Level 2 - Venturesbooks.sk · 2018. 1. 15. · Enormous Crocodile. Key words (see page 6 of these Teacher’s Notes for the Key words in context) bite (v) horrible (adj) coconut (n)

THE ENORMOUS CROCODILE LEVEL 21 www.pearsonenglishkidsreaders.com

Teacher’s NotesPearson English Kids Readers

Summary of the storyThe Enormous Crocodile is a huge, horrible animal who doesn’t eat other animals, he only eats children. Although when he is really hungry, he tries to eat animals too.

He tries to take a bite of Trunky the elephant, but he doesn’t like the taste of him. Next, he tries to catch Muggle-Wump the monkey to eat, but he bites a tree by mistake. Then, he tries to catch the Roly-Poly Bird who quickly flies away from the crocodile’s hungry jaws, but not before the Enormous Crocodile catches its beautiful tail!

Not having any luck with the animals, and getting hungrier and hungrier, the Enormous Crocodile tries out some cunning ideas to catch children. He pretends to be a coconut tree – until Humpy-Rumpy the hippopotamus tries to stop him and saves the children. He pretends to be a see-saw – until Muggle-Wump warns the children that it is in fact the Enormous Crocodile. He pretends to be a ride on a merry-go-round – until the Roly-Poly Bird spots him and tells all the children to run home. And he pretends to be a seat at a picnic table – until Trunky the elephant warns the children not to eat their picnic there.

Trunky is very angry with the horrible crocodile and swings him round and throws him up into space and that is goodbye to the Enormous Crocodile.

Background informationRoald Dahl (1916–1990) started writing in 1942. At first he wrote short stories for adults. His writing career for children took off in the 1960s, after he became a father. The Enormous Crocodile was first published in 1978. For more information, visit www.roalddahl.com.

Roald Dahl’s books appeal to children because his stories carry a message about right and wrong which children understand. Dahl’s writing style is playful and inventive, and includes rhyme, rhythm, repetition, nonsense words and sound symbolism (onomatopoeia).

The illustrator, Quentin Blake, worked with Roald Dahl for many years, illustrating almost all of Dahl’s books for children. The Enormous Crocodile was their first collaboration, and Blake’s distinctive drawings helped bring Dahl’s stories to life.

Did you know … ?

Roald Dahl first became interested in writing children’s books by making up bedtime stories for his own children.

Dahl wrote most of his stories in a specially built hut in the garden of his home.

Level 2Suitable for: young learners who have

completed up to 100 hours of study in English

Type of English: British

Headwords: 400

Key words: 10 (see pages 2 and 6 of these Teacher’s Notes)

Key grammar: present simple, present continuous, imperatives, Wh- questions, simple adjectives and adverbs, can for ability, want + infinitive.




The charactersThe Enormous Crocodile is horrible. He eats children!

Humpy-Rumpy is a nice hippopotamus. He doesn’t like the Enormous Crocodile.

Trunky is a strong elephant. He doesn’t like the Enormous Crocodile.

Muggle-Wump is a funny monkey. He doesn’t like the Enormous Crocodile.

The Roly-Poly Bird is clever. He doesn’t like the Enormous Crocodile.

Key words (see page 6 of these Teacher’s Notes for the Key words in context)

bite (v) horrible (adj)coconut (n) merry-go-round (n)crocodile (n) playground (n)fair (n) round (adv)hide (v) see-saw (n)

Topics and themesKindness There are four kind animals in the story who stop the Enormous Crocodile from eating the children. Can the students tell you the names of these animals? How do these animals know that the crocodile is so horrible? Do the students know of another character in a story or film who is kind and helps others?

Fears The Enormous Crocodile disguises himself so that he can’t be seen by children. The hippopotamus, elephant, monkey and bird save the children from being eaten. Ask the students if they would feel frightened if a crocodile, or other dangerous animal, suddenly jumped on them. Are there hidden dangers in the real world that children should look out for?

Punishment The Enormous Crocodile has upset a lot of animals and people by the end of the story. What does Trunky do with the horrible crocodile? Do the students feel sorry for the crocodile or do they think he deserves to be thrown into space? Should he still be punished if he said sorry for his behaviour?

Disguises The Enormous Crocodile uses disguises to trick people (a tree, a see-saw, a merry-go-round ride, a picnic seat). What other disguises could the crocodile use? (e.g. a bridge over a river). The students could draw a picture showing a new disguise for the Enormous Crocodile. Disguises worn by people are a kind of costume. For what occasions might the students wear a costume? Which costumes do they like wearing?

