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
List ten words from the story which are connected with cards and playing cards.
2. Comprehension
Why was Pamela not looking forward to the weekend?
How does Arthur feel when Pamela points her finger at him?
What does Arthur notice about Sally Snape?
What did Arthur and Pamela hear the Snapes talking about?
What is a ‘bidding code’, and why did the Snapes use it?
3. Application
Draw:
- An ace of hearts
- A jack of diamonds
- A queen of spades
- A nine of clubs
4. Analysis
Summarise the story ‘My Lady Love, My Dove’.
In order to get her husband to do something, Pamela uses bullying language. Find examples of this language, and infer what this tells us about her personality and relationship with her husband.
5. Synthesis
Write a short scene with dialogue describing breakfast on the next morning, Saturday, when Arthur and Pamela and the Snapes are together.
6. Evaluation
What is your reaction to the statement from the story – “Listen Arthur. I’m a nasty person. And so are you – in a secret sort of way. That’s why we get along together.” Do you agree that Pamela and Arthur are equally ‘nasty people’?
Do you think the reader is meant to feel sorry for Sally Snape? Justify your answer with examples from the text.
Have you ever spent time with people you do not particularly like? How did you decide to liven things up? Justify why you did this.
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. Analysis
With “Mrs Bixby and the Colonel’s Coat” Dahl tells a story within a story. Analyse the language and stylistic devices used by the author paying attention to:
- Setting
- Characters
- Dialogue
- Rising Action
- Climax
- Falling Action
- Narrator
- Figurative Language
- Atmosphere
2. Comment / Discussion
Mrs Bixby says that she feels “a sort of eternal patient, someone who dwelt in the waiting room”. What does this tell us about their married life?
After Mrs Bixby reads the Colonel’s note, she experiences a variety of feelings that the author captures in single words and short sentences. Is this style of writing effective? Make a list of her changing emotions.
Write a character sketch of both husband and wife emphasising their differences.
Does it depend on whether you are male or female when it comes to taking sides with either Mr or Mrs Bixby?
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.
ANOTHER NOTE: Mr. Meehan acknowledges that the “Perfect Murder” activity is not original. However, he is unaware of the original source.
1. Jigsaw
The following excerpts all come from the short story. They are jumbled up. Try to arrange them in the correct order.
- “For God’s sake,” he said, hearing her, but not turning round, “don’t make supper for me. I’m going out.”
- “Tired, darling?”
“Yes,” he said. “I’m tired.”
- “It’s the old story,” he said. “Get the weapon and you’ve got the man.”
- “This is going to be a bit of a shock to you, I’m afraid,” he said.
- When the clock said ten minutes to five, she began to listen, and a few moments later, punctually as always, she heard the tyres on the gravel outside…
- “Personally, I think it’s right here on the premises.”
- All the old love and longing for him welled up inside her, and she ran over to him, knelt down beside him, and began to cry her heart out.
- “Quick! Come quick! Patrick’s dead!”
- Soon, other men began to come into the house. First a doctor, then two detectives, one of whom she knew by name.
2. The Perfect Murder
What would be the ingredients of the “perfect murder”?
Put the following ideas into order of importance. (Add ideas of your own if you want to.)
a) It should be easy to arrange.
b) It should leave no clues.
c) There should be no noise.
d) It should look like suicide.
e) It should take place in a lonely, isolated place.
g) No violence should be necessary.
h) It should look like an accident.
j) The murderer should have a good alibi.
3. Vocabulary
Find the following words in the story and try to work out their meaning. Join them to the definitions on the right. The first one has been done to get you started!
| Word |
Line |
Answer |
Definition |
Letter |
| anxiety |
8 |
F |
confused, not understanding |
A |
| tranquil |
12 |
|
a heavy stick with a knob at one end, for hitting someone |
B |
| punctually |
17 |
|
extremely happy |
C |
| blissful |
30 |
|
a very strong feeling which guides someone |
D |
| amber |
55 |
|
in the building |
E |
| bewildered |
89 |
|
feeling worried |
F |
| instinct |
111 |
|
comforting someone who is sad, cheering them up |
G |
| club |
137 |
|
annoyed, irrittated |
H |
| peculiar |
161 |
|
turned from liquid to solid |
I |
| frantic |
206 |
|
being kind to visitors |
J |
| grief |
206 |
|
on time, not late |
K |
| congealed |
244 |
|
mad, wild |
L |
| on the premises |
290 |
|
calm, peaceful |
M |
| exasperated |
309 |
|
extreme sadness after someone dies or goes away |
N |
| consoling |
322 |
|
strange, unusual |
O |
| hospitality |
338 |
|
an orange-yellow colour |
P |
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. How does the narrator emphasise that he is a creature of habit? Why does he like the “unchanged and unchangeable” fellow travellers?
