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:
To cast a spell upon
Box your ears
Shut the garden up
Keep a secret
5. Walt Disney’s The Jungle Book 5.1 List of vocabulary
happily. turned , walked, headed Match the animals and the names where possible. The animals in the story
The names of the animals
5.3 Working with grammarMatch 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
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 Disney’s classic The Jungle Book, Ladybird edition.
This story is told in the past tense (fortid). Rewrite the story in the present tense (nåtid)
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.
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.