Beautiful birds Talk about the Roly-Poly Bird with the students. Do they think it is beautiful?

What colours are its feathers? Is the Roly-Poly Bird’s song beautiful, or is it just a loud squawking noise? Are there real birds like the Roly-Poly Bird? Do the students know of any birds of paradise? Show the students images of nature’s examples of extraordinary birds (e.g. family Paradisaeidae) and / or play the sounds of a bird of paradise. Pictures and audio are accessible on the internet. The students could make a collage of the Roly-Poly Bird, or another make-believe bird. (See also Activity 2 on page 4 of these Teacher’s Notes.)

Crocodiles Ask the students what they know about crocodiles. Where do they live? (in hot parts of Africa, Asia, North and South America and Australia). What do they live in? (rivers and lakes). How big do the students think the Enormous Crocodile is? Discuss the facts for a particular species of crocodile, e.g. the Nile Crocodile: it can be 5 metres long, it weighs 225 kilograms and it lives up to 45 years. The students could make a crocodile mask, or paint a large picture of the Enormous Crocodile to display on the classroom wall. (See also Activities 1, 3 and 4 on pages 4 and 5 of these Teacher’s Notes.)

Picnics In the story, Trunky warns a family of four about the crocodile just before they sit down for a picnic. Ask the students what food might be in their picnic baskets. What kind of food would the students like to take on a picnic? They could draw items of picnic food and drink and label them.

Fairs and playgrounds In the story, some children go to a fair. There is a merry-go-round at the fair. What other rides can be found at a fair?



(rollercoaster, dodgems, bouncy castle). What kind of equipment can be found in a playground? (see-saw, slide, swing, climbing frame). Do the students often go to a fair or a playground? What do they like there? The students could draw their favourite fair or playground activity.

Notes on the photocopiable activitiesPage 6: The students could paste the list of Key words into a notebook. You could ask the students to learn this vocabulary as homework and then test them on it.

Pages 7–8: While-Reading activities, Activity 2: Alternatively, the students could cut out the sentences and stick them under the pictures. Activity 4: You could ask the students to correct the four incorrect sentences: 1 The Enormous Crocodile doesn’t bite Humpy-Rumpy. 5 The children can’t see the Crocodile in the tree. 8 The Crocodile doesn’t eat the children on the merry-go-round. 9 Trunky can see the Crocodile under the table.

Pages 9–11: After-Reading activities, Activity 1: Encourage the students to use the same colours as in the book, and to talk about the picture / colours as they work. Activities 3 and 4: The students could cut out and match the sentences to the pictures. For Activity 4, they could stick them in the correct order in their notebooks and use the pictures and text as a prompt to retell the story in their own words, in pairs.



Class Activities (After Reading)

Here are some activities to do with your class after reading The Enormous Crocodile.

1. A Hundred Scaly Crocodiles rhyme• For young children, an important part of

learning phonology is playing with words and sounds in their own or in a foreign language. Teach the class this short rhyme about hungry crocodiles.

A Hundred Scaly Crocodiles A hundred scaly crocodiles Going out to lunch. Gobble, gobble, glug, glug Crunch, crunch, crunch!

• When the students have memorised the rhyme, they can recite it with a special effects chorus. The rhyme has eight beats.

• First, focus on the onomatopoeic words from the story e.g. CRASH!, BANG!, YUK!, SWISH!, SWOOSH!, SNAP!, OUCH!.

• Get the students to practise saying these words in chorus.

• Ask the students what kind of food they think a crocodile might normally eat (e.g. a big fish). What kind of noise would a crocodile make when eating? Teach the onomatopoeic words in the rhyme: gobble, glug, crunch.

• Then teach the complete rhyme.

• When the students have memorised the rhyme, divide the class into two groups. Group 1 will say the complete rhyme and Group 2 will provide the sound of the crocodiles eating (gobble gobble, glug, glug, crunch, crunch, crunch).

• Group 1 recites the rhyme twice and Group 2 recites the sounds to the end.

2. Make a Roly-Poly Bird collage

Materials: large sheet(s) of plain white paper or card; tissue paper in different colours (cut into small pieces for the students to roll into small ball

shapes); glue

• Draw an outline of the Roly-Poly Bird on a large sheet of paper / card, to include its long feathers, and place it on a desk or on the floor.

