Penguin Young Readers Level 4 - Longman Japan

Level
4
Penguin Young Readers Factsheets
Dr Seuss’ How the Teacher’s Notes
Grinch Stole Christmas!
Summary of the story
Cindy-Lou and her family live in Who-ville where everyone is busy shopping for
their 1000th Christmas Who-bilation. The Grinch, who lives on Mount Crumpit,
doesn’t like the Whos. He plays tricks on them and they don’t like him either, except
for Cindy-Lou. She asks him to be Cheermeister but instead he steals all the
presents and food to spoil Christmas. It’s then that the Whos realize the most
important thing about Christmas and the Grinch does too!
Background to the story
The story is based on the children’s book by Dr. Seuss, which was written in
1957. The movie was the most popular movie in North America over the 2000-2001
festive period, with a similar success in Europe. Shot at Hollywood’s Universal Studios, 30,000 tons of
fake snow were brought in, and five miles of wiring for 52,000 fairy lights. Make up artists spent five hours
a day making Jim Carrey into the green, hairy star, Grinch.
Topics and themes
Celebrations At the beginning, the story shows how
the Whos celebrate Christmas; shopping, lights and
cake – at the end, why they celebrate; loving their
families. Are there any celebrations the pupils would
change, and why? They could act out parts of the
story, predicting what happens after the story has
finished.
Making use of the Reader
Interview On their own, or in small groups, pupils
choose someone in their class to study for a project.
Elicit with the whole class what questions they might
ask: age, hobbies, when they started at school, any
brothers or sisters, talents? When finished, the
Using the accompanying audio cassette
During listening – whole class prediction Play
the audio cassette all the way through. During the
second playing, stop just before a dramatic event
(such as on page 14, when Cindy-Lou disappears
through a hole, or page 20, when the Grinch sets fire
to the tree) and ask the pupils to tell you what
happens next, then listen to see if they are right.
Listening for specific information Once the
pupils have read the book, elicit the names of the
characters. Write the sentences on the board and ask
the pupils if they can remember who said them.
1. We gave him a good home. We sent him to
school. (Clarinella and Rose Who-Biddie)
2. If at Christmas a Who is not full of cheer,
‘Grinchy’ is the word for that poor dear. (Mayor
May-Who)
Competitions Do the pupils have any in their town?
Would they like to suggest one?
Homes We decorate our homes for festive occasions
inside and out. The pupils may like to describe some
they know about. The Grinch home and the Who
homes are quite different, and pupils may like to
compare them.
questions and answers could be displayed without
the names and the class could try to decide who the
interviews were on and then check if they were right.
3. I came to invite you to be Cheermeister. (Cindy-
Lou)
4. I know! I’ll steal Christmas (the Grinch)
5. It’s about being together – with our families. (Lou
Lou-Who)
6. You had the nicer Christmas lights (Martha-May
Who-vier)
7. Merry Christmas, Mr Grinch. (Cindy-Lou)
Then play the cassette. Pupils put up their hands when
they hear the sentences and check their answers.
Spelling that Sound
Most of the character names in the story center
around the sound /u:/ as in Lou and Who, but use
the alternative spellings for the sound in English. This
is a mixed listening and sorting activity for that sound,
which could also be adapted for any text and any
sound. First practice recognizing the sound itself,
using chanting or leader and response exercises.
©Pearson Education Limited 2001. Visit our website at www.penguinreaders.com
Dr Seuss’ How the Grinch Stole Christmas! Level 4

