Penguin Young Readers Level 4 - Longman Japan

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.
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