|Complete and intended for publication:
‘Moji’s Magic Trick &
21 stories, all in rhyming verse for ages 6 to 10 and imaginative
adults. (See sample extract below)
‘Moji’s Magic Trick’
Of all magicians in the world,
Old Moji was the best.
You should have seen the tricks he did:
He way outclassed the rest.
I went to see his show one night.
It was at The Savoy.
They said he would be rather good,
But, boy, oh boy, oh boy!
You’ve heard of sawing girls in half,
And putting them together.
Well, Moji cut through three at once,
And only used a feather.
But, when he joined them up again
Their legs had different bods.
“Well, oops! That didn’t seem to work.
Let’s try my magic rods.”
He said some words, and cut them through.
To everyone’s dismay,
The legs were there, and walked around.
The heads had gone away!
“Wow, sorry folks!” old Moji said,
“There must be some mistake.
It always seemed to work before.
This rod must be a fake!”
He sent the legs to fetch more rods
Behind his magic screen.
And, back they came, complete with bods,
Where only legs had been!
But, all three heads now faced behind.
The crowd was quite aghast.
Would Moji ever get this right
Without Elastoplast? …(continued)
‘Caveman 421 & other stories’
21 stories, all in rhyming verse for adults. Not that children
shouldn’t see them, but adults would appreciate the
subtleties better than most kids would. (See sample extract
You must have heard of ‘421’
That enigmatic son-of-a-gun
Whose Neolithic bone remains
Were found on the Kentucky plains?
He got his name because they found
An axe beside him, in the ground,
And it was notched with seven lines –
Could these be alphabetic signs?
According to Professor Chink,
An expert on the Missing Link,
And known as an eccentric freak:
Caveman 421 could speak.
Old Chink had analysed his jaw
And he was absolutely sure
That Caveman 421 could yak
As much as Boris Pasternak.
According to Professor Roger
Who once had been a Brooklyn Dodger
(But really was a brilliant chap):
That was just a load of crap.
So, in the learned journal ‘Spite’
He questioned if the man was right,
And, in a dodgy way, referred
To Chinky as ‘The Missing Turd”.
To say Professor Chink ‘got mad’
Is understating, just a tad:
He dug up some Jurassic dirt
On Roger, and he, too, got hurt.
The journals hissed and fizzed with scorn;
Old Roger needled like a thorn:
He claimed that Chink was just a goof
Without the merest shred of proof…(continued)
Being developed for future publication:
More collections of rhyming stories
for groups of diverse ages, including very young children
(See sample extract below):
I saw a squiggly squoogle:
Yes, I saw it in the sea.
It was about as wriggly
As a little fish could be.
It squiggled through the seaweed
And it wriggled through my net
So, I haven’t caught …
A squig-squog, yet!
I thought I might have caught one
When the tide was in quite far:
I chased it in the rock-pool
With my squiggle-catching jar.
I really tried to get him,
But he took off like a jet:
So, I haven’t caught…
A squig-squog, yet
Short plays for use in reading classes
and for 15-minute drama exercises. There are four, all different,
all suitable for ages ten to twelve. The titles are:
The Hiccupville Poetry Contest
The Punch and Judy Show
Peebles and Pobbles at the zoo
Paulette Paints a Picture.
Here is a short extract from one of them:
Paulette Paints a Picture (extract)
© Gregory Pastoll 2009
24 roles, ten to fifteen minutes
It is a lazy Sunday on the banks of the Seine. Paulette is
going to set up her easel to paint a scene of the boats on
the river. Her sister Colette has come along for company.
They approach a spot where three men are all painting the
same scene, with their easels virtually next to one another.
The men (all friends) are Patrice (furthest away), Marcel,
and Gustave (nearest the girls). They are painting quietly,
facing the audience, when along come the two girls. The occasional
passer-by is seen, sometimes stopping to look at the paintings.
Paulette: This looks like a good spot. I think I’ll
set up here. It’s nice and quiet.
