I’m going to take that shell home and have it polished up by an expert.
It’s going to need ten men, all pulling at once.
You’re making a perfect fool of yourself.
Why don’t you put him back in the sea?
He’s lucky he hasn’t had his head bitten off.
He loves animals… He communicates with them.
Goodbye, old man.
Everybody in the hotel is searching high and low.
I swear it! It’s the gospel truth!

4. Vocabulary

Find words on pages 3-4 with the following meanings:

creeping up quietly to catch =
carefully =
noise and excitement =
moving in a group =
walked with long steps =
holding tightly =

5. Summary

The following sentences are a summary of the incident on the beach. However, they are in the wrong order. Please number them in the correct order. (The teacher may give you a separate sheet so that you can cut and paste the sentences.)

A bare-chested, muscular tourist led the others in dragging the turtle up the beach.
He persuaded the manager to release the turtle.
The hotel guests noticed that some fishermen had caught something large.
One of the guests prodded the creature with a plank of wood.
As it swam away, the boy spoke words of encouragement to it.
A paunchy American tourist tried to buy the turtle’s shell.
The boy’s father explained that the boy loved animals and could communicate with them.
The fisherman explained that he had already sold the animal to the hotel manager.
They realised it was a giant turtle.
The turtle bit right through it.
A small boy screamed at the crowd and then threw his arms around the turtle’s neck to protect it.

Use the following words/phrases at the start of some of your sentences:

First, …
After a while, …
Then …
However, …
Later, …
Suddenly, …
Eventually, …
Finally, …

6. Writing

Imagine you are one of the tourists who tried to pull the turtle along the beach. Write a letter home describing the whole incident. (Remember: you must write it from the tourist’s point of view – not your own!) Aim to write about 250 words.

You can start your letter like this if you wish:

23rd September 1978

Dear Mark

Greetings from the land of rum and reggae! Just a quick letter to let you know how we’re getting on …

We arrived in Kingston three days ago and are staying in Barton, a lovely seaside resort about 2 hours drive from the capital. There’s lots of jungle nearby (a bit spooky, actually!) and the hotel is quite pleasant, with a swimming pool and a garden full of colourful bougainvillea etc. We sit out on the verandah much of the time reading and sipping cocktails. Wish you were here, eh?

Anyway, an astonishing thing happened yesterday evening …

“Taste” – Classroom Ideas

These ideas were sent in by Julia Müller. She teaches foreign adults and children. Thanks Julia!

Grammar Work

The story (I used the easy reader version level 5, Penguin Readers because I teach foreign learners -50% adults) lends itself to working with the past simple. Get students to make a table of the regular and irregular verbs found in the story. You can limit it to ten, or fifteen or whatever (e.g. see, saw, seen). If necessary the teacher can prepare a table with some participles missing which the students can then fill in.

——- saw ——-

Adjectives

Have the students put adjectives from the story into categories (nice – nasty, that kind of thing). They then use the adjectives to create a picture of a thoroughly nasty person or of a wonderful person. Using adjectives for description can go on ad infinitum.

“Taste” – Classroom Activities

These exercises were sent in by Jocelyn Allen, an Australian teaching English in Germany. They have been specially designed for non native English speakers. Thanks Jocelyn!

1. Knowledge

Find a word or phrase in the story that means the same as:

expert on food
to destroy the taste of red wine
to become happy again
in reality
to hide displeasure
to not care
to renege
employed by the family for many years

List all the facts on how to ‘taste’ wine.

2. Comprehension

Who is the narrator?

Name the wines that were drunk at the gathering.

What food was served at the gathering?

What was bet on both sides?

3. Application

Draw a layout of the table setting in the dining room.

Demonstrate how one should taste wine. Refer to your wine tasting fact list.

4. Analysis

Chart the story on a line indicating the changes in tone and tension in the story.

5. Synthesis

Write the next paragraph (in Dahl’s style) to conclude the story.

