Intermediate - English Center

Intermediate

1A

3 Ask students to answer the questions, alone or in pairs.

The British Empire

Background The text explains just how big the British Empire was, and how it has influenced the character of the countries it included, as well as Britain’s. Many aspects of the British character can be better understood when remembering the enormous transition Britain experienced in the 20th century. In quite a short space of time, it went from being the leading world power to having to play a much smaller role in world politics.

Pronunciation Cabot /"k&b@t/ Falkland /"fO:lkl@nd/ Gibraltar /dZI"brO:lt@/ reign /rein/

Answers 1 a quarter of the world’s population 2 the rise of the navy 3 the Dutch 4 for a time, it had its own army and ruled an entire country 5 positives: form of government, legal system, language, sports, abolition of slave trade; negatives: slave trade prior to abolition, non-industrialization owing to dependency on Empire trade, atrocities 6 the American War of Independence 7 an association of 53 countries which were once British colonies 8 Spain – Gibraltar

4 Ask students to find the words in the text and match them with their meanings. Answers 1h 2j 3b 4f 5k 6c 7i 8l 9a 10e 11d 12g

Notes on the unit

What do you think?

1 Read the rubric explaining the meaning of colonize and colonies. Ask students to match the countries and former colonies. Answers 1e 2d 3c 4a 5f 6b

2 Ask if anyone can guess what ‘The sun never set …’ means in relation to the British Empire. Answer As the text explains, it means that the Empire covered so much of the world that it was always daylight somewhere in the British Empire.

Discuss as a class, or first in pairs/groups, and then as a class. It’s worth pointing out that the population of the colonized countries did not always feel resentment and hatred towards the colonizers. A good example was Jamaica, where many people felt great respect and admiration for ‘the mother country’, Britain.

PROJECT

Students can do this as homework, but could also prepare it in class, working in pairs.

Ask students to match paragraphs 1–6 with the summaries of the paragraphs a–f. Answers 1d 2b 3f 4e 5a 6c

New Headway Intermediate Culture and Literature Companion Teacher’s Guide 1

Intermediate

1B Sujata Bhatt – Search for My Tongue

Background Multiculturalism is an increasingly important issue as populations migrate in the global economy, and there are many arguments about whether immigrants should use only the language of the country they settle in. Sujata Bhatt’s poem gives us an insight into what it is like to feel you are losing your mother tongue, and how this is never true at the deepest level. Search for My Tongue is on the English school syllabus for children aged 14 to 16.

Pronunciation Sujata Bhatt /su:"dZA:t@ b&t/ Pune /"pu:n@/ Bremen /"breIm@n/ Cholmondeley /"tSVmlI/ (one of the strangest pronunciations in English!) 1 Discuss the questions as a class. 2 Ask students to read the text and complete the notes. Answers 1 India 2 USA 3 Canada 4 Germany 5 awards 6 Gujarati 7 English 8 heritage 9 British 10 voice/accent

3 Ask students to read the poem quickly, not worrying about understanding every word, and match the three sections with the summaries A–C. Answers Section one B Section two C

Section three A

4 Ask students to answer the questions by reading the poem more carefully. Answers 1 lose your tongue – to say nothing because you don’t know what to say mother tongue – first language foreign tongue – language of another country She is using the word ‘tongue’ literally here, to mean the soft organ in the mouth. 2 Being able to speak two languages. 3 It could shrivel away and die, because it would be impossible to speak both languages well. She would have to lose it forever. rot, rot and die, spit it out. It feels like a painful and terrible loss, like losing part of one’s body. 4 To help the reader better appreciate the huge difference there is between the sound and feel of the two languages. 5 a plant or flower: grows back – recovers stump of a shoot – the small remaining part of new growth moist – no longer dry veins – sap (the ‘blood’ of plants needed for life) flows through them ties in knots – grows around the other tongue like a climbing plant bud – small growth on a plant from which a flower develops blossoms – produces flowers 6 Happily, triumphantly, and with surprise – despite her fears, her first language is unexpectedly found again at night, and ‘blossoms’. 7 No. Simple, everyday language. To sound as if continuing a conversation, particularly at the beginning: ‘You ask me what I mean by saying…’. Also, possibly to emphasize that English is still in some ways a foreign language to the speaker.

What do you think? Discuss as a class, or first in pairs/groups, and then as a class.

PROJECT



Intermediate

2A The Queen’s Honours List

Background As is shown in the quotes given at the end of the unit, opinion in Britain is divided on the issue of the Queen’s Honours, with some people in favour of maintaining the tradition, but others considering the system old-fashioned and rooted in ideas of class and privilege. In an attempt to modernize the honours system, public nominations were introduced in 2003, allowing ordinary members of the public to nominate individuals they felt deserved an award. The decision as to whether to award an honour rests with the Prime Minister or other senior government ministers. In recent years there have been allegations of ‘cash for honours’, suggesting that individuals who make a large donation to a political party often receive an award in return when the party comes to power.