Colette: Isn’t it a bit close to…(she points to
the men who appear engrossed and seem not to have noticed
Paulette: Perhaps. But I like the view. It is a free country.
We are all entitled to paint whatever we like. (She puts up
Colette: (In a whisper) Paulette, aren’t you going to
feel self-conscious with those guys watching you paint?
Paulette: No, Colette, they are too busy to notice us. Anyway,
an artist must learn to paint, despite distractions. (She
Colette: I think I’ll read my book. (She sits on her
camping stool to read.)
Paulette: Pardon - did you say something?
Colette: (Slightly louder) I said: I will read my book.
Paulette: Oh. (She carries on painting.)
Marcel: (Still at his canvas, but looking across to Colette)
What’s it about?
Gustave: (Still painting) Eh, are you talking to me?
Patrice: No, Gustave, you imbecile. He is not talking to you.
He is talking to that pretty girl.
Gustave: Typical! No wonder he has never yet finished a painting.
Marcel: (Making a rude face at Gustave and wandering over
to Colette) Bon jour.
Colette: Can I help you?
Patrice: I am sure you can. His painting is awful. He needs
all the help he can get.
Marcel: Ignore him, he cannot help himself. It runs in his
Colette: Are you two brothers, then?
Gustave: Ha! She got you, there!
Paulette: Do you mind? I’m trying to concentrate!
Patrice: Yes, me too!
Marcel: I was merely inquiring what your book was about.
Colette: (Without looking up) It’s about company management.
Marcel: Management? What is a pretty girl like you doing,
studying that stuff?
Colette: If you don’t mind, I have to finish this chapter.
I have an assignment to hand in. Good-bye. (She returns to
Marcel gives up, with a sigh, and walks back towards his
easel. As he passes Gustave:
Gustave: Nailed, Marcel, nailed!
Marcel: Oh, shut up!
Paulette: (Under her breath) Hear, hear! (…continued)
A text on basic engineering mechanics
for students at technical institutes and universities of technology.
(See sample extract below):
Action and reaction
In science class you no doubt heard countless times
the expression “action equals reaction”. Take care about repeating it, because this expression
is only true for bodies in equilibrium.
When a body is in equilibrium, the forces that it exerts
on its surroundings are equal and opposite to the forces that
the surroundings exerts on it.
What happens when you place a brick on a table? The weight
of the brick is a force acting on the brick, which in turn
presses downward on the table. This ‘action’ will
be resisted by a ‘reaction’, namely an upward
force that the table exerts on the brick. If the brick does
not cause the table to collapse, we have an equilibrium situation,
in which the action and the reaction must be equal and opposite.
However, in circumstances where a body is being accelerated,
or is undergoing deformation, the reactions that the body
and its surroundings exert on one another are not equal.
You’ve heard of the conundrum about the mosquito that
hits the windscreen of a speeding train. The assertion is
often made that the force that the mosquito exerts on the
train must be equal to the force that the train exerts on
the mosquito. This, however, is plainly impossible, because
during the collision, the mosquito is NOT in a state of equilibrium.
Colliding with the train both decelerates and deforms the
mosquito, and for both of these processes it is necessary
that the force exerted by the train be larger than that exerted
by the mosquito.
Exercises for teaching English as
a foreign language
While teaching in South Korea and Austria, Greg developed
many and varied exercises, and intends to publish them one
day. They have not yet been edited. Most of these stemmed
from necessity: being provided by his employers in Korea with
texts that did not inspire the students, he was obliged to
improvise in order to make his students’ learning more
effective and meaningful. The exercises include some serious
ones as well as light-hearted fun ones, all in the interests
of making learning easier.
Among them are:
a. About 10 listening exercises that enable students to listen
to one another speaking aloud, and that help the teacher to
identify from their speech where they need improvement.
b. About 30 different exercises for reading aloud and for
provoking discussion, whether for starting conversations,
conducting open discussion or practising certain language
c. About 20 games, riddles and other activities for getting
involved, using English, and practising everyday phrases.