Anna Birketveit, Hgskolen i Bergen:

Reading The Secret Garden and The Jungle Book in the classroom.
A complete teaching programme for The Secret Garden and The Jungle Book with lots of tips, ideas and activities.

The programme is directed at pupils aged 10+ and aims at encouraging extensive reading in English

Table of contents
Introduction : The texts and the British Empire 1. On the author and the novel The Secret Garden 2. The Secret Garden in English lessons for pupils aged 10+ 3. Reading The Secret Garden in class step by step. 3.1 Planning the reading project 3.2 List of vocabulary 3.3 How to motivate the pupils for reading the text 3.4 How to start reading the text 3.5 How to continue reading the text; tasks chapter by chapter. 4. The Secret Garden: A mixed bag of ideas and tasks for the classroom 4.1 Comparison of the original text and the adapted text 4.2 Questions for discussion 4.3 Telling and writing 4.4 Exploiting motifs 4.5 Games 4.6 Working with passages from the book 4.7 Making up the story based on illustrations 4.8 Making a movie screenplay 4.9 Using the video of the book 5. The Jungle Book 5.1 List of vocabulary 5.2 Working with vocabulary 5.3 Working with grammar 5.4 Cross-curricular activities

Introduction: The texts and the British Empire

The British Empire At its height the British Empire stretched over several continents. The following link shows its expansion in 1914. http://users.erols.com/mwhite28/brit-emp.htm and this link shows the Commonwealth of Nations at present: Click on the following link to have a brief history of the British involvement in India. http://regiments.org/nations/southasia/india.htm The Secret Garden (1911) by Frances Hodgson Burnett and the Jungle Book (1894) by Rudyard Kipling were both written at the height of the British Empire. The Jungle Book has the Indian jungle as setting for the story and all the animals in the story belong to the Indian jungle such as the tiger, panther, python snake, and monkeys. In The Secret Garden the story starts in India where the main character, Mary, lives the first years before she is sent to live with her uncle at Misselthwaite Manor in Yorkshire after her parents die in a cholera epidemic Both stories are proofs of the impact of the Indian colonisation on the imagination of authors and people in general. India was an exotic place where stories took place much like Once upon the time in a far away country The following link is to the Rudyard Kipling homepage. http://www.kipling.org.uk/kip_fra.htm He was also famous for his poems, some of which may be used in the classroom. The text used for this reading project is the Ladybird classic edition of The Jungle Book based on the Walt Disney movie of book.

1. On the author and the novel The Secret Garden

Frances Hodgson Burnett 1849-1924 She was a successful adult novelist before she started writing for children, but she is best remembered for her childrens books Little Lord Fauntleroy (1886), A Little Princess (1905), and The Secret Garden (1911). Her father had an ironmonger business in Manchester, but died when she was three. The family sold the business and moved to the USA when she was a teenager. Through her writing she helped support her family. Frances Burnett married twice, and eventually settled in England, Kent, where she took a very keen interest in gardening. The novel The Secret Garden reflects this passion and perhaps also Burnetts longing for a happy family life. The following link contains more information on the author and raises interesting and relevant discussion questions about the novel:http://www.idiotsguides.com/static/rguides/us/secret_garden.html

The novel is considered a classic piece of writing in childrens literature with patterns of myths and literary references. The adult world is mostly portrayed as cold and corrupted. The female element is lacking, and only through entering the Secret Garden of femininity, fertility and growth can both children and adults find redemption and happiness.

2. The Secret Garden in English lessons for pupils aged 10+

The aim of this collection of ideas for The Secret Garden is to encourage extensive reading in English lessons for pupils aged 10 +. The ideas refer to the Ladybird classics edition of The Secret Garden, ISBN 0 7214 1657 8. As this text is short enough (51 pages) and comes with wonderful illustrations, it should be well suited for young learners of English.

3. Reading The Secret Garden in class step by step

3.1. Planning the reading project
It is advisable to alternate the reading of the novel between reading at school and reading at home. The Ladybird edition has 9 chapters and can be read in 3 to 5 weeks. The teacher should make sure to plan a good start of the reading. It is my recommendation to set aside a

double lesson for the start. The pupils should read one chapter as homework between each session of reading at school. Suggested plan for the reading: Week 1 (double lesson) 2 3 4 5 School Chapter 1 Chapter 3 Chapter 5 Chapter 7 Chapter 9 Home Chapter 2 Chapter 4 Chapter 6 Chapter 8

Depending on your pupils reading skills in English, it is possible to read the novel faster (2-3 weeks). In order to keep the pupils interested, this may be an advantage. The pupils should be provided with a list of vocabulary to assist them in their reading (see below).

3.2 List of vocabulary

When reading extensively with pupils, the teacher should point out beforehand that the pupils do not need to understand every single word in the text. The aim is to understand the content. As long as the pupils understand the meaning of the story they do not have to look up unfamiliar words. The main challenge with extensive reading is the start. Therefore the first chapters do have quite a lot of the vocabulary translated. As the pupils become familiar with the story, there are fewer words translated. Ch 1: Mary Lennox Spoilt: bortskjemt Rude: uforskammet Bad-tempered: gretten, sur Miserable: ulykkelig To upset: forstyrre, bringe i ubalanse Unpleasant: lite hyggelig, ufordragelig To stamp: trampe hardt Disease: sykdom Manor: herregrd Housekeeper: husholderske Plain: lite pen Gloomy: dyster (mrk) Moor : (lyng)hei A crooked back: pukkelrygg Worship: dyrke, tilbe To poke around: snuse rundt Cross: sint Unwanted: unsket Ch 3: Robin shows the way Ch 2: The gardens Housemaid: tjenestepike Chat : prate To slap : sl To lock : lse To bury: grave ned Key : nkkel Huge: kjempestor Bare: naken Wintry: vinterleg Ivy: efy Robin:rdstrupe Gardener: gartner To take a fancy to somebody : like noen Determination : bestemthet To belong: hre til To walk off: g sin vei