Pronunciation Buckingham Palace /"bVkIN@m "p&l@s/ Ma’am /mA:m/ Ghurka /"g3:k@/

4 Ask students to find the words in the text and match them with their meanings. Answers 1g 2h 3e 4b 5d 6a 7c 8f

5 Ask students to read the text and decide if the statements are true or false. Answers 1F 2F 3F 4T 5F 6T 7F 8F

What do you think? Discuss as a class, or first in pairs/groups, and then as a class. You could point out that some people have refused honours not because they object to the idea, but because they feel that honours such as the OBE, which contain the word ‘Empire’, are old-fashioned and offensive.

PROJECT


Notes on the unit 1 Discuss the questions as a class. 2 Discuss the questions as a class, then ask students to read the text to check their answers. Answers Those who have made an outstanding contribution in a wide range of fields. Some rock stars have said they did not want – or no longer wanted – awards.

3 Ask students to find the words and explanations, and work out the meanings. Answers awards: prizes given for special achievements (Oscars, Nobel prizes) investiture: when the people are given their official titles at Buckingham Palace (a special ceremony) bow: to bend your body as a sign of respect (from the head) curtsey: the sign of respect shown by females to the Queen (bending their knees and holding their skirt) decoration: an medal given to someone as an honour (MBE – Member of the British Empire, OBE – Order of the British Empire) knighthood: the honour which means you can be called ‘Sir’ or ‘Dame’ (they can be called ‘Sir’ or ‘Dame’) dubs: gives someone the title of ‘knight’ (with a sword…tapping him or her on the shoulder)


Intermediate

2B

3A

Queen Elizabeth I

Art in the UK – Anthony Gormley

Background

Background

As explained in the text, Elizabeth’s reign, known as the Elizabethan era, is remembered especially for its military successes, such as the defeat of the Spanish Armada, and for the flourishing of drama and the arts. This period is also a popular setting for historical dramas on TV. The Elizabethan country houses mentioned in the text, Longleat and Hardwick Hall, have both been preserved and restored, and are popular with visitors from Britain and abroad.

Large public sculptures often provoke controversy in Britain, with traditionalists claiming that they are not ‘real’ art. Anthony Gormley’s works have been relatively popular with the public. The statue of ‘The Angel of the North’ was considered ugly by some at first, but is now generally very popular, and accepted as a British landmark.

Pronunciation Tudor /"tju:d@/ Greenwich /"grenItS/ Anne Boleyn /"&n b@"lIn/ Walter Raleigh /"wolt@ "rA:li/ Hardwick Hall /"hA:dwIk "hO:l/ 1 Discuss the questions as a class. Answers Most of present-day Benelux was occupied by the Spanish, with continued Protestant resistance in some areas.

2 Ask students to read the text and complete the family tree. Answers 1 executed 2 1588 3 1603 4 Edward 5 Spain 6 1587

3 Ask students to match the sentence beginnings and endings. Answers 1f 2d 3h 4a 5g 6j 7b 8c 9e 10i

4 Ask students to find words and phrases in the text to match the meanings. Answers 1 monarch 2 executed 3 succeeding to the throne 4 rebellion 5 subjects 6 sovereign 7 carriage 8 harsh 9 assassination plots 10 overthrow 11 disputes 12 accession

Pronunciation Anthony Gormley /"&nt@ni "gO:mli/ Hampstead /"h&msted / Sri Lanka /sri "l&Nk@ / A1 /eI "wVn /

Notes on the unit 1 Discuss the questions as a class. Answers The works have been created by a sculptor.

2 Ask students to read the text quickly and match the paragraphs with the works. Tell students not to worry at this stage if they don’t understand everything. Answers 3D 4E 5B 6A 7C

3 Ask students to read the text again and answer the questions, either individually or in pairs. Answers 1 Waste Man 2 Another Place 3 Field 4 Event Horizon 5 Angel of the North 6 Event Horizon 7 Waste Man 8 Field 9 Another Place 10 Angel of the North

4 Ask students to find the words in the text. Answers 1 creative 2 sculpture 3 contemporary 4 installation 5 galleries 6 piece 7 moulds 8 submerged 9 revealed 10 the equivalent of

What do you think?


Discuss as a class, or first in pairs/groups, and then as a class.

PROJECT

PROJECT




Intermediate

3B

4 Ask students to find the words in the text and match them to the meanings.

The Globe Theatre

Answers 1c 2j 3a 4g 5i 6b 7k 8d 9f 10h 11e

Background Most towns in Britain, even fairly small ones, have their own theatre. Shakespeare’s plays remain popular and are performed regularly all over the country. In many theatres, productions of the plays are often given a modern interpretation, but at the Globe Theatre they are performed as they would have been performed in Shakespeare’s day, with props and special effects being recreated to give the genuine Elizabethan feel. A lot of quotations from Shakespeare’s plays, such as those at the end of the unit, have entered the English language as sayings and are often alluded to in writing. The Puritans were strictly religious members of the Church of England, who saw many forms of enjoyment as ‘sinful’.