• Ask the students of they can remember the colours of the Roly-Poly Bird’s feathers on the different parts of its body (tail, wings, head, neck, body). Write the colours on the board.

• Mark areas on the drawing of the bird with the chosen colours.

• Draw its eyes and beak.

• Hand out the different coloured tissue paper to the students and have them roll it up into lots of little balls.

• Then the students can glue the balls of tissue paper onto the bird in the designated sections of colour.

• Display the finished collage on the classroom wall.

• Collages can be made by groups of students or pairs of students if preferred.

• Extra activity: the students could draw and colour their own make-believe bird at home.

3. Play What’s the time, Mr. Crocodile?• This is a version of the popular children’s game,

What’s the time, Mr. Wolf? It is a game that needs space, so ideally should be played in the gym or in the playground.

• Choose a student to play the role of Mr. Crocodile and the other students are his ‘food’. Instruct Mr. Crocodile to stand at one end of the gym / playground with his / her back to the other students, who should be grouped at the end of the area.

• The students ask What’s the time, Mr. Crocodile? and the crocodile answers with a time of the day e.g. It’s eight o’clock. / It’s three o’clock. / It’s five o’clock. and so on. The students take the number of steps referred to in the time (eight / three / five) towards the crocodile, but the crocodile must not turn round. If the



crocodile answers with It’s time for breakfast / lunch / dinner!, he / she turns round and chases the other students. If he / she catches a student, the student in turn becomes Mr. Crocodile, and the game starts again.

4. Project: Crocodile posterMaterials: internet access and / or reference books; large sheets of white card; coloured pens / pencils / paints; safety scissors; glue

• Explain to the students that crocodiles are large aquatic animals that live in warm climates. Ask the students if they have ever seen a crocodile.

• Divide the class into pairs. Tell the students that they are going to do a project about crocodiles, making a poster to learn more about the animal.

• Give each pair a large sheet of card. The pairs should do their research together, gathering information about crocodiles on the internet or in reference books. They should find out about the animal’s habitat, what food it eats, its average weight and length, whether it is nocturnal, what its lifespan is, what its characteristics are, and any other important information.

• The students draw a picture of a crocodile on the poster and colour it, or use pictures downloaded from the internet to stick onto their poster. Then they write sentences about the crocodile to relate all the information they have gathered. They should present the information in a fun and interesting way.

• Go round the class and monitor the students’ work, helping out where necessary.

• Display the posters around the classroom and ask volunteers to discuss what they know about crocodiles.

• If preferred, the students could find and write down the information about crocodiles for homework, before they make the poster in class.

• Variation: you could have the different pairs of students making posters on the other animals

in the story rather than the whole class making posters on the crocodile.

5. Retelling the story(See After-Reading activities, Activity 4, see page 11 of these Teacher’s Notes)

• When the students have completed Activity 4 of the After-Reading activities, divide the class into pairs.

• Tell the students that, in their pairs, they are going to cut out the pictures and put them in the right order to tell the story. The correct order is indicated by the list of phrases from the Reader.

• Ask the students to tell each other the story in their own words using the pictures to help them.

• Go round the class and monitor the students’ work, helping out where necessary.

• When they have finished, the pairs can present their version of the story to another pair.

THE ENORMOUS CROCODILE LEVEL 26

PHOTOCOPIABLE Text copyright © Roald Dahl 1978

Illustrations copyright © Quentin Blake, 1978.

Copyright © Pearson Education Ltd 2014


Key words

bite .......................... The Enormous Crocodile is biting Trunky. (p. 2)

coconut ................... Look! Coconuts! (p. 6)

crocodile ................. I’m the Enormous Crocodile. (p. 1)

fair ........................... There is a fair in town. (p. 10)

hide .......................... The Crocodile is hiding AGAIN. (p. 12)

horrible ................... The Enormous Crocodile is HORRIBLE. (p. 1)

merry-go-round ... I want to ride on the merry-go-round. (p. 10)

playground ............ YUM! YUM! There are some children in the playground! (p. 8)

round ....................... Trunky is angry. He throws the Crocodile round and round. (p. 14)

see-saw ................... Now the Enormous Crocodile is a see-saw. (p. 8)

bite .......................... The Enormous Crocodile is biting Trunky. (p. 2)

coconut ................... Look! Coconuts! (p. 6)

crocodile ................. I’m the Enormous Crocodile. (p. 1)

fair ........................... There is a fair in town. (p. 10)

hide .......................... The Crocodile is hiding AGAIN. (p. 12)

horrible ................... The Enormous Crocodile is HORRIBLE. (p. 1)

merry-go-round ... I want to ride on the merry-go-round. (p. 10)

playground ............ YUM! YUM! There are some children in the playground! (p. 8)

round ....................... Trunky is angry. He throws the Crocodile round and round. (p. 14)

see-saw ................... Now the Enormous Crocodile is a see-saw. (p. 8)

✁






While-Reading activities

Activity 1 (pages 1–5)Circle the words.