Ch 4: Dickon

To spend . tilbringe Outdoors: utendrs Branch : gren To feel sorry for: ha medkjensle med Fox cub : reveunge To explore: utforske Soil : jord Skipping rope: hoppetau Ch 5: Collin Candlestick: lysestake Ghost : spkelse, gjenferd Hunchback : pukkelrygg Exciting : spennende Ch 7: The secret is told Lump: klump Lad: gutt Lass: Scottish for girl Selfish: egoistisk Nasty: slem To deserve a beating: fortjene juling To comfort: trste Squirrel: ekorn To cheer up: bli glad/ i godt humr Ch 9: Magic Amazed: overrasket To run away: unslippe Sorrow: sorg Body and mind: kropp og sjel Relax: slappe av

Magic : magi, tryllekunst Bulb : blomsterlk Weeds: ugress Crocus : krokuss Snowdrops : snklokker Rabbit: kanin Pheasant: fasan To prune: beskjre Ch 6: Rainy days Master : herre To bewitch : forhekse To make fuss about : lage oppstyr rundt Tantrum : raserianfall Ch 8: I shall live for ever and ever To bleat: mekre Surprise : overraskelse A cripple: en krpling

3.3 How to motivate the pupils for reading the text.

Whenever starting a longer text, motivation is a crucial in order to accomplish successfully. The following idea of how to motivate the children for The Secret Garden was invented by Kristin Holt, teacher in primary school. I wanted to make a motivating start, so I decided to play the role as Mrs Medlock. I entered the classroom wearing a big, old-fashioned hat with a scarf tied around it, and an umbrella in

my hand. I introduced myself to the pupils saying: Good morning, my name is Mrs Medlock. I work for Mr Archibald Craven in a very big house called Misselthwaite Manor up in Yorkshire. This is where the ship from India comes in, isnt it? The pupils - who knew nothing about this, said Yes(!)..I am here to meet a little girl called Mary Lennox you didnt see her, did you? Oh, that poor little thing shes lost both her parents, and now she is coming to live with Mr Craven, who is her uncle. I have heard that she is the most sour-faced and stubborn child that you have ever heard of oh, I cant say I look forward to this! (Then I took off my hat and started to introduce the children to chapter one, which they got as a copy.)

3.4 How to start reading the text

For this you need the Ladybird Classics book of the Secret Garden and CD pack. , ISBN 19043-5184-0 1. Listening first You may want to give the pupils the vocabulary for chapter 1. If you have the text on a CD you should make the pupils listen to the first chapter before you give them the actual text. The Ladybird edition comes with beautiful illustrations, and if you show these illustrations on the overhead projector (preferably in colour) while listening to the story, it facilitates the understanding. 2. Reading second Tell the pupils to read the first chapter of the book. If time, they should start at school. If not, this should be given them as homework. If you dont have the story on a CD, you may choose to read it yourself to them first either with them reading the text or just listening to you reading it. You may want to show them the illustrations before starting the story to ask them what they think happens in the story. If you can handle both reading and showing illustrations, you may also want to show the illustrations as you go along. Be careful not to interrupt the reading too much.

3.5 How to continue reading the text; tasks chapter by chapter

Chapter 1 A note to the teacher: Sing the song Nobody likes me with the children. The song can be downloaded from the collection of songs and rhymes on the following Internet address: http://www.hisf.no/prosjekt/Engnett/songar.doc,(p 37). There is also a a CD-rom with this song and many other songs on, for information on the CD see page 1 in the collection. The rhymes related to the weather and seasons on p. 57 can successfully be integrated into the lessons as you read the story. Questions to chapter 1 (Mary Lennox) 1. What is Mary like? 2. Why is she so rude and unpleasant? 3. What happens when Mary is nine years old? 4. Where does Mary have to go after her parents have died? 5. Describe Marys uncle, Mr Craven?

6. How do you think Mary feels when she arrives Misseltwaite Manor? Tasks for chapter 2 (The Gardens) A.Write true or false after each of the following sentences. 1. 2. 3. 4. 5. 6. The house servant Martha is very unfriendly. Martha has ten brothers and sisters. Martha has a brother named Dickon who is good with animals. The grounds at Misseltwaite Manor have been shut up for many years. Mary sees a robin in the garden that wants to be her friend. Mary makes friends with the Ben Weatherstaff, the gardener.

B. The first dialogue between Mary Lennox and Martha. Below you find the first dialogue between Mary Lennox and Martha in the original version of The Secret Garden such as it was written by Frances Hodgson Burnett. (editon Puffin classics, 1951, ISBN 0 14 036666 0, pp 26-29). Some changes to Marthas language have been made as she speaks Yorkshire dialect which pupils in Norwegian primary schools presumably would find difficult to understand. A note to the teacher. Ask the pupils to read the dialogue below in pairs. Discuss unfamiliar words. Make them answer the questions after the dialogue. They may use Norwegian when answering. Translate parts of their answers to help them characterize Mary and Martha in English. This dialogue is quite dramatic and can very well be dramatized. You may want the pupils to work on it seeing only one side of the dialogue (Marthas side or Marys side). See ideas under chapter 7 to see how you can make it into a one-sided dialogue. 1. Read the dialogue below in pairs. Mary: Are you going to be my servant? Martha: Im Mrs Medlocks servant. And shes Mr Cravens but Im to do the housemaids work up here and wait on you a bit. But you wont need much waiting on. Mary: Who is going to dress me? Martha: Cant you dress yourself? Mary: What do you mean? I dont understand your language. Martha: I mean cant you put on your own clothes? Mary: NO! I never did in my life. My Ayah dressed me of course. Martha: Well. Its time you should learn. Itll do you good to wait on yourself a bit.My mother always said she couldnt see why grand peoples children didnt turn out fair fools with nurses and being washed and dressed and taken out to walk as if they were puppies! Mary: It is DIFFERENT in India. Martha: Eh! I can see its different. I dare say its because theres such a lot of blacks there instead of respectable white people. When I heard you was comin from India I thought you were black too. Mary: (angry) What! What! You thought I was a native. You daughter of a pig! Martha: Who are you calling names? You needent be so vexed. Thats not the way for a young lady to talk. I have nothing against blacks. When you read about them they are always