Pronunciation Shakespeare /"SeIkspI@/ Hercules /"h3:kjUli:z/ amphitheatre /"&mfi%TI@t@/ 1 Discuss the questions as a class. 2 Ask if anyone can guess what the title means. Ask students to discuss in pairs or small groups which statements they think are true. Ask students to read the text and check their answers.

What do you think? Discuss the questions as a class, or first in pairs/groups, and then as a class. Suggested answers to the quotes Most of these quotes would be used in an ironic way (and also as a way of showing off that you know your Shakespeare!) 1 When someone is talking about their relationship problems 2 When planning a talk, or listening to someone giving a long and boring talk 3 When someone arrives very early for something 4 When someone is getting very angry and impatient 5 When talking about whether you should behave badly to someone who has behaved very badly 6 When someone asks you if you want them to play more music, and you think it will make the atmosphere better/more romantic

PROJECT


Answers Meaning: life is often a theatrical performance. True: 1, 2, 3, 6, 7

3 Ask students to read the text again and answer the questions. Answers 1 his plays were being performed there 2 Shakespeare’s company wanted London to have a more impressive theatre 3 by flying a flag with a picture on it 4 the play was a comedy 5 through a trap-door 6 people who were going to see a play and those who weren’t, especially young people; people selling things 7 so that they would not be recognized 8 they were prompted by people that the audience couldn’t see 9 the script as written down by someone in the audience 10 the Puritans disapproved of entertainment


Intermediate

4A Education in the UK and US

Background England and Wales share the same education system, but the system in Scotland is slightly different, with students taking different exams (O grade exams at the age of 16 and Highers at 17 or 18). Education is a topic of much political debate in both the UK and the US. Many people feel that standards in the state education system are declining, and schools are not helping some students achieve their full potential. It is recognized that boys in particular often ‘under-achieve’ in state schools. In Britain much debate centres on the number of tests and exams that students have to sit. With national tests at the ages of 7, 11 and 13, children in Britain are among the most ‘tested’ in Europe.

Pronunciation Eton /"i:t@n/ Winchester /"wIntSest@/ National Curriculum /"n&Snl k@"rIkj@l@m/ syllabus /"sIl@b@s/

4 Ask students to find the expressions in the text and write down what the text says about them. Answers 1 ‘non-selective and provide education for all children in a particular area’ 2 ‘to attend these, children have to pass an entrance exam called the 11-plus’ 3 ‘privately educated… Eton, Harrow and Winchester. These usually require the payment of high fees…’ 4 ‘pupils return home in the evenings’ 5 ‘all schools follow the same syllabus’ 6 ‘Some schools divide pupils into groups according to ability’ 7 ‘General Certificate of Secondary Education’ 8 ‘Advanced Level’ 9 ‘such as Visual Arts, Drama, Technology, Computer Science, Ecology, Creative Writing and Foreign Languages’ 10 ‘they go to the same school but attend different courses and level of class’ 11 ‘Scholastic Aptitude Test… a multiple-choice test that takes about four hours and consists of verbal and mathematical parts’ 12 ‘Grade Point Average… the average score taken from all the grades in their final four years of high school’

5 Ask students to find the words in the text and match them with the meanings.

Notes on the unit 1 Discuss the questions as a class. 2 Ask students to read the text quickly and answer the questions. Answer first paragraph: b, second paragraph: a

3 Ask students to read the text again and answer the questions. Answers 1 US 2 UK 3 BOTH 4 BOTH 5 BOTH 6 BOTH 7 UK 8 BOTH 9 US 10 UK 11 US 12 US

Answers 1c 2k 3a 4h 5d 6f 7l 8b 9g 10j 11e 12i


PROJECT



Intermediate

4B

3 Ask students to find the words and phrases in the text and match them to the meanings.

Pride and Prejudice

Background Although many couples in Britain live together without being married, many still choose to get married eventually, either in a religious ceremony or a civil ceremony in a register office. The question of money still enters into discussions about marriage, and people who have a large fortune may ask their partner to sign a ‘prenuptial agreement’ before the marriage, setting out what the financial arrangements will be if the marriage ends in divorce. The novels of Jane Austen remain popular in Britain, and are regularly adapted into films or TV dramas. The novels are often studied by students aged 16 to 18 in British schools.

Pronunciation Austen /"QstIn/ dowry /"daUri/ Hertfordshire /"hA;tf@dS@/ Darcy /"dA:si/ 1 Discuss the questions as a class. 2 Ask students to read the description of the novel and complete the notes. Answers 1 1813 2 comedy of manners 3 class 4 marriage 5 Hertfordshire 6 Bennet 7 five 8 Lydia 9 Bingley 10 Jane 11 Darcy 12 Elizabeth

Answers 1 bachelor 2 proposal 3 inherit 4 social barrier 5 aristocratic 6 social improvement 7 comedy of manners 8 dowry 9 estate 10 business transaction

4 Ask students to read the extract and answer the questions. Answers 1 Everyone knows that a rich, single man needs to find a wife. That marriage was more about money than love. 2 at the family home 3 this was the extremely formal usage of the time 4 occupied/rented 5 Mr Bennet avoids saying he does not want to hear about it, but is not really interested. As the author points out, this doesn’t stop Mrs Bennet telling him anyway. 6 horse-drawn (it is a carriage pulled by four horses) 7 four or five thousand (pounds) a year – a lot, in today’s values 8 because he is single and she wants one of her daughters to find a husband 9 plan, intention 10 go to see Mr Bingley when he moves in