1 The Enormous Crocodile is nice / horrible and eats / doesn’t

eat children.

2 Humpy-Rumpy is nice / horrible and eats / doesn’t eat

children.

3 The Enormous Crocodile bites / doesn’t bite Trunky.

4 Muggle-Wump is / isn’t a child and the Enormous Crocodile

eats / doesn’t eat him.

5 The Enormous Crocodile can / cannot fly but the Roly-Poly

Bird can / cannot fly.

Activity 2 (pages 6–10) Match. Draw lines.

1 The Enormous Crocodile is

a see-saw in the playground.


riding on the merry-go-round.


a coconut tree.

a

b

c






Activity 3 (pages 11–14)Write the words.

1 The Roly-Poly Bird says, ‘ the merry-go-

round! The Crocodile eats !’

2 The Enormous Crocodile hides a table.

3 Trunky is and throws the Crocodile

and round.

4 Trunky says, ‘You’re going on a !’

Activity 4 (pages 1–14)Answer the questions. Write Yes or No.

1 The Enormous Crocodile bites Humpy-Rumpy.

2 The Enormous Crocodile bites Trunky and a tree.

3 The Roly-Poly Bird can sing and fly.

4 The Enormous Crocodile catches the bird’s tail.

5 The children can see the Crocodile in the tree.

6 The children want to eat the coconuts in the tree.

7 The see-saw is the Enormous Crocodile!

8 The Crocodile eats the children on the merry-

go-round.

9 Trunky cannot see the Crocodile under the table.

10 Trunky throws the Crocodile a long way.






After-Reading activities

Activity 1Draw and colour a crocodile.

Activity 2Circle the words.

hide coconut see-saw elephant bite playground fair

e l e p l p o b

s h i d u l l i

e l e p h a n t

e g r o i y b e

s e e n d g b t

a t f a i r h i

w f a r o o e d

c o c o n u t l

o c b i f n a i

c f a h i d e s






Activity 3Write the names.

Humpy-Rumpy Trunky Muggle-Wump The Roly-Poly Bird The Enormous Crocodile

1

4

2

5

3






Activity 4Write the sentences under the pictures.

a ‘Go away, bad animal!’

b ‘What do you want?’

c ‘This is a clever idea.’

d ‘YUM! YUM! There are some children in the playground!’

e ‘Stop the merry-go-round!’

f ‘You’re going on a journey!’

1

4

2

5

3

6



Answer Key

In the back of the Reader

Before You Read1 a pages 2, 13, 14 b pages 4, 5, 11

c pages 10, 11 d pages 6, 7

After You Read1 a 4 b 3 c 2 d 5 e 12 a NO b YES c NO d YES e NO

In these Teacher’s Notes

While-Reading activities

Activity 11 horrible / eats2 nice / doesn’t eat3 bites4 isn’t / doesn’t eat5 cannot / can

Activity 21 b 2 c 3 a

Activity 31 Stop, children 2 under 3 angry, round 4 journey

Activity 41 No 2 Yes 3 Yes 4 Yes 5 No 6 Yes 7 Yes 8 No 9 No 10 Yes

After-Reading activities

Activity 2

e l e p l p o b

s h i d u l l i

e l e p h a n t

e g r o i y b e

s o u n d g b t

a t f a i r h i

w f a r o o e d

c o c o n u t s

o c b i f n a i

c f a h i d e s

Activity 31 The Enormous Crocodile 2 Muggle-Wump3 The Roly-Poly Bird4 Trunky5 Humpy-Rumpy

Activity 41 e 2 d 3 a 4 f 5 c 6 b

Documents

Level 2 - Venturesbooks.sk · 2018. 1. 15. · Enormous Crocodile. Key words (see page 6 of these Teacher’s Notes for the Key words in context) bite (v) horrible (adj) coconut (n)