very religious. You always read as a blacks a man and a brother. I have never seen a black and I was fair pleased to think I was going to see one close. When I come in to light your fire this morning I crept up to your bed and pulled the cover back carefully to look at you. And there you were, disappointedly no more black than me . Mary: (very angry) You thought I was a native! You dared! You dont know anything about natives! They are not people theyre servants who must salaam to you. You know nothing about India. You know nothing about anything! (cries) Martha: Eh! You mustnt cry like that. I didnt know you would be vexed. I dont know anything about anything just like you said. I beg you pardon miss. Do stop crying. (a little later Martha has persuaded Mary to get up) Martha: Its time for you to get up now. Mrs Medlock said I was to carry the breakfast and tea and dinner into the room next to this. Its been made into a nursery for thee. Ill help thee on with your clothes if you get out of bed. If the buttons are at the back you cannot button them up yourself. Mary. These clothes are not mine. Mine are black! Those are nicer than mine. Martha: These are the ones you must put on. Mr Craven ordered Mrs Medlock to get them in London. He said, I wont have a child dressed in black wandering about like a lost soul. It will make the place sadder than it is. Put colour on her. Mary: I hate black things. Martha: Why dont you put on your own shoes? Mary. My Ayah did it. It was the custom. Questions to the dialogue. What do you think about Mary now after reading this? Do you think Mary should dress herself? What does Martha think about black people? Do you like Martha? Why?/Why not? How were servants treated in India? Do you think it is right to have servants?

Tasks for chapter 3 (Robin shows the way) Fill in suitable words in the blanks from the frame below. Mary .. most of her days out of doors. In the evening she liked to sit ..the fire and talk to Martha. She told that Mr Cravens wife fell from a branch and died. Mary had never felt for anyone before but now she understood how .. Mr Craven must be. Through the wuthering wind Mary thought she heard a child . The next day it rained, and Mary decided to. the house. In the stillness she heard again the faint . of

someone crying. Mrs Medlock told her to go back to her room at Noone likes me, Mary sad..Maybe thats because you dont like other people, Martha said smiling. Mary went out into the garden, and there she saw the robin showing her a rusty ..in the soil. After supper Martha brought out a present from her mother. It was a . that Mary loved to use all the time. Explore, key, unhappy, by, once, sorry, crying, her, spent, skipping rope, sound, sadly To the teacher: Introduce the children to the song game Skip to my Lou. It can be downloaded from http://www.hisf.no/prosjekt/Engnett/songar.doc. Annie Hughes, Songs & Rhymes, Scholastic Inc, 2002, ISBN 1-900702-66-5, is an excellent resource book on how to exploit songs and rhymes with pre-school and primary school children. Contains ideas for Skip to my Lou as well as a CD-rom with all the songs on. Tasks for chapter 4 (Dickon) Answer the following questions. 1. How does Mary find the secret garden? 2. What does the secret garden look like? 3. What animals are with Dickon the first time she sees him? 4. How does Marys first meeting with Mr Craven go, and what does she ask for? To the teacher: Teach the pupils the songs Red, red is the rose p. 28 and I like the daffodils on p. 81 of http://www.hisf.no/prosjekt/Engnett/songar.doc

Tasks for chapter 5 (Colin) A) Dramatise the scene where Mary meets Colin for the first time. Act it out as a dialogue. B) Make tableaus from the scene. In a tableau you freeze a dramatic situation and stand still in your positions. To the teacher: Approach the various groups/couples in tableau and ask them questions in role. For example How do you feel now Mary having met Colin? or to Colin What do you think about your cousin Mary?. Tasks for chapter 6 (Rainy Days) Look at the following sentences and explain what the words in italics (uthevet skrift) mean. 1. When Mary told Martha that she had spoken to Colin, Martha was very upset. 2. She feared she might lose her job for allowing Mary to find the young master of the house. 3. Mary told her she didnt need to worry, as he was pleased to see her. 4. Martha said that she must have bewitched him. 5. A famous doctor had said that if less fuss was made about Colin he would be all right. 6. But he was spoiled and given his own way. 7. Once when Colin was taken into the garden, he had a bad tantrum because he thought one of the gardeners was looking at him.

To the teacher: teach the pupils the song Sing a rainbow on p. 29 of http://www.hisf.no/prosjekt/Engnett/songar.doc Tasks for chapter 7 (The Secret is Told) Work in pairs of two. Read and dramatise the dialogues. I: Mary and Dickon (pupils see the whole text) Dickon: I couldnt stay in bed on a morning like this. Look at th garden. Mary: Look at all the new shoots and the robin building a nest. Dickon: We musnt watch too close. Hes too busy for visitin an gossipin. Mary: I have met Colin. He thinks he is very ill and cries at night believing he will die. Dickon: If we could get him out here, hed forget about lumps growing on his back. Wed just be two lads and a little lass lookin on at th springtime. Itd do him more good than doctors stuff. II: One-sided dialogue. (Each character only sees his or her part.) Student A reads Dickons part. Student B reads Marys part. Dickon: I couldnt stay in bed on a morning Dickon: .. . like this. Look at th garden. Mary: Look at all the new shoots and the Mary:.. robin building a nest. Dickon: We musnt watch too close. Hes too Dickon: .. busy for visitin an gossipin. Mary: I have met Colin. He thinks he is Mary: . very ill and cries at night believing he Dickon: If we could get him out here, hed will die. forget about lumps growing on his Dickon: back. Wed just be two lads and a little lass lookin on at th springtime. Itd do him more good than doctors stuff.