PROJECT



Intermediate

5 Super size America; super size world?

Background There was a time when the US was considered to be the land of obesity, but nowadays the number of overweight or obese young people is cause for government concern in both Britain and the US. In Britain, recent government initiatives include the compulsory reinstatement of proper cooked meals in schools, with strict limits on the amount of fat and sugar that can be included in the foods on the menu. The British government has also funded a TV advertising campaign encouraging families to become more active, and warning parents of the dangers to their children of not doing enough exercise.

Pronunciation obesity /@"bi:s@ti/ nutritious /nju:"trIS@s/

4 Ask students to find the words in the text and match them with the meanings. Check answers, and model pronunciation of ‘obesity’ and ‘nutritious’. Answers 1 obesity 2 sedentary 3 portion 4 consumerism 5 nutritious 6 24/7 7 fizzy 8 vigorous 9 trebled 10 diet 11 chef 12 vending

5 Ask students to read the text again and decide if the statements are true or false. Answers 1T 2F 3F 4T 5F 6T 7T 8F

Notes on the unit 1 Put students into pairs to match the food items to the numbers of calories. NOTE: the calories for pizza are for a whole pizza, not a slice. Answers a (cola) 162 b (burger) 760 c (glass of milk) 108 d (yoghurt) 90 e (apple) 44 f (pizza) 800

2 Ask students to discuss the questions in pairs. Conduct a class discussion when students have finished discussing in pairs.


PROJECT

Students can do this as homework, or could keep a diary as homework and then write their email in the next lesson, working in pairs.

3 Ask students to read the text quickly and match the paragraph headings to the paragraphs. Answers 1D 2F 3B 4A 5E 6C


Intermediate

6 Ode on a Grecian Urn

Background John Keats is considered to be one of the greatest of the British Romantic poets, and his works remain popular. Works such as ‘Ode on a Grecian Urn’ and others such as ‘Ode to a Nightingale’ and ‘To Autumn’ are often studied in British schools.

Pronunciation Grecian /"gri:S@n/ tuberculosis /tju:b3:kju"l@UsIs/ 1 Ask students to read the text quickly and complete it with the missing words. Remind students that they shouldn’t worry at this stage if they don’t understand every word in the text Answers 1 poetry 2 poet 3 sonnet 4 masterpieces 5 stanzas 6 odes 7 rhyming

2 Ask students to find the words in the text and match them with the definitions. Answers a wealthy b melancholy c apprentice d tombstone e lyric f cemetery g guardian h flame i syllables

4 Ask students to read the extract from the poem and identify the lines which match each sentence. Students could work in pairs for this. Refer students to the glossary at the bottom of the page to help them. Answers 1 lines 15/16 2 lines 3/4 3 lines 17/18 4 lines 11/12 5 lines 5–10 6 lines 18–20 7 lines 1/2

5 Ask students to find examples in the text. Do this as a whole class if you think students will find the task difficult individually. Answers 1 Assonance ‘0 Thou still unravish’d bride of quietness, Thou foster-child of silence and slow time 2 Alliteration Thou foster-child of silence and slow time, Sylvan historian, who canst thus express

What do you think? Discuss as a class, or first in pairs/groups, and then as a class. Answer Keats loves the idea that the life in this scene will never change, and that it will last forever, which suggests how much he feels that his own life will not last much longer. He died two years after writing the poem.

PROJECT


3 Ask students to read the text again and answer the questions. Answers 1 He often fought with other boys. 2 He wrote poems in his notebooks. 3 The poet Spenser. 4 He was worried they would be too intense and that they would ‘burn him up’. 5 The Greek poet Pindar. To celebrate the winners of the Olympics and other games 6 To try to get well again. 7 In the protestant cemetery in Testaccio, Rome.


Intermediate

7

4 Ask students to find the expressions in the text.

London West End Theatre

Background Although there are provincial theatres in most of Britain’s towns and cities, the West End remains the centre for British theatre. Some popular productions do go on tour, performing at theatres around the country, but most remain in the capital. People therefore travel to the capital for a night at the theatre, with the big hit musicals being the main attraction. Laurence Olivier (1907–89) is regarded as one of the best British actors of all time. He performed in many Shakespeare plays, and was director of the National Theatre for ten years.

