12 minute read
A visit to the Doctor (Roald Dahl) model text novel excerpt
Go to connect.alinea.dk and listen to the text. If you prefer, you can listen to the glossary.
Before reading
Write on the board: What is your clearest childhood memory? Let the students freewrite for a couple of minutes before they share with a partner.
MODEL TEXT
Before reading
Let the students read the introduction. Ask: • What is an autobiography? • What is a tale?
Background
A tale is a narrative of one or several events, real or imaginary. An autobiography is a history of a person’s life written or told by that person. Although autobiographies are stories, they are expected to be an account of true events as seen through the eyes of the narrator.
autobiography selvportræt throughout gennem unpleasant ubehagelig adenoids polypper surgery klinik peer kigge grim alvorlig mug kop apprehensive ængstelig
During reading
Ask: • Why did Roald Dahl go to Norway during summer holidays?
Why did he have to go to the doctor that summer? Roald Dahl (1916–1990) is famous for writing short stories and novels for children. Charlie and the Chocolate Factory, The Witches and Matilda are some of his well-known novels. Roald Dahl was a master of words, and when he couldn’t nd the right words, he invented new ones.
A visit to the Doctor
“A visit to the doctor” is an excerpt from Roald Dahl’s book Boy: Tales of Childhood. Boy is often referred to as an autobiography, but Dahl himself wrote in the introduction: “This is not an autobiography. I would never write a history of myself. On the other hand, throughout my young days at school and just afterwards a number of things happened to me that I have never forgotten.”
I have only one unpleasant memory of the summer holidays in Norway. We were in the grandparents’ house in Oslo and my mother said to me, ‘We are going to the doctor this afternoon. He wants to look at your nose and mouth.’
I think I was eight at the time. ‘What’s wrong with my nose and mouth?’ I asked.
‘Nothing much,’ my mother said. ‘But I think you’ve got adenoids.’
‘What are they?’ I asked her.
‘Don’t worry about it,’ she said. ‘It’s nothing.’
I held my mother’s hand as we walked to the doctor’s house. It took us about half an hour. There was a kind of dentist’s chair in the surgery and I was lifted into it. The doctor had a round mirror strapped to his forehead and he peered up my nose and into my mouth. He then took my mother aside and they held a whispered conversation. I saw my mother looking rather grim, but she nodded.
The doctor now put some water to boil in an aluminium mug over a gas flame, and into the boiling water he placed
During reading
Talk to the students about how the author builds suspense in the account: the unpleasant memory, the whispered conversation, etc.
During reading
Ask: • Why does he say: “Like an ass, I opened my mouth”?
apron forklæde enamel bowl emaljeret skål angle vinkel ass her: idiot roof of mouth gane basin fad tumble vælte outraged oprørt yelp skrige ud a long thin shiny steel instrument. I sat there watching the steam coming off the boiling water. I was not in the least apprehensive. I was too young to realize that something out of the ordinary was going to happen.
Then a nurse dressed in white came in. She was carrying a red rubber apron and a curved white enamel bowl. She put the apron over the front of my body and tied it around my neck. It was far too big. Then she held the enamel bowl under my chin. The curve of the bowl fitted perfectly against the curve of my chest.
The doctor was bending over me. In his hand he held that long shiny steel instrument. He held it right in front of my face, and to this day I can still describe it perfectly. It was about the thickness and length of a pencil, and like most pencils it had a lot of sides to it. Toward the end, the metal became much thinner, and at the very end of the thin bit of metal there was a tiny blade set at an angle. The blade wasn’t more than a centimetre long, very small, very sharp and very shiny.
‘Open your mouth,’ the doctor said, speaking Norwegian. I refused. I thought he was going to do something to my teeth, and everything anyone had ever done to my teeth had been painful.
‘It won’t take two seconds,’ the doctor said. He spoke gently, and I was seduced by his voice. Like an ass, I opened my mouth.
The tiny blade flashed in the bright light and disappeared into my mouth. It went high up into the roof of my mouth, and the hand that held the blade gave four or five very quick little twists and the next moment, out of my mouth into the basin came tumbling a whole mass of flesh and blood. I was too shocked and outraged to do anything but yelp. I was horrified by the huge red lumps that had fallen out of my mouth into the white basin and my first thought was that the doctor had cut out the whole of the middle of my head.
‘Those were your adenoids,’ I heard the doctor saying. I sat there gasping. The roof of my mouth seemed to be on fire. I grabbed my mother’s hand and held on to it tight.
I couldn’t believe that anyone would do this to me.
‘Stay where you are,’ the doctor said. ‘You’ll be all right in a minute.’
Blood was still coming out of my mouth and dripping into the basin the nurse was holding. ‘Spit it all out,’ she said, ‘there’s a good boy.’
‘You’ll be able to breathe much better through your nose after this,’ the doctor said.
The nurse wiped my lips and washed my face with a wet flannel. Then they lifted me out of the chair and stood me on my feet. I felt a bit groggy.
‘We’ll get you home,’ my mother said, taking my hand. Down the stairs we went and on to the street. We started walking. I said walking. No trolley-car or taxi. We walked the full half-hour journey back to my grandparents’ house, and when we arrived at last, I can remember as clearly as anything my grandmother saying, ‘Let him sit down in that chair and rest for a while. After all, he’s had an operation.’
Someone placed a chair for me beside my grandmother’s armchair, and I sat down. My grandmother reached over and covered one of my hands in both of hers. ‘That won’t be the last time you’ll go to a doctor in your life,’ she said. ‘And with a bit of luck, they won’t do you too much harm.’