2. What seem to be the main characteristics of the people he passes during his daily walk from Cannon Street to the office? In what way are their lives “regulated nicely by the minute hand of the accurate watch”?
3. In what ways are we told that the stranger “was not one of us”?
4. Why do different newspapers feature in the story? Do we associate certain things with particular newspapers, and if so what?
5. What seems to you to have been the worst thing that Perkins had to suffer at school? Why didn’t he write home to his parents telling them the truth?
6. Does Perkins want to expose the stranger in front of other commuters because he envies the stranger’s good looks or because he wants a sort of revenge?
7. Do you think the stranger really is who he says he is, or is it in fact Galloping Foxley trying to avoid being discovered?
8. Do you agree with Perkins that “there’s nothing routine and regularity for preserving one’s peace of mind”? What are the advantages and disadvantages of organising your life around routine?
9. Using the very detailed descriptions we are given of both Perkins and the stranger, either write a character sketch of each, or draw each of them.
10. Further Writing:
- Train Journeys
- Pain
- First Day at School
- Loneliness
Susan Penner is an ESL teacher in Canada. She writes:
Thanks to Jocelyn Allen for the questions on “Dip in the Pool”. I also teach ESL but in Canada. I would add a question:
* Explain the double meaning in the title “Dip in the Pool.”
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
List ten words from the story which describe Mr Botibol’s range of feelings during the course of the cruise.
e.g ‘fear assailed him’
2. Comprehension
How did the passengers know that the weather had suddenly changed?
When Mr Botibol woke up the sea was no longer rough. Why did he want to know if the captain had made an estimate of the distance travelled by the ship?
What had happened when Mr Botibol awoke the next day?
What was the plan he worked out to overcome his problem?
How many people saw Mr Botibol jump into the sea?
3. Application
Draw a picture of the sea for each morning and afternoon of each day of the trip.
4. Analysis
Identify two main themes in ‘Dip in the Pool’ and explain your answer.
5. Synthesis
Imagine you are Mr Botibol and that you write a daily diary entry just before going to sleep each night. Write a diary entry for the day on which he bought his ticket in the auction.
6. Evaluation
What is your reaction to Mr Botibol jumping into the sea?
How convincing is the ending of the story – did the ending surprise you?
In your opinion, what are the advantages and disadvantages of a cruise holiday?
In June 2000 I received an email from Alisha Dorow. Listed below are some of the great activities she came up with for her students. Thanks Alisha!
1) Write out your will (the boy went to live with his grandma as per his parents’ will)
2) Draw the inside of your room/house. Make some changes to your home to help you as if you were turned into a mouse like the boy.
3) Write about stereotypes. What are stereotypes? What are the stereotypes we have about witches, little boys, grandmothers? Do the characters fit these stereotypes?
These stories were sent in by Patricia Vargas, an English teacher in Buenos Aires, Argentina. She teaches at Saint Leonard’s College and her students have been working with the book “The Twits”. Her P3 students (fourth grade) have prepared these two chapters which they hope you enjoy. Thanks Patricia!
“The Twit’s Jokes”
Mrs. Twit remembered what Mr. Twit had done to her. Mrs. Twit made a cake for him and she put High-Tight Sticky glue inside the cake.
When Mr. Twit woke up, Mrs. Twit gave him a piece of cake. And when he was going to eat it, the cake got stuck on to his tongue. He started to make strange noises. Mr. Twit wanted to punish her, but he couldn’t because he couldn’t speak. Mrs. Twit laughed at the situation so Mr. Twit kicked her. Mr. Twit had an idea: he was going to buy some bugs. Later, Mr.Twit went to sleep. She found Mr.Twit’s bugs. One of the bugs went inside her pyjamas and bit her arm. Suddenly her body was covered with spots. It was all a mess!!
“Roly Poly Bird Gets Into Action”
One day, Roly Poly bird flew near the Twit’s house because it wanted to see the monkeys. Then, Roly Poly bird got into the house and went behind the sofa. He wondered “what is happening here?” Roly Poly bird heard the Twit’s arguing. Roly Poly bird saw Mrs. Twit hitting the baby monkey. Roly Poly bird flew away and sang. It made the baby sleep. The Twits fought, because they wanted to kill the monkey but Mr. Twit had a better idea: the idea was that Mr. Twit wanted to put some Coca Cola mixed with some pills inside a glass which would make Mrs. Twit faint. If she drank that, she would faint. But Roly Poly bird sang a song which made Mr. Twit fell asleep. Later, Roly Poly bird got into the house and took the baby monkey with its parents and lived happily forever after.