Pronunciation Drury Lane /"dru:ri "leIn/ Nell Gwyn /nel "gwIn/ Shaftesbury Avenue /"SA:ftsbri "&v@nju:/ Equus /"ekw@s/ Laurence Olivier /"lQr@ns @"lIvIeI/ 1 Ask students to discuss the questions in pairs, then conduct a class discussion. 2 Ask students to read the text quickly and decide which paragraphs belong with each section. Answers What the West End is: paragraph 1 The early history of the West End: paragraph 2 The history of the West End: paragraphs 3–5 The West End today: paragraphs 6–7

3 Ask students to read the text again and answer the questions. Answers 1 1576 2 1599 3 1663 4 1672 5 1674 6 the 19th century 7 the 19th century 8 the end of the 19th century 9 the post-war years 10 2002

Answers 1 ad hoc 2 venues 3 lease 4 played host to 5 backbone 6 extravagant 7 thrive 8 attendances 9 hit 10 promotion

5 Ask students to read the text again and answer the questions. Answers 1 it was in the west of the City of London; the centre of the West End theatre district, within four streets 2 in yards or large private houses 3 to build The Globe theatre 4 120 years 5 Shaftesbury Avenue 6 competition from films, high upkeep costs 7 the first new West End theatre since 1931 8 popular musical productions; famous film stars on stage and directing 9 the London Theatre Guide; the SOLT website 10 it runs Kids Week


PROJECT

Students can do this as homework, but could also prepare it in class, working in pairs. You might want to review useful language for report writing (increase, decrease, remain unchanged, a slight / sharp increase / decrease).


Intermediate

8A English-speaking capitals

Background As well as the United Kingdom, the US, and Canada, English is an official language in over 50 countries in all parts of the world. These include countries in Africa (South Africa, Kenya, Zimbabwe), the West Indies (Jamaica, Barbados), Asia (India, Pakistan) and Oceania (Australia, New Zealand). Most of these countries are ex British colonies. Canada has two official languages, English and French.

Pronunciation Canberra /"k&nb@r@/ Pretoria /pr@"tO:rI@/ Ottawa /"Qt@w@/

5 Ask students to find the words in the text and match them with the meanings. Answers 1 skyline 2 located 3 founded 4 dedicated to 5 nicknamed 6 artificial 7 administrative 8 descent 9 landmark 10 judicial 11 commuters 12 legislative

What do you think?

1 Discuss the questions as a class. 2 Ask students to read the texts and put the cities in order according to size. Answers 1 London 2 Pretoria 3 Ottawa 4 Kingston 5 Washington 6 Canberra


PROJECT


3 Ask students to work in pairs to read their texts and tell their partner things they found interesting. 4 Ask students to read all the texts and complete the table. Answers Canberra: Australia / Lake Burley Griffin & botanic gardens Kingston: Jamaica / Marley Museum & University of the West Indies Ottawa: Canada / Rideau Canal & museums/art galleries Pretoria: South Africa / Church Square & Church Street Washington: United States / Capitol, Jefferson Memorial & White House London: United Kingdom / the ‘gherkin’ & One Canada Square


Intermediate

8B Australia: Going to live Down Under

Background As is discussed in the text, although modern Australia is a very cosmopolitan country, and is a popular place to emigrate to, white Australia has a history of racism towards both the Aborigines and non-white immigrants to the country. The Australian government has in recent years made an official apology to the Aborigines for the way in which they were treated by the European settlers. Many Aborigines in Australia would like the government to pay compensation, especially to the so-called ‘Stolen Generations’ – the children who were forcibly taken from their parents to be brought up as white children.

4 Ask students to find the words in the text and match them with their meanings. Answers 1c 2g 3j 4e 5a 6f 7i 8k 9l 10d 11h 12b


PROJECT

Put students into groups for this task. When students have given their speeches, you could go on to have a class discussion on questions of immigration in general.

Pronunciation marsupial /mA:"su:pi@l/ Ayer’s Rock /"e@z rQk/ Aborigines /&b@"rIdZ@nIz/ Tasmania /t&z"meInI@/ 1 Ask students what they know about Australia. Ask them to complete the paragraph with the words and numbers. Answers 1 7.6 2 32 3 19 4 2600 5 coral 6 outback 7 monolith 8 348 9 marsupials 10 harbour

2 Encourage students to speculate on the possible reasons for emigration. Ask them to read the text quickly, not worrying about understanding every word, to check their answers. Answers correct reasons: 1, 3, 4, 6

3 Ask students to read the text again and answer the questions. Answers 1 Aborigines/Aboriginals, Africa 2 it wasn’t worth colonizing 3 to send prisoners there; the British jails were full up 4 making a new start, sheep farming, gold 5 with great cruelty 6 to keep out people they didn’t want 7 by paying for their tickets and giving them temporary homes 8 Asia; the end of the discriminatory White Australia policy


Intermediate

9A Britain’s unruly teenagers

Background There is much political debate in Britain about what can be done to tackle the problems described in the text. Some politicians suggest stricter controls on the sale of alcohol and harsher penalties for youngsters who behave in antisocial ways. Others favour improved education in schools, and offering more support services to young people and their families.

Pronunciation dysfunctional /dIs"fVNkS@nl/ binge-drinking /"bIndZ "drINkIN/ cyberbullying /"saIb@bUliIN/ 1 Discuss the questions as a class. 2 Ask students to read the text quickly, not worrying about understanding every word, to identify the writer’s aim.