I.Colins tantrum (pupils see the whole text) Colin: I wont let that boy come if you stay with him instead of me! Youre selfish for not being with me. Mary: What are you? Youre the most selfish person I know. Colin: Well, Im going to die! Mary: I dont believe it. You only want people to be sorry for you. But theyre not! Youre too nasty. I was going to tell you about Dickon and his fox and crow, but I shant now. Colin: (screams) There are lumps on my back. There are lumps growing!! Mary: Somebody must stop him. He deserves a beating for being so selfish. Hes upsetting everyone in the house. (to Colin). Stop! I hate you! You will scream yourself to death in a minute, and I wish you would.! If you scream again, I shall scream louder. Colin: I cant stop. Ive felt a lump coming on my back. Mary: Turn over and let me look. There is not a lump as big as a pin. Dont you ever talk about it again. II. One-sided dialogue (pupils see only his or her role)

Student A reads/acts the role of Colin Colin: I wont let that boy come if you stay with him instead of me! Youre selfish for not being with me. Mary: . Colin: Well, Im going to die! Mary: . Colin: (screams) There are lumps on my back. There are lumps growing!! Mary: . Colin: I cant stop. Ive felt a lump coming on my back. Mary: .

Student B reads/acts the role of Mary Colin: . Mary: What are you? Youre the most selfish person I know. Colin:. Mary: I dont believe it. You only want people to be sorry for you. But theyre not! Youre too nasty. I was going to tell you about Dickon and his fox and crow, but I shant now. Colin: (screams)..!! Mary: Somebody must stop him. He deserves a beating for being so selfish. Hes upsetting everyone in the house. (to Colin). Stop! I hate you! You will scream yourself to death in a minute, and I wish you would.! If you scream again, I shall scream louder. Colin: Mary: Turn over and let me look. There is not a lump as big as a pin. Dont you ever talk about it again.

To the teacher : A more challenging variation is to give the pupils only the roles of student A or B in writing and ask them to dramatise with only one of the roles written down.

Tasks for chapter 8 (I shall live for ever and ever.) Write 5 sentences showing how The Whole World changed for Colin. Tasks for chapter 9 (Magic) Answer the following questions. 1. What change takes place with Mary and Colin? 2. What happens to Mr Craven away in Austria? 3. What happens when he gets home to his manor? 4. How does Mr Craven feel when he sees his son healthy? 5. Do you think Mr Craven is a good father?

4. The Secret Garden: A mixed bag of ideas and tasks for the classroom.
4.1 Comparison of the original and the adapted text.
A note to the teacher.

This task would be suitable for stronger pupils. Make the pupils read the first page of the easy version of the novel in the Ladybird edition. Then make them read the start of the story in the original version. Parts of it has been copied onto this page. The whole text of the original version is available on the following link: http://www.gutenberg.net/dirs/etext94/gardn11.txt If you think this works out successfully with pupils, you may try the same with other parts of the novel. To the pupils. Read the first page of The Secret Garden, Ladybird edition. Read the following page in the original version. CHAPTER I THERE IS NO ONE LEFT When Mary Lennox was sent to Misselthwaite Manor to live with her uncle everybody said she was the most disagreeable-looking child ever seen. It was true, too. She had a little thin face and a little thin body, thin light hair and a sour expression. Her hair was yellow, and her face was yellow because she had been born in India and had always been ill in one way or another. Her father had held a position under the English Government and had always been busy and ill himself, and her mother had been a great beauty who cared only to go to parties and amuse herself with gay people. She had not wanted a little girl at all, and when Mary was born she handed her over to the care of an Ayah, who was made to understand that if she wished to please the Mem Sahib she must keep the child out of sight as much as possible. So when she was a sickly, fretful, ugly little baby she was kept out of the way, and when she became a sickly, fretful, toddling thing she was kept out of the way also. She never remembered seeing familiarly anything but the dark faces of her Ayah and the other native servants, and as they always obeyed her and gave her her own way in everything, because the Mem Sahib would be angry if she was disturbed by her crying, by the time she was six years old she was as tyrannical and selfish a little pig as ever lived. The young English governess who came to teach her to read and write disliked her so much that she gave up her place in three months, and when other governesses came to try to fill it they always went away in a shorter time than the first one. So if Mary had not chosen to really want to know how

to read books she would never have learned her letters at all. One frightfully hot morning, when she was about nine years old, she awakened feeling very cross, and she became crosser still when she saw that the servant who stood by her bedside was not her Ayah. "Why did you come?" she said to the strange woman. "I will not let you stay. Send my Ayah to me." The woman looked frightened, but she only stammered that the Ayah could not come and when Mary threw herself into a passion and beat and kicked her, she looked only more frightened and repeated that it was not possible for the Ayah to come to Missie Sahib. There was something mysterious in the air that morning. Nothing was done in its regular order and several of the native servants seemed missing, while those whom Mary saw slunk or hurried about with ashy and scared faces. But no one would tell her anything and her Ayah did not come. She was actually left alone as the morning went on, and at last she wandered out into the garden and began to play by herself under a tree near the veranda. Tasks Compare the start of novel in the easy version of the The Secret Garden (Ladybird edition) with the original version. Which one do you like best? How are these parts different?