6. Evaluation

What is your reaction to how Mike Schofield treats his wife and daughter?

How would you react in this situation if you were the daughter?

What criteria do you use to assess your enjoyment of drinks?

Do you believe in making bets? If so, what do you bet on and what is your stake?

“Pig” – Classroom Activities

These exercises were sent in by Frankie Meehan, an ESL Teacher at United World College of SE Asia, Singapore. If you have any questions, please email him at fme@uwcsea.edu.sg. Thanks Frankie!

Section 1

1. Which statement is TRUE? (Circle your answer.)

a) Lexington’s parents were Scottish.
b) Lexington’s parents went to a restaurant the day he was born.
c) Lexington’s parents never let him out of their sight.
d) Lexington’s father was very proud of his wife.

2. Which statement is FALSE? (Circle your answer.)

a) Lexington’s mother spent about 7 days in hospital after the birth.
b) Lexington’s father was drunk after the visit to the restaurant.
c) The policemen thought Lexington’s parents were burglars.
d) Lexington’s parents were shot dead by the policemen.

Section 2

3. Which statement is TRUE? (Circle your answer.)

a) Only Great Aunt Glosspan was willing to look after Lexington.
b) The relatives all wanted to look after Lexington.
c) Great Aunt Glosspan was a heavy drinker.
d) Lexington went to live in New York City.

4. What do we learn about Great Aunt Glosspan?

Age
Marital status
Personality
Property
Diet
Experience of Childrearing

Section 4

5. Why did Aunt Glosspan not send Lexington to school?

Section 5

6. What was Lexington’s best subject when Aunt Glosspan taught him?

Section 6

7. Where was Aunt Glosspan buried?

Section 7

8. What is your opinion of Mr Zuckermann? Explain your answer.

Page 14

9. What is surprising and amusing about Lexington’s reaction to the food in the restaurant?

Page 15

10. Why do you think the waiter “seemed reluctant to move any closer”?

Page 15-16

11. Find seven words which mean the opposite of pleasant…

Page 15-17

12. How much money did Lexington give away in the restaurant?

Page 18

13. What is unusual about the guided tours of the packing-house?

Page 19-20

14. a) What is shocking about the treatment of the pigs?

b) What is the guide’s opinion of this treatment?

Page 20-21

15. How do you feel about the conclusion of the story?

a) It is horrific.
b) It is amusing.
c) It is both horrific and amusing.

Explain your answer.

16. Do you think the author wanted to teach us something, or was the story just meant to entertain us? Explain your answer.

“Parson’s Pleasure” – Classroom Activities

These exercises were sent in by Jocelyn Allen, an Australian teaching English in Germany. They have been specially designed for non native English speakers. Thanks Jocelyn!

Vocabulary Work

1. List 10 words from the story which are connected with furniture.

2. Find one word in the story which means the same as:

a. a woman whose husband has died
b. a member or supporter of the conservative party
c. a talk on a religious or moral subject
d. a person who makes things from wood

Comprehension

1. Why did Mr Boggis disguise himself in the uniform of a clergyman?

2. What methods did Mr Boggis use to get into people’s homes?

3. How did Rummins, Claud and Bert behave when they saw Mr Boggis? Why?

4. Why did Mr Boggis say that he was only interested in the legs?

5. Why did Rummins, Claud and Bert saw off the legs of the chest of drawers?

Discussion Points

1. Do you think that most antique dealers are honest? Do they make too much money?

2. You could say that Mr Boggis got what he deserved. Or are you sorry for him?

3. What is this story about? Greed? Stupid people? Is it about something else? What?

Writing

1. Write a dialogue between Boggis and Rummins when he returns to find that the legs have been sawn off.

2. Write a detailed description of a piece of furniture in your home.

Review

1. Do you think this story is funny or tragic? Why?

2. Should the story have given us Mr Boggis’ reaction when he returned to collect the chest of drawers?