(a) Explain what is happening in the picture. Use words from the poem to describe it.
(b) What are the two pairs of rhyming words?
(c) Describe the rhyme scheme using ‘a’ and ‘b’.
(d) Count the syllables in each line, like you did in the first limerick.
(e) Now compare the information you have for the two poems. Draw a table like the one below in your workbook and fill it in:
(f) What other similarities can you find between the two poems? Look at the following items and tell a partner what you notice:
• the first and last line of each poem
• the use of capital letters
• the punctuation
3. Find more limericks for homework. Choose one and read it to the class. Remember that limericks are humorous and light. Limericks have an obvious rhythm, so make sure you show this in your reading.
Here are some tips for reading aloud:
• Pronounce each word carefully and clearly.
• Pay attention to the phrasing of each line – this is where the up-and-down pattern of limericks should be obvious in your reading.
• Limericks are easy to say quite fast, but don’t go so fast that your audience can’t hear you.
• Pause between lines, and make eye contact with your audience.
• Make your voice sound happy and interested in your poem – if you aren’t interested in what you are saying, your audience won’t be either.
• Remember not to fidget.
A poem by Roald Dahl
Do you know who Roald Dahl is? Most of what he writes for children is very humorous, and the poem in the next activity is a good example of his humour.
The poem is all about television.
1. Before you read the poem, in pairs discuss your opinion of watching television compared to reading books. Which do you prefer, and why? How much television do you watch at home? How much time do you spend reading?
2. Listen to your teacher read the poem below while you follow in your book.
Television
by Roald Dahl
| The most important thing we’ve learned,So far as children are concerned,Is never, NEVER, NEVER letThem near your television set – | |
| Or better still, just don’t install | 5 |
| The idiotic thing at all.In almost every house we’ve been, We’ve watched them gaping at the screen.They loll and slop and lounge about, | |
| And stare until their eyes pop out. | 10 |
| (Last week in someone’s place we sawA dozen eyeballs on the floor.)They sit and stare and stare and sitUntil they’re hypnotised by it, | |
| Until they’re absolutely drunk | 15 |
| With all that shocking ghastly junk.Oh yes, we know it keeps them still,They don’t climb out the window sill,They never fight or kick or punch, | |
| They leave you free to cook the lunch | 20 |
| And wash the dishes in the sink –But did you ever stop to think,To wonder just exactly whatThis does to your beloved tot? | |
| It rots the sense in the head! | 25 |
| It kills imagination dead!It clogs and clutters up the mind!It makes a child so dull and blindHe can no longer understand | |
| A fantasy, a fairyland! | 30 |
| His brain becomes as soft as cheese!His powers of thinking rust and freeze!He cannot think – he only sees!‘All right!’ You’ll cry. ‘All right!’ You’ll say, | |
| ‘But if we take the set away, | 35 |
| What shall we do to entertainOur darling children? Please explain!’We’ll answer this by asking you, ‘What used the darling ones to do? | |
| ‘How used they keep themselves contented | 40 |
| Before this monster was invented?’Have you forgotten? Don’t you know?We’ll say it very loud and slow: THEY ... USED ... TO ... READ! They’d READ and READ, | |
| AND READ and READ, and then proceed | 45 |
| To READ some more. Great Scott! Gadzooks!One half their lives was reading books!The nursery shelves held books galore!Books cluttered up the nursery floor! | |
| And in the bedroom, by the bed, | 50 |
| More books were waiting to be read!Such wondrous, fine, fantastic talesOf dragons, gypsies, queens, and whalesAnd treasure isles, and distant shores | |
| Where smugglers rowed with muffled oars, | 55 |
| And pirates wearing purple pants,And sailing ships and elephants,And cannibals crouching round the pot,Stirring away at something hot. | |
| (It smells so good, what can it be? | 60 |
| Good gracious, it’s Penelope.)The younger ones had Beatrix PotterWith Mr Tod, the dirty rotter,And Squirrel Nutkin, Pigling Bland, | |
| And Mrs Tiggy-Winkle and – | 65 |
| Just How The Camel Got His Hump,And How the Monkey Lost His Rump,And Mr Toad, and bless my soul,There’s Mr Rat and Mr Mole – | |
| Oh, books, what books they used to know, | 70 |
| Those children living long ago!So please, oh please, we beg, we pray, Go throw your TV set away, And in its place you can install | |
| A lovely bookshelf on the wall. | 75 |
| Then fill the shelves with lots of books,Ignoring all the dirty looks,The screams and yells, the bites and kicks,And children hitting you with sticks – | |
| Fear not, because we promise you | 80 |
| That, in about a week or twoOf having nothing else to do,They’ll now begin to feel the needOf having something to read. | |
| And once they start – oh boy, oh boy! | 85 |
| You watch the slowly growing joyThat fills their hearts. They’ll grow so keenThey’ll wonder what they’d ever seenIn that ridiculous machine, | |
| That nauseating, foul, unclean, | 90 |
| Repulsive television screen!And later, each and every kidWill love you more for what you did. |
3. Now answer the questions below in writing. You can discuss the answers with your partner first:
(a) In one sentence, explain what this poem is about.
(b) What is Roald Dahl’s opinion of television?
(c) What does the poem suggest children should do instead of watching television?
(d) The poet says ‘until their eyes pop out ‘. Is this literal or figurative language?
(e) Write out the rhyme scheme of the first ten lines of the poem.
(f) The rhyme pattern is not the same throughout the poem. Where is it different?
(g) Why do you think some words and lines are written in CAPITAL LETTERS? How would you say these aloud?
(h) Find all the words that the poem uses to describe television