4.2 Questions for discussion.

1.Talk to the class about the way Mary is described. Remind them that the story was written in the 19th century. What does the description reveal about the way children were regarded. Mary Lennox is described as spoilt, rude, bad-tempered, thin, miserable, sour-faced, no one liked her at all. 2. What is it to be rude? Give examples. 3. What is it to be spoilt? Give examples. 4. If you had to go to a foster home or be adopted, what would you worry about? 5. If you had to go to a foster home or be adopted, what kind of family would you want to go to?

4.3 Telling and writing

Write an angles letter of apology for Mary.

1. 2. 3. 4.

Write Mr Cravens letter of praise about Mary. Write about the characters you like in the story and why. Write about who likes you and why. Imagine you are Mary as an old lady telling the story of the Secret Garden to her grandchildren. Begin like this. When I was your age, about 10 years old something strange and wonderful happened to me. My parents were dead and I lived in my uncles gloomy manor up in Yorkshire and was very unhappy and miserable. Then one day a robin showed me an old rusty key. It was the key to the most wonderful secret garden. Look! I have it still!(holds up the key) I always carry it with me as I believe it brings luck. Do you want to hear how it made my life change completely? Write (or tell) the rest of the story.

6.Fastwriting When Ben says: Dont go poking your nose into places where you dont belong, what do you think of? Fast writing 10 minutes Go together with your classmate and discuss the ideas you have come up with. Settle on one and write a 50-word story about it. 7.Have you ever found young animals, for example stray kittens, baby birds, hedgehogs etc and tried to help them? Tell or write about this experience. Interview a vet about how to take care of a young stray animal.

4.4 Exploiting motifs

In the story there are certain motifs that can be further exploited such as the robin, the key, the skipping rope (childrens games), gardens, being bad tempered and grumpy The Robin Read the legend about The First Robin. Check out the following link which is accompanied by music.http://www.mamarocks.com/first_robin.htm Interview the robin about his life. Write a song Imagine you are the robin and singing about yourself to robin ladies to attract them. Be his PR agent and write the lyrics to his song. (try to find a good tune first) Example: I can find the juiciest worms If you want a fly Ill catch it before you can wink and eye Im so faithful and Im so friendly Look at my long tail feathers Did you ever see a chest as red as mine?

Keys Brainstorm what kind of keys are there? (Concrete keys and figurative keys like keys to understanding or keys to someones heart) Find various keys and have an exhibition. Pick a key and draw and write about it. Dramatise or interview an old key. Write a keys story. Childrens games Tell about rope skipping and hop scotch. Tell about the song games the English learn and do. Invite an English speaking person to tell about what games s/he played when young. Gardens and manors Look up gardens in an encyclopedia and find out what kind of gardens there are and how gardens have developed through the times. The following encyclopedia can be recommended: Oxford Childrens Encyclopedia, Oxford University Press, ISBN 0 19 910173 6 Do you have a garden? Do you like/dislike it? Why? Write a paragraph starting I like my garden because. Or alternatively I dislike my garden because Find out what is typical for English gardens. Do English people like gardening? Write a paragraph starting I think the English are very fond of gardening because Do Norwegians like gardening? Explain. Check out the following link to find out more about English gardens. http://www.britainexpress.com/History/english-gardens.htm Check out the following link to find out more about manors and the lord of the manor: http://www.building-history.pwp.blueyonder.co.uk/Manors.htm Being bad-tempered and grumpy. What makes you grumpy? If you like you can tell about what makes your friend/brother/sister/parents grumpy. Make a silly jingle about how grumpy you can be when.., or how grumpy someone was when.. Make a refrain (Grumpy, humpy, jumpy, frumpy, lumpy, stumpy, mumpy etc. Look up these words in a dictionnairy. Are these words real English? Presenting oneself to new people. Talk about it in class. Imagine you are going to Oslo to participate in Norway Cup. You are going to have your camp next to a team from How would you go about making friends with this team? Make a list of things you want to say about yourself and ask the other one(s) about. How would you break the ice (start)? Yorkshire and the moors Find out about the Vikings settlement in York. Find out about the moors. What do they look like? What do they mean to the English? Find out about York.

4.5 Games
BINGO This is a fake bingo. It is meant to be a motivating drill of new words. The point is that everybody gets a BINGO at the same time and hopefully stays motivated throughout the game. Copy the boards and give the pupils one board each. Make sure that pupils sitting next to each other do not get the same boards. The teacher calls out the words, and the pupils cross out the words on the board as they are called. Make sure that the word MANOR is called last. When all the words except MANOR have been called out, the pupils have crossed out all but the last one. When at last MANOR is called out, the pupils will get BINGO at the same time. MANOR RUDE UPSET MOOR

ROBIN

DETERMINATION

MAGIC

BULB

BRANCH

SOIL

WEEDS

GHOST

EXCITING

BEWITCH

TANTRUM

CRIPPLE

Variation: The pupils have boards with different words on and the first one to get 4 in a row horizontally or diagonally gets a bingo. The teacher may want to continue until the first one has got 3 rows of bingo, or the first one has crossed out all his/her words.

THE ADVERB GAME (the idea is taken from Jill Hadfield, Intermediate Communication Games) This game is played in groups of 3 or 4.

Cut out the following cards and place them face down. Pupils take turns picking up a card and making the others guess what adverb is on it. He or she should give the others clues from the story. For example about loudly he or she may say Colin shouted and cried this way. About angrily the explanation may be: Mary reacted this way when no one came to dress her in India. The one who guesses correctly picks up the next card. The pupils may decide to award points for guessing correctly. Passionately violently secretly slowly

happily loudly noisily sadly gently strictly tenderly boldly quickly rudely

softly

angrily

anxiously

uncomfortably

regretfully

Timidly

tearfully

politely

nervously

disapprovingly

SAY IT!!