5 Ask students to read the text again and answer the questions. Answers 1 try harder to keep families together 2 those from one-parent and step-families 3 they hardly speak to each other 4 feeling stressed because of the need to achieve or behave in certain ways 5 an advice service which helps young people over the phone 6 not eating fruit and not having breakfast 7 by sending emails, text messages and chatroom messages mobile phone/the Internet; join in with the bullying 8 They obtain data and then use it elsewhere on the Internet; to humiliate their victims 9 using violence against people, filming it on their phones and then passing it on to others, online or by sending phone video 10 regarded as unimportant, of lesser value than other people 11 why young people are not made happier by all the valuable items they own


Answer B

PROJECT

3 Ask students to read the text again and find words to match the meanings.


Answers 1 well-being 2 dysfunctional 3 broken homes 4 binge-drinking 5 step-families 6 peers 7 barely 8 bullying 9 marginalized 10 affluence

4 Ask students to read the text again and complete the notes. Answers 1 21st 2 67 3 50 4 16 5 25 6 54 7 60 8 13


Intermediate

9B

Answer A

Carol Ann Duffy – We Remember Your Childhood Well

Background As discussed in the text, Carol Ann Duffy is a successful modern poet whose poems are studied by schoolchildren in Britain as part of their GCSE and A level exams. In May 2009 she was named as the new Poet Laureate, the traditional role of poet to the Royal Family. This poem, We remember your childhood well, explores the concept of ‘false memory syndrome’, i.e. whether the memories of people who feel they suffered terribly as children are really reliable. 1 Discuss the questions as a class. 2 Ask students to read the extract and answer the questions. Answers A child is in a geography lesson, probably at primary school, while the teacher recites the names of places in Africa. It is spoken by the child herself, probably the poet recalling her own childhood memories of sights and sounds at school. The poem is an example of a dramatic monologue.

3 Ask students to read the text and answer the questions. Answers 1 Glasgow and Stafford; working class/left-wing 2 when she was sixteen 3 Philosophy 4 ‘Whoever She Was’ 5 six 6 ‘rather like a speech from a play: a character speaks, giving clues to the sort of person they are, who they are speaking to, and the situation’ 7 became required reading in schools throughout the country 8 OBE, CBE

4 Ask students to read the text again and answer the questions. Answers scriptwriter (writing scripts for television shows or dramas), freelance writer (self-employed writing), poetry editor (deciding which poetry should be published in the magazine), author of picture books (writing), playwright (writing plays), lecturer (teaching in a university), creative director (deciding what should be taught at the writing school)

5 Ask students to read the poem quickly and answer the question.

6 Ask students to find words and phrases in the poem to match the meanings. Answers 1 a blur 2 Anyone’s guess 3 begged 4 called the tune 5 older and wiser 6 firm 7 ended in tears

7 Ask students to read the poem again and answer the questions. Answers 1 A grown-up child. He or she is speaking for both parents. The parent is saying they have the facts. 2 Convince the son/daughter that he/she had a happy childhood, was well looked after. The child has accused them of various things. He/she might be upset/bitter/ angry. 3 They are all statements denying accusations by the child. There is tension between them – the child is not being given the chance to discuss these matters. The impression of a determined and very authoritarian personality is given extra force. 4 They are imagining things, have false memories. He/she probably feels that life is awful because of this horrible childhood. 5 turned off the light, the bad man on the moors, locked the door, forced you, the secret police, bigger than you, sent you away, ended in tears, laid you wide open for Hell 6 Boom. Boom. Boom. 7 The sentences are short or very short. It gives the poem a certain rhythm, creating the feeling that the speaker is uncomfortable, and trying to think of answers quickly, but nevertheless doesn’t feel the need to explain anything fully. 8 The rhymes are internal (within lines) and at the ends of some lines: occur/blur, less/guess, tune/boom, fears/tears, Hell/well 9 To show that parents have the last word – ‘we always know better’, they seem to be saying.

What do you think? Discuss as a class, or first in pairs/groups, and then as a class. Answer The parent’s reassurance is unconvincing, for various reasons – such as the way he or she shifts ground: ‘That didn’t occur. You couldn’t sing anyway, cared less’, or the way the parent claims to know the child’s own feelings better than he or she ever did – ‘you wanted to go that day. Begged’ and ‘people/You seemed to like’. But the reality of what happened probably lies between the two versions.

PROJECT



Intermediate

10A Transport in London

Background Public transport in London, including the underground, is administered by an agency called Transport for London, overseen by the Mayor of London. The underground network, as stated in the text, is the oldest in the world, and many people feel that it now needs some major investment to bring it up to 21st century standards. In an attempt to encourage more people to use public transport in London, a ‘congestion charge’ was introduced in 2003, which requires people to pay a charge every time they bring their cars into central London. Top Gear is a popular TV motoring programme which reviews and trials new cars. The presenters are known for their love of fast cars and their scepticism about the need for people to reduce their personal use of cars. 1 Discuss the questions as a class. 2 Ask students to speculate on the meaning of the title. Ask them to read the text quickly to check the answer.