Dr Seuss’ How the Grinch Stole Christmas! Level 4
Level
3
Chants
Notes on the use of
the chant
The Chants appear at
the back of the Reader
and on the cassette.
They can be used for
group work,
encouraging pupils who
would not speak aloud
on their own. They
recycle language from
the story and it is best
to use the chants after
reading the book.
Penguin Young Readers Factsheets
Dr Seuss’ How the
Grinch Stole Christmas!
Then divide the pupils into small groups, each
responsible for 4-6 pages of the story. Play the
cassette through, while they follow the text in the
book. Each group must write down on cards, one
per word, all words in their section containing the
/u:/ sound.
You may need to play the cassette two or three
times for them to check. Ask for examples from
each group and write them on the board, until you
have at least one example of each spelling
variation o/oo/ou/u/ue/ew. Highlight the spelling
Chant 1
NOBODY in Who-ville
Visits the Grinch
Nobody at all
That’s who
Drew and Stu
Saw the Grinch
“What’s a Grinch?”
Asked Cindy-Lou
Grinch?! Grinch?!
Everybody looked
"Oh Hello Mayor"
Said Lou
NOBODY in Who-ville
Visits the Grinch
Nobody at all
That’s who
Notes on the activities in
the Factsheet
Activity 1 This is a pair-work activity. Check
that the pupils understand all the vocabulary.
Using pencil only, one pupil in each pair should
draw pictures of the items across the grid.
Hiding his grid, he describes what his partner
should draw using grid references, for example.
draw a balloon in C4. When finished they
compare the drawing to see if they look the
same.
Activity 2 Brainstorm the vocabulary for the
sort of thing the Grinch might say (e.g. friends
are important/light and warmth are better than
cold and dark). Then, using Cindy-Lou’s answer
on p. 13, remind them that a Book of Who
saying has a rhythm (tap or clap it out) and the
line endings should have the same sound. You
could put useful rhyming words on the board
e.g. told/gold/bright/night/glad/sad/bad/had
etc. depending on what they decide the Grinch
might say.
Teacher’s Notes
changes and see how many extra words the pupils
can give you that fit the patterns and write those
on cards too e.g. true, blue, blew, glue, flew, new,
do etc. Pupils then sort their word cards into class
baskets or boxes labeled with the different
spellings. This writing and sorting will show up any
difficulties with recognising either the sound or the
alternative English spellings. Finally use the word
cards to see who can make the longest sentence.
Exceptions such as ‘sew’ can trigger the exercise
for another sound family.
Chant 2
Martha-May Who-vier
Must remember me!
I’m the Grinch
She liked me, I know it!
I remember what
She said to me
Christmas is my favorite day
I love the colors, red and
green
Martha-May Who-vier
Must remember me!
I’m the Grinch
She liked me, I know it!
Answers to the activities
In the Back of the
Reader
Before you read
1. a. Pupils may mention
Grinch as Santa, Max
as reindeer, the
Whos’ clothes,
missing nativity story
characters. b. Cindy-
Lou, Max. Pictures on
p.26, 28, 30 show
kissing and smiling.
2a. p. 3, b. p. 5, c.
pp.5, 12, 18, d. pp. 21,
26, e. p. 28.
In the Factsheet
Activity 3 1.e. 2. b. 3. f.
4. a. 5. c. 6. d.
Chant 3
I know what I’ll do
I’ll stop their Christmas
I’ll steal their Christmas
Yes, that’s what I’ll do
I took all the presents
From the Christmas trees
I took the Christmas trees too!
I stopped their Christmas
I stole their Christmas
I even stole the presents
In the dreams of the Whos
After you read
3. Answers may vary but
here are some
guidelines. a. He
makes friends with
the Whos and is sorry
for his past tricks. b.
No change. c. Lou
finds families are
more important then
presents. d. Martha-
May changes her
mind about marrying
the Mayor. e The
Whos were kind to
each other. f. Max
shows he loves the
Grinch.
Activity 4 1. green. 2.
Clarinella. 3. five. 4.
diamond 5. Mount
Crumpit. 6. sleigh. The
word Grinch appears in
the box.
©Pearson Education Limited 2001. Visit our website at www.penguinreaders.com

Level
4
Activity 1
The Grid game.
Play this with a friend.
1
2
3
4
5
Activity 2
Penguin Young Readers Factsheets
PHOTOCOPIABLE
Dr Seuss’ How the
Grinch Stole Christmas!
Pupils’ Activities
Name.............................................................................................................
A B C D E
On the grid draw: Santa’s hat, antlers, a present, a Christmas tree, a balloon, cake, candy
Now your friend is going to draw your picture without seeing it. Tell your friend where the
parts are on your grid. Do your grids look the same when your friend is finished?
Imagine the Whos asked the Grinch to add a saying to the Book of Who.
Can you make one up for him?
©Pearson Education Limited 2001. Visit our website at www.penguinreaders.com
Dr Seuss’ How the Grinch Stole Christmas! Level 4

Dr Seuss’ How the Grinch Stole Christmas! Level 4
Level
4
Activity 3
Activity 4
Penguin Young Readers Factsheets
PHOTOCOPIABLE
Dr Seuss’ How the
Grinch Stole Christmas!
Pupils’ Activities
Name.............................................................................................................
Cut out the sentences. Put them in order.
a. Mayor May-Who asked Martha-
May to marry him.
b. Cindy-Lou worked on her school
project – the Grinch.
c. The Grinch and Max stole all the
presents.
Find the answers. Now write the words on the lines! What word appears in the box?
1. The Grinch’s fur is ——— .
2. ——— and Rose Who-Biddie gave the Grinch a home.
3. Cindy-Lou is ——— years old.
4. The Mayor gave Martha-May a ——— ring.
5. The Grinch lives in a cave on ——— ——— .
6. Cindy-Lou, Max and the Grinch flew
down the mountain in the ———.
d. The Grinch stopped the sleigh
from falling off the mountain.
e. Lou Lou-Who and Cindy-Lou were
shopping.
f. Cindy-Lou invited the Grinch to be
Cheermeister.
©Pearson Education Limited 2001. Visit our website at www.penguinreaders.com