Tid: 15-20 minutter Ml: ve vokabular, grammatikk, innholdsforstelse. Dette brettspillet gr ut p at hver spiller har to kast med terningen. Med frste kastet gr spilleren bortover, og med det andre gr han nedover det antall ruter som terningen viser. Spilleren svarer s godt han eller hun kan p sprsmlet i ruten. Man kan velge gi poeng for svarene , for eksempel 5 poeng for et godt svar og 0 poeng hvis spilleren ikke kan svare. Det er ikke alltid det finnes et riktig eller et galt svar, og her m lreren fungere som konsulent. P forhnd kan man avtale en viss tid man skal spille, for eksempel 15 minutter og s summere poengene nr tiden er ute. Man kan selvflgelig spille uten poeng og unng vinnere og tapere i spillet. Nr en spiller har gjort sine to kast, overtar neste spiller. Spillerne kan bruke samme rute om igjen flere ganger. Det er svrt viktig at engelsk brukes hele tiden under spillet. Straff for bruke norsk: St over et kast.

Start 1 2

Say It! 3 4 5 What is a moor? 6 What is a butler? 1

Find five Tell about adjectives to Marys life in describe Mary India. at the start of

Put into words Describe Marys thoughts Misselthwaite about Mrs Manor. Medlock when

the story. What kind of work does a housemaid do at a manor? Explain: Dont go poking your nose into places you dont belong? How many skips can you do with a skipping rope? Why do all the servants have to please Colin? What do you know about Marthas family? How does Mary spend her first days at the manor?

she first sees her. Describe the grounds at Misselthwaite Manor? Why has Mr Craven locked up The Secret Garden? Why is the story What does a called The robin look Secret Garden? like? How does Martha first explain the sound of a child crying to Mary? What is so special about Dickon? Give the name of some bulbs. Why does Ben say that Mary and himself resemble one another? How does the robin help Mary? 3 Tell your group what you know about Colin. How does Mary react when she hears Colin having one of his very bad tantrums at night? What is a hunchback? 4 Grammar: Compare these adjectives LoudBeautifulUglyIll -

Describe the What does it Secret Garden mean to be the first time grumpy? Mary sees it? What does it mean to make a fuss of somebody?

Do you think Describe how Collin is selfish? living at the Explain. manor changes Mary.

What animals does Dickon bring along to his first meeting with Collin?

What does Ben mean when he says to Collin: You are the poor cripple lad.

The last chapter of the story is called MAGIC. Why?

Why does Mr Craven travel so often to faraway places?

Would you Describe Mary and want Collin at the end of someone like the story? Mr Craven for a father? Explain.

4.6 Working with passages from the book.

Asking and answering questions. Copy two passages from the book for example p. 21 about Mary discovering the key to the secret garden and p. 29 about Mary meeting Collin for the first time. Step 1. Split the class into groups (two or more) and give each group one of the passages. Step 2. Each group works together reading their own passage, and discussing its place in the story so far. Any questions concerning the vocabulary should be resolved at this stage. Step 3. Tell each group to make up questions to the passage they have just read. Their questions may be on the actual passage or on the context surrounding the passage.

Step 4. Tell the groups to exchange the passages and the questions they have made. Step 5 Each group read the new passage and try to answer the questions the other group have made.

4.7 Making up the story based on illustrations

The Secret Garden in the Ladybird series comes with 12 colourful illustrations to the story. These illustrations may serve as cue cards for telling the story as it is presented in the book, or as a pre-reading activity to the story before the pupils actually read or listen to the story. A. The illustrations used as a pre-reading activity: Domino game The game is played in groups of three or four. Copy the illustrations and cut out cards with one illustration on each card. The cards should be dealt out equally to all the members of the group. The first player begins by choosing a card from his/her hand and laying it down on the table as the first event of the story, describing as he/she does so, what happened in the story. The second player should then choose a suitable card to follow on as the next event in the story, and lay it down on the table next to the first, narrating the next stage in the story. The purpose of the game is to make up a joint story. When all the groups have finished, they can visit each others tables and explain the stories to each other. This activity may also trigger a follow-up writing activity. B. The illustrations used as a post reading activity. Copy the illustrations and cut out cards with one illustration on each card. The pupils work in groups of three or four. Put the pile of cards on the table in front of the group, and the pupils take it in turn to tell the event of the illustration on their card. The pupils may award each other points for telling the story correctly. One group member may serve as a judge and thus not be part of the game. The pupils may get 2 points for a detailed and correct account of the event. They may get 1 for a less detailed or less correct retelling. (0 if they are unfamiliar with the event).

4.8 Making a movie screenplay

Copy four passages from the book, for example pp. 6-7 (Mary has to leave India), pp. 14-15 (Mary talks to the gardener and discovers the Robin), p. 41 (Colin cries at night), pp. 46-47 (Colin shows Ben that he can walk). These are key scenes with dramatic possibilities. Notes for the teacher Step 1

Divide the class into 3 or 4 groups. Give each group one of the passages. Ask them to read it, and to discuss what has happened up to that point in the story. Step 2 The students work in their groups to produce a screenplay for their scene. They should try to imagine that they are filming this episode. They draw up a list of characters, invent dialogue and may want to discuss/find different sound effects. Step 3 When they have completed the screenplay in their group, they allocate and act out the different roles within their group. They rehearse the scene for a short time. Step 4 Each group performs their scene for the rest of the class.