6 Ask students to read the review again and answer the questions. Answers 1 it hardly ever moves 2 the ‘posh’ presenter on the BBC show Top Gear (this is a common joke on the programme, because he once trained as a classical pianist); nobody knows 3 he had recently had a very bad experience in a car 4 in motor-racing clothes and helmet 5 mad about cars and other powered vehicles; a bicycle beat the others 6 uses a lot of petrol; his car was wasteful of energy


PROJECT


Answer Be careful getting on or off: there is a space (gap) between the platform and the train.

3 Ask students to read the text again and decide if the statements are true or false. Answers 1F 2F 3T 4T 5F 6F 7T 8F (this goes against the usual pattern of keeping left in Britain, e.g. on the roads, but the idea is that most people are right-handed, and would feel more comfortable using their right-hand to steady themselves on the escalator)

4 Ask students to find words in the text to match the clues, and complete the crossword. Answers Across: 1 rush hour 4 passengers 7 daily 8 line 10 track 12 zone 13 tunnel Down: 2 station 3 rise 5 network 6 escalator 8 lift 9 Tube 11 run

5 Ask students to speculate on which form of transport won. Ask them to read the review to check their answer. Answer the bicycle


Intermediate

10B Wilfred Owen – Dulce et Decorum Est

Background Wilfred Owen is one of the best-known First World War poets, and his poems convey the horrific reality of war. The title of the poem is the first part of a Latin sentence, which is repeated at the end of the poem. It means: ‘It is sweet and honourable to die for your country’.

Pronunciation Siegfried Sassoon /"si:gfri:d s@"su:n/ Craiglockhart /kreIg"lQk@rt/ Scarborough /"skA:br@/ 1 Discuss the questions as a class. 2 Ask students to read the text quickly, not worrying about understanding every word, and find the answer to the question. Answer 25

3 Ask students to read the text again and decide if the statements are true or false. Answers 1T 2F 3T 4F 5T 6F 7T 8T 9F 10T

4 Ask students to find words to match the meanings. Answers 1 enlist 2 corps (ps silent) 3 commission 4 battalion 5 barbed wire 6 military strategy 7 no-man’s land 8 dug-out 9 bombardment 10 shell 11 evacuated 12 armistice

5 Ask students to read the poem and then complete the summary. Answers 1 marched 2 boots 3 gas 4 drowning 5 wagon 6 lungs 7 lie 8 glory

6 Ask students to read the poem again and guess the meaning of the words. Answers 1 the noise of the shells as they fall to earth (similar to the sound that owls make) 2 not easy to use 3 shouting out 4 walk 5 This is an onomatopaeic word. When you move liquid around the back of your throat, and then spit it out, you make a noise which sounds like the word ‘gargle’.

7 Ask students to find the words in the poem and match them with their approximate meanings. Answers 1d 2e 3f 4a 5b 6c In poems, words are often chosen for their sounds as much as their meaning, which is why the precise meaning is not so important. If you really want to go into the more precise meaning of some of the difficult words: beggars: people asking you for money in the street hags: very old people knock-kneed: with badly shaped legs, so that the knees knock together as they walk trudge: to walk slowly and as if it’s very hard work limped: walked as if they were injured lame: with a permanent injury that makes walking difficult fumbling: searching with your hands, as if you can’t see stumbling: walking unsteadily, nearly falling over floundering: having difficulty holding on, as if drowning guttering: making deep noises from the throat choking: unable to breathe, as when you have food stuck in your throat smothering: when something covers your mouth, stopping air getting in

8 Ask students to read the poem again and answer the questions, either individually or in pairs. Answers 1 on alternate lines /ABAB/ 2 The ‘s’ alliteration is like the sound of escaping gas. 3 The glass is green, so he says that he saw the man drowning ‘As under a green sea’. 4 He still sees the man in his dreams every night, so it is not a past event for him. 5 It emphasizes just how shocked he was to see the change in the man’s face. 6 Possibly parents, politicians, pro-war propagandists – including other poets of the time. 7 It has been repeated so often that it is taken as an eternal truth. 8 He doesn’t compare what he sees to the noble and the glorious, but to the ugly, the disgusting and the evil: ‘like old beggars’, ‘like hags’, ‘like a man in fire or lime’, ‘like a devil’s sick of sin’, ‘obscene as cancer’, ‘bitter as the cud’.


PROJECT



Intermediate

11 Sir Arthur Conan Doyle – Hound of the Baskervilles

Background The Sherlock Holmes stories remain popular in Britain, but the character of Sherlock Holmes is perhaps better known through the many films and TV adaptations of the stories. Extracts from works by Conan Doyle are used in English literature classes for ten- to thirteen-year-old pupils in Britain.

Pronunciation Sherlock Holmes /"S3:lQk "h@Umz/ Ignatius /Ig"neISi@s/ Conan Doyle /"k@Un@n "dOIl/ Plymouth /"plIm@T/ Baskervilles /"b&sk@vIlz/ Moriarty /mQri"A:ti/ 1 Ask students to write their lists individually, then compare with a partner. 2 Ask students to read the text quickly and answer the question. Answers medicine, politics, miscarriages of justice, spiritualism

3 Ask students to find the words in the text and match them to the definitions. Answers 1e 2j 3c 4i 5f 6a 7h 8b 9d 10g

4 Ask students to read the text again and decide if the sentences are true or false. Ask them to correct the false sentences. Answers 1F (He told amazing stories at school.) 2F (A Study in Scarlet was his first detective novel.) 3F (He found his greatest success as a writer of detective novels.) 4F (He stopped because he wanted to write more serious literature.) 5T 6F (He proved the men were innocent, and as a result of this the men were released.) 7F (The most famous line from the films is ‘Elementary my dear Watson!’)