This excellent lesson plan was sent to me by Mrs. Madonna Roderick, a 4th grade teacher at Caningeraba State Primary School, Burleigh Waters, Gold Coast, Queensland, Australia. Mrs. Roderick’s class studied various aspects of the novel “The Twits,” and then pairs of children tried to write new chapters in Dahl’s style. She even promised them that she’d send me the best chapter to post at my site! (GREAT idea!) If you’d like to contact her about her lesson plan, email her here. Thank you Mrs. Roderick, and thanks to all your students as well!
“Eye Ball Rice”
by Jordan and Kate (age 9)
Mrs Twit wanted to pay back Mr Twit. So she decided go get some pigs eye balls from the farm for Mr Twits’ dinner that night. She cooked some rice, then she put eye balls in Mr Twit’s dinner, covered them with sauce and cheese over the top so Mr Twit wouldn’t notice. Mrs Twit had meat balls with her rice instead of eye balls. When Mr Twit was half way through his dinner he said, “what is this green stuff in my meal and why does it tast funny?”. “It’s a new kind,” Mrs Twit said, pretending she didn’t know anything. “It tastes very crunchy, next time buy the normal meat balls.” After Mr Twit had finished his meal Mrs Twit said “do you want to know why your meat balls were so crunchy, and tasted funny and why there was a bit of green in the meat balls?” “Why?” said Mr Twit. “Because you were eating pigs eye balls!””Yuk!” cried Mr Twit and Mrs Twit fell off her chair screaming and laughing her head off. Mr Twit said, “I’ll get you back sooner or later!” Mr Twit went off stamping to his room.
English Lesson Plan
Topic: Language and English
Year: 4
Subject: Author Study
Time: 40-45mins over two lessons
Aim of Lesson: The students will attempt to write an additional chapter to add to the novel “The Twits” by Roald Dahl
Objectives – Does each child:
- Attitudes:
- Participate in a class discussion
- Respect other students feelings and ideas within the class discussion
- Build upon their self-esteem by being able to succeed at the task
- Develop an enjoyment of novels and literacy through fun attainable objectives
- Work as part of a group
- Feel that they can take risks within the environment of the classroom and not fear making mistakes
- Processes:
- Understand and express humour
- Express their ideas in both a verbal and written context
- Choose relevant information
- Demonstrate the ability to plan, edit and publish a piece of writing
- Use grammar, spelling and punctuation when writing
- Skills:
- Verbal recall to clarify ideas
- Use strategies for spelling and use of grammar
- Use language appropriate to the story and genre
- Effectively comprehend the task
- Knowledge:
- To extend their knowledge of the genre and how this author uses humour
- To understand the principle aspects of the genre and the language used in that genre
- To demonstrate knowledge of the use of planning, editing and publishing
- Resources: Novel “The Twits”, butcher paper
- Orientation
- Children to mat
- Explain the task to the children – to have a go at devising an additional chapter to the novel – one in which either Mr or Mrs Twit play a trick on the other partner
- Ask the students to recall some of the tricks that the Twits played on each other
- Enhancing
- Read through a chapter – Mrs Twit puts her eyeball into his beer
- Outline on the board the sequence of how the author wrote the chapter
- Tell the readers what the trick is going to be
- Describe how she did it
- Start to build up the audience’s anticipation – the trick has begun
- How does Mrs Twit act? – innocent
- Is Mr Twit suspicious? Why?
- The trick continues until Mr Twit realises that he has been tricked
- Advise the children that before they begin they should decide on their trick first and then start to write following a similar sequence as that on the board
- Synthesis
- Children return to desks and work in pairs to write their own version of a chapter where Mr or Mrs Twit is tricked
- Children will do a rough copy on a large sheet of paper and then edit and do a copy for publishing
- Each group will read their chapter to the class
- Assessment
- Use of grammar, spelling, and vocabulary
- Use of planning, editing and organisation of chapter
- Understanding of the genre and use of humour
- Evaluation
- Do the children have a better understanding of this author’s use of humour after the completion of this task?
- Have there been improvements in the children’s use of spelling, grammar and vocabulary?
- Did this exercise contribute to a greater enjoyment of literature?
- What aspects of this exercise worked well? What would I change in the future?
In October 1999 I received an email from Marsha Carr, who teaches 4th grade Reading at St. Benedict School in Johnstown, Pennsylvania. Listed below are some of the peachy activities Marsha came up with for her students. Thanks Marsha!
“My class starts out every September with ‘James and the Giant Peach’ mostly because Chambersburg Peaches are so plentiful. They are huge… Each student gets one to feel, smell, eat, slurp… and find the ‘stone’ in the center… and from there our journey begins! Lots of fun stuff in between; the kids come up with lots of the ideas. We end the story with a ‘Peach Party’: scented candles, peach tableclothes, plates, balloons, peach water, peach pie, peach candy – you name it! It’s all tied in to Open House. The parents and kids love it!”