4.9 Using the video of the book

The video of the Secret Garden is excellent. It is beautifully filmed and captures the mystery and adventures at Misselthwaite Manor. It portrays England and Yorkshire in a very romantic way underlining the close relationship to nature as a way of regaining health and bringing life to life. Pupils at mellomtrinnet should be able to cope with the spoken language in the film as there is a limited amount of it. Large parts of the film show rather than tell in language what happens. The film starts in India showing how very different Mary Lennoxs life was there with servants to dress her and obey all her commands. The way the film is shot in the beginning is very interesting as it has Marys perspective as a child. She watches her mother and father partying from under the bed and thats how we see them too. The video is available from Korinor skoleavdelingen Boks 13 Oppsal 0619 Oslo Tel 22 65 712 24, fax 22 65 78 25

Activity 1 (to be carried out before the students have seen the whole video) Show the students the scene where Mary wakes up in the night and hears somebody crying and she leaves her bed and find Collin crying in his bed. Pause the video after Collin says Who are you? Make the students guess how the conversation goes between Mary and Collin. Discuss their ideas and play the next few seconds of the clip and compare. Put the students into pairs. Play a few more seconds of the video. Pause it and the students continue the dialogue as they think it will progress. Activity 2 Below you will find a summary of the chapters and the main plot of the Ladybird edition of The Secret Garden. Compare the book and the film. Are there any differences? 1.Mary Lennox; Marys life in India, her parents death and her departure for England and Misselthwaite Manor in Yorkshire where she is taken by the housekeeper Mrs Medlock. She

is told about the owner of the manor, her uncle who has a crooked back and since his wifes death has lead a life away from other people. 2. The Gardens; Mary meets the housemaid Martha, and little by little she starts to like her. She learns from Martha that one of the gardens is locked up but that she can wander through the others. She meets Ben, the gardener, and sees the robin for the first time. 3.Robin shows the way. The day it is raining Mary starts exploring the house looking for the child who is crying. Mrs Medlock tells her off. The robin seems to show her the rusty key in the soil. Marthas mother gives Mary a skipping rope. 4. Dickon; Mary finds the door to the secret garden and the key fits the lock. She enters the garden, finds it untidy and starts weeding. Dickon brings garden tools and seeds to the secret garden. They weed and prune it together. Mary is taken to see her uncle and she asks to have a bit of land, which he gladly gives her. 5. Colin; Mary hears a child crying at night and finds Colin in his bed. He tells her that he is ill and that he is going to die. Mary tells him about the gardens. 6. Rainy days; Mary tells Martha about Colin. She learns from Martha that Colin has not been allowed to walk since he was born. Mary tells Colin about Dickon. She spends the week with Colin as it is raining. He starts to cheer up. 7. The Secret is Told; The sun is shining again. Dickon and Mary see that the sprouts are coming up and want to show Dickon the garden. Colin is angry with Mary for spending the day with Dickon. Mary and Colin have a row where Mary calls Colin selfish. In the night she hears Colin having a tantrum, and she tells him that she hates him. She looks at Colins back and tells him that there are no lumps there and that he is forbidden to ever talk about them again. Colin learns about the secret garden. 8. I shall live for ever and ever; Dickon brings his animals with him to see Colin. They take Colin into the garden. Ben calls Dickon a cripple lad, and this makes Colin decide to try to stand straight. Colin believes he will get well and strong because of the magic that has happened. 9.Magic; Every day Colin practises walking in the secret garden and keeps this a secret. Colins father comes home from his travels and has an urge to go to the secret garden. There Colin runs into his arms - no longer a cripple. Happy ending. Activity 3 Produce a sheet of about 15 words taken from the film. Write them down the centre of a page with space for comments and notes. Photocopy this page and give each student a copy. Discuss meanings and possible context for these words. Make the students watch the film. They should not write anything at this stage. Ask students to work in pairs. They should now look at their copy and try to recall the context for the words on their copy. Ask them to write down next to the words the context of the word as they remember it. Finally the students pool their information. The teacher together with the class may want to produce a written record of the contextualised words on the board.

List of words from the video: Sullen Contrary Housekeeper Guardian Improve Disrespect To cast a spell upon Box your ears Native Shut the garden up Skipping rope Robin Keep a secret Swing Selfish Cripple Make magic In charge Spoilt Boarding school

5. Walt Disneys The Jungle Book

5.1 List of vocabulary

p. 4

p.6 p.7

p. 8

p.9

p.10

p.12

p.14

p.15

p.16

p.17 p.20 p.21 p.23

hunt sound discover basket tiny Man-cub chap agree grow up (grew up) search hold an urgent meeting village safe set off journey upset had to leave darkness settle down hide asleep slither seem magic power fall under the spell trance wind swallow up terrible blow claw dawn loud noise trunk keep up join down on all fours copy eventually catch up with (caught up with) carry on refuse trunk cross run off (ran off) introduce enjoy look after the bare necessities to lie in wait let go off ruined rescue plan in return

jakte lyd oppdage kurv svrt liten Menneskeunge (egentlig valp) fyr vre enig i vokse opp (vokste opp) lete etter holde et raskt mte landsby trygg legge i vei reise ute av seg mtte forlate mrke sl seg ned gjemme seg sove gli synes magisk, trolldoms makt bli forhekset transe tvinne svelge, spise opp fryktelig slag klo morgengry hy lyd snabel holde tritt bli med ned p alle fire etterligne til slutt n igjen (ndde igjen) fortsette til nekte trestamme sint stikke av presentere like passe p det aller ndvendigste ligge p lur la vre delagt redningsplan til gjengjeld

p.26 p.27 p.28 p.29

p.30 p.33 p.34

p.35

p.36 p.38 p.40

secret fire master human feast in honour of distract in disguise trick knock over pillar manage rest keep watch over future admit where they were headed stalk lick spot emerge take by surprise in mid-leap tail roar with rage determined not to let go furious flip a lightening bolt comfort to peer through

hemmelighet ild herre menneskelig fest til re for avlede utkledd lure sl i stykker syle klare hvile holde vakt over fremtid vedg hvor de skulle lure seg innp slikke f ye p komme fram fra overraske midt i spranget hale brle av sinne bestemt ikke gi seg rasende kaste lyn trste kikke gjennom

5.2 Working with vocabulary

Adjectives describing mood in the story. 1.The following words are used about Mowgli or the animals at some point in the story. Find out who of them felt like this and make a sentence about it. ANGRY, CROSS, UPSET, HAPPY TERRIFIED SAD 2. Do you know other words that describe the same moods as those above? 3. a) Tell one of your classmates about what makes you i) happy ii) upset iii) terrified iv) sad b) Write a paragraph (avsnitt) about one of your moods.