5 Ask students to read the extract quickly and answer the question. Answer They have seen an animal that looks like an enormous hound.

6 Ask students to find words in the extract to match the meanings. Answers 1 moor 2 hound 3 ghost 4 hall 5 to tear 6 footprints 7 lawyers 8 throat 9 sensible

7 Ask students to read the extract again and answer the questions. Answers 1 Because he hadn’t been called earlier to come and look at where the killing had happened. 2 Because many people have seen the enormous animal that they think has killed Sir Charles. 3 Because it has left footprints on the ground. 4 The last living member of the Baskerville family. 5 Because he doesn’t know what to do with Sir Henry. 6 To say nothing to Sir Henry, but bring him to meet him.

What do you think? Discuss as a class, or first in pairs/groups, and then as a class. Answer The typical sequence of events in a classic detective story is: (1) the seemingly perfect crime; (2) the wrongly accused suspect, (3) the mistakes of dim-witted police; (4) the greater powers of observation of the detective; and (5) the surprising ending, in which the detective reveals how the identity of the criminal was found.

PROJECT



Intermediate

12A The American Revolution

Background The war which led to the independence of the United States from Britain is usually referred to in the United States as the American Revolution or American Revolutionary War. In Britain, it is usually called the American War of Independence. The relationship between the UK and the US has remained strong since American independence, and politicians on both sides of the Atlantic are keen to emphasize the ‘special relationship’ between the two countries.

Pronunciation Thomas Jefferson /"tQm@s "dZef@s@n/ Mohawk Indians /"m@UhO:k "Indi@nz/ 1 Ask students to read the sentences and choose the correct answers. 2 Ask students to read the text quickly to check their answers to exercise 1. Answers 1 17th Century 2 1775 3 thirteen 4 July 4th 5 George Washington

3 Ask students to find the words in the text and match them to their definitions.

5 Ask students to read the text again and answer the questions. Answers 1 The arguments between Britain and France over colonies in North America. 2 It was no longer a major power in North America. 3 To help pay for cost of defending North America from the French. 4 Because they did not come with any political representation. 5 December 1773 6 To take the weapons away from the local militias. 7 The United Colonies of America 8 It asked for a more egalitarian society. 9 With money, weapons, ships, and soldiers. 10 1783

6 Ask students to read the text about George Washington and complete it with the correct phrases. Answers 1c 2e 3a 4f 5b 6d


PROJECT


Answers 1h 2i 3g 4e 5f 6d 7a 8c 9j 10b

4 Ask students to find the words in the text and work out their meanings. Answers 1 fight 2 pay for 3 stopping using 4 got onto/entered 5 a group of non-professional soldiers 6 take away from


Intermediate

12B Samuel Pepys’ Diary

Background As discussed in the text, the diary of Samuel Pepys is the best surviving record of ordinary life in London in the seventeenth century. It is not widely read as a work of literature, but remains an important reference for historians, especially social historians, interested in this period. Children in primary schools in Britain often learn about the Great Plague and Great Fire of London.

Pronunciation Pepys /pi:ps/ plague /pleIg/ Magdalene College /"mO:dlIn "kQlIdZ/ Quakers /"kweIk@z/ 1 Discuss the questions as a class. 2 Ask students to read the text quickly, then find the words in the text and match them with the definitions. Answers 1c 2e 3a 4b 5d

6 Ask students to read the diary entries again and answer the questions. Answers 1 Just after one o’clock in the morning 2 A red cross 3 6,102 officially, but probably nearly 10,000 4 The Tower of London 5 In a bakery in Pudding Lane 6 They got into boats, or climbed along the stairs at the side of the river.

7 Ask students to read the text about the Great Fire and find out what the numbers refer to. Answers 1666: the year of the Great Fire 9: the number of people that died in the fire 87: the number of churches destroyed 13,000: the number of houses destroyed 100,000: the number of Londoners killed by the Great Plague 202: the height in feet of the Monument 311: the number of stairs in the Monument

What do you think?

3 Ask students to read the text again and answer the questions. Answers 1 10, but only 3 survived childhood 2 Because he was Pepys’ father’s cousin 3 From 1660–1669 4 The period when the monarchy was brought back. 5 The Great Plague and the Great Fire of London 6 31st May 1669 7 In the Pepys Library in Magdalene College, Cambridge


PROJECT


4 Ask students to read the diary entries quickly and do the matching exercise. Answers A2 B1 C1 D3

5 Ask students to find the words in the diary entries and match them with the definitions.

A000607

Answers 1d 2e 3g 4c 5b 6a 7f