That was in 1924, and taking out a child’s adenoids, and often the tonsils as well, without any anaesthetic was common practice in those days. I wonder, though, what you would think if some doctor did that to you today.
wipe tørre annel klud groggy svimmel trolley car trækvogn tonsils mandler anaesthetic bedøvelse
During reading
Ask: • How does the boy react to what the doctor does to him? • How do the adults in this story act towards the boy? • Why do you think Roald
Dahl has included this story in his autobiography?
Sca olding
Point out that this excerpt is an example of a personal account. A personal account is often thought of as an imaginative text, but many personal acounts retell events that have actually occurred.
Did you know?
Up until 40 years ago, it was also common practice in Denmark to perform operations on young children without using anaesthestics. It was believed that young children did not feel pain the same way as adults and that they would quickly forget about the experience.
Sca olding Task 14
Talk about stories that have an impact on us. Ask: • How does the story from
Boy t with the topic of the chapter?
Sca olding Task 14b
Ask the students to write an explanation in English of the words anaesthetic, doctor, doctor’s surgery and communicate and to use them in a sentence. They can also work in pairs and take turns explaining the words orally to each other.
Suggestion
The students can draw a comic strip based on A visit to the Doctor. They can use a pencil and a ruler and divide a piece of paper into six or eight frames. Before they begin, they should note down the action for each frame. They can also use one of the free comic strip tools available online. Let them display their comic strips in class.
Suggestion Task 15
The students can work with a partner. Student A calls out an adjective, and student B forms the corresponding adverb: happy → happily. The students take turns. For an overview of adverbs, go to the Grammar Section on page 157. UNDERSTANDING
14 Work with the text
Work with a partner.
a) This incident is something Roald Dahl remembers very clearly from his childhood. Why do you think that is?
b) Reread the last paragraph. What is di erent about going to the doctor in 1924, as Dahl describes it, and going to the doctor for a similar procedure today? Describe the di erences.
If you like, you can use these words:
anaesthetic doctor doctor’s surgery communicate
GRAMMAR
15 Work with adverbs
First, read the examples in the grammar box on page 25. Then, read the text.
The doctor was bending over me. In his hand he held that long shiny steel instrument. He held it right in front of my face, and to this day I can still describe it perfectly. It was about the thickness and length of a pencil, and like most pencils it had a lot of sides to it. Toward the end, the metal became much thinner, and at the very end of the thin bit of metal there was a tiny blade set at an angle. The blade wasn’t more than a centimetre long, very small, very sharp and very shiny.
16 Form adverbs
We form adverbs that end with –ly with more and most.
Example: slowly – more slowly – most slowly
a) Write the adverbs formed from the adjectives. terrible • quick • cruel • weird
b) Conjugate the adverbs.
An adverb is a word that describes, or modi es a verb, an adjective or another adverb.
Adverbs
Examples: He talks happily about his childhood – the adverb describes a verb.
The very handsome boy sat next to me – the adverb describes an adjective.
Many adverbs end with -ly: slowly, quickly, brutally, beautifully, strangely
Adverbs can also show where something happened (here, in, somewhere) and when something happened (tomorrow, now, always).
Suggestion
In class, discuss the e ects of using adjectives and adverbs in a text.
Suggestion Task 16
Ask the students to choose an adverb from the task and use the conjugated forms in sentences. Let a few students share their sentences in class.
Sca olding
The students can practice the use of adverbs on connect.alinea.dk.
Task 17
Go to connect.alinea.dk. Find the worksheet in the teacher’s section Til læreren and print one for each student. Let the students write the dialogue in the speech bubbles. The students can use the sheets to rehearse and practice their dialogue.
Suggestion Task 17
Let the students act out alternative endings to the story.
Suggestion Task 17
The students can perform their dialogue in class or make a digital recording.
Sca olding Task 18a
One way to get started is to sequence the events: 1. I was at my uncle’s cabin. 2.We were making dinner. 3.… TALKING
17 Act out the story Work in groups of four.
• Divide the following parts between you: the boy • his mother • the doctor • the nurse.
• Write down the lines of each character in the story.
• Rehearse with your group and perform in front of your teacher, another group or the rest of the class.
18 Talk about memories
a) Think about your favourite childhood memory. Where and when did it take place? Write down notes that can help you retell the story. Remember to include adverbs in your personal account.
If you like, you can think about these questions: Who were you with? What happened? Why is this such a good memory?
b) Work with a partner. Take turns retelling the story of your favourite childhood memory. Remember to structure your account with linking words.
to begin with then afterwards later
WRITING
19 Write a personal account
A visit to the Doctor is an example of a personal account. It is a story from Roald Dahl's life, told the way he remembers it. Now, it is your turn to write about one of your own experiences! Your personal account can be about something funny, scary, happy or sad. It can also be about the rst time or the last time you did something that made a di erence in your life.
Examples:
– Getting a pet – Meeting a new friend – Starting a new school – Losing someone close to you
Discussing images
Ask the students to re ect on the painting: Who are the children? How are they related? Where are they going? How does the painting make you feel?
Sca olding Task 19
Remind the students that linking words might help structure their account: to begin with, rst, then, afterwards, later, nally, in the end, etc.
Suggestion Task 19
You can nd writing templates, ideas for feedback and checklists that support your students’ writing in the teacher’s section Til læreren on connect.alinea.dk.