Collocation (what goes together with what) Pick one of the suggested expressions to complete the sentences 1. Perhaps Mother Wolf will (passe p).......... him. look for, look at , look after, look out for 2. They (la ut p)..................... on their long journey. laid out, set off, travelled 3. Mowgli (ble forhekset).............. of Kaas shining eyes. fell down, fell asleep, fell under the spell 4. The other elephants were tryin to (holde tritt med) ............ the old elephant. keep in line with, keep behind, keep up with. 5. Baghera (ndde igjen)..........Mowgli. caught up with, reached , saw 6. Baghera was very cross and (lp sin veg)............. ran into, ran across, ran off 7. Baloo (likte)........... teaching his new friend. enjoyed, hoped to , tried 8. A group of monkeys were (l p lur)............. to kidnap Mowgli. wanting, hoping, lying in wait 9. Louie wanted to learn (hemmeligheten) ............ of Mans red fire. the use, the need , the secret 10. Mowgli forgot his troubles and (ble med p) .............. the fun. took part in, joined, liked 11.The King (hadde ingen anelse om)........... that it was Baloo in disguise. was unsure, hadnt the clue, had no idea 11. Fire was the only thing that (skremte) ............... Shere Khan. made nervous, frightened, made happy 12. Baghera came over to (trste)............ Mowgli. applogize, say hello to, comfort 13. Baghera said This is where Mowgli (hrer hjemme).............. belongs, should stay, enjoys to be 14. The two friends (bega seg i veg)............... towards the jungle dancing and singing happily. turned , walked, headed Match the animals and the names where possible. The animals in the story monkey bear panther Mother Wolf tiger python elephant The names of the animals Colonel Hathi Bagheera Shere Khan Kaa Baloo Louie

5.3 Working with grammar

Match animals and actions. Look at the list of verbs below and list next to the animals the actions they do. The same verb (action) can be used about several of the animals. The animals in the story What they do Monkey bear panther Mother Wolf tiger python elephant The verbs used about the animals actions in the story swallow up, hunt, slither, search for, trumpet, fight, wind itself around, climb, settle down to sleep on a branch, flee into the jungle, growl, hide under leaves, give a blow, carry off, attack, march, scratch, wade, drag, stalk, spot, float along, watch, lie in wait, spring out, grab, give a roar, leap at, take by surprise, catch by the tail, scream, Retelling the story Pick one animal and the verbs that go with this animal and retell parts of the story to a group of 4 of your classmates. Try as a group to retell the whole story. Write as a group a summary of the story on the computer. Working with the present tense Read pp. 4-7 in Walt Disneys classic The Jungle Book, Ladybird edition. This story is told in the past tense (fortid). Rewrite the story in the present tense (ntid) imagining the story is happening right now. Example: Deep in the jungle, Bagheera the panther was/is out hunting. Suddently he heard/hears a strange crying sound coming from the river. Working with strong and weak verbs. To the teacher :The story of the Jungle Book contains very much action and excitement and therefore a natural focus is to work with verbs. To the pupils: Look at the following list of verbs taken from the story and decide which ones are strong verbs. Give the forms of the present-past and perfect tenses Example : heard is a strong verb because it does not take ed as an ending in the past and perfect tenses. Hear-heard-heard Went, discovered, said, needs, agreed, named, grew up, changed, came, held, set off, fell, climbed, settled, slithered, seemed, began, started, wind, woke up, sprang, gave, sent, looked, Saw, trumpetted, leapt, caught up, wanted, refused, grabbed, was, wandered, met, asked, introduced, told, enjoyed, called, waded, floated, sat, watching, were lying, grabbed, let, lived, rushed, found, explained, happened, cried, dropped, offered, declared, leapt, forgot, dressed,

waved, danced, realised, knocked, managed, kept, led, shouted, listened, licked, think, hit, struck, tied, screamed, fled, get up, threw, smiled, belongs,

5.4 Cross-curricular activities

To the teacher Make a scrapbook or a poster The Jungle Book such as it was originally written by Rudyard Kipling has the Indian jungle as the setting of the story. The various animals that Mowgli encounters in the story are all animals found in the Indian jungle. Make use of the library and provide the pupils with books on exotic animals like the tiger, panther, wolf, python, and monkeys and make them find as much information as they can about a chosen animal. Hele verdens dyreliv, orientalsk region Libri Arte 1996, is informative and precise. Encourage the pupils and help them translate the information into English. Ask them to make a scrapbook containing both pictures and text about these animals. Alternatively the class can make a joint poster on the Indian jungle. Ask them to find out if these animals are threatened species. Encourage the pupils to look for newspaper articles about the animals. Encourage them to find information on the Internet. Issues for discussion. Should man-eating animals like the tiger be protected? Do you think we should have wild wolves and bears in Norway? Make a panel discussion about these issues in class in Norwegian or if possible in English. The British Empire Talk about the British Empire and look at maps with the class to find out how big the empire was at its height.