Upper-Intermediate - English Center

Upper-Intermediate

1A English – a global language

Background Bill Bryson was born in Des Moines, Iowa in the USA in 1951, and now lives in Britain. As well as writing books on the English Language, he has also written a large number of travel books, which are full of humorous anecdotes about the people he has met on his travels. His books are well-known and popular in Britain.

Pronunciation lingua franca /"lINgw@ "fr&Nk@/ Pasteur /p&s"t3:/ Randolph Quirk /"r&ndQlf "kw3:k/ Lincoln /"lInk@n/

Notes on the unit

4 Ask students to read both extracts again and answer the questions. Answers 1 they need to have a single language to avoid misunderstandings; most planes are made in the US or Europe; early aviation was pioneered in the US. 2 They both use English, although none of their members are native speakers of English. 3 Staff could not communicate in either German or Chinese. 4 Neither of the country’s main languages was used in advertising, only English. 5 It is a well-known organization in the country that has done most to resist the spread of English. 6 He does it to highlight the huge number of Chinese students of English 7 330 million 8 44 9 1,600 million / a third of the world’s population 10 English is used in most scientific papers and many European business deals.

1 Ask students to do the quiz individually or in pairs, then check their answers (the answers are at the bottom of page 4 in the student’s book).

What do you think?

2 Discuss the question as a class. Ask students to read the extracts quickly to check their answers.

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

Answer the use of the English language (in aviation, between people of different non-English speaking nationalities, in Chinese schools, in scientific papers)

PROJECT

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

3 Ask students to find the words in extract 1 and choose the correct meanings. Answers 1 shared language of communication 2 communication 3 people who started it 4 ironically 5 large advertisements in the street 6 language 7 gradual takeover 8 from now on

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

Upper-Intermediate

1B Multicultural Britain

Background As discussed in the text, modern Britain is very multicultural, although this is more obviously the case in some parts of the country than others. Immigrants who have arrived in Britain since the Second World War have tended to settle in the major cities such as London, Manchester and Birmingham, and rural areas of Britain still remain much less multicultural than the cities. Immigration, and the extent to which it should be restricted, remains an important political subject in Britain. When immigrants began to arrive in Britain from India, Pakistan and Bangladesh in the 1950s, many of them started restaurants. For many Britons, this was their first opportunity to taste food from other countries, and the highly-spiced dishes on offer soon became popular with British diners. Curry, mentioned in the text, is a general name for any spicy dish of meat, fish or vegetables.

Notes on the unit 1 Put students in pairs to discuss the questions, then have a class discussion. 2 Ask students to do the quiz, either individually or in pairs. 3 Ask students to read the text quickly to check their answers. Answers 1b 2c 3b 4b 5a 6b 7c 8a

5 Ask students to find words in the text which match the meanings. Answers 1 diverse 2 races 3 settle 4 prejudice 5 famine 6 immigration 7 ethnic 8 flow 9 refugees 10 persecution 11 community 12 descended from

What do you think? Discuss as a class, or first in pairs/groups, and then as a class. You could point out to students that in Britain the debate over integration often centres on religious issues, with questions such as: Should Muslim girls be allowed to wear traditional clothing at school? Should children of other faiths learn about Christmas traditions at school in Britain? Should the government fund faith schools specifically for children of other faiths in Britain? Language is another issue, with questions such as: Should the health service and other government departments fund interpreters for immigrants who are unable to speak English? Should immigrants to Britain be obliged to take a test in English?

PROJECT


4 Ask students to read the text again and match the ethnic groups to the reasons for immigration. Answers 1d 2c 3b 4h 5a 6f 7g 8e


Upper-Intermediate

2A Three tourist sights

Background Many famous prisoners have been held in the Tower of London over the centuries, including Guy Fawkes, who plotted to blow up the Houses of Parliament, and, perhaps most famously, two young claimants to the throne, Edward V of England and his brother Richard of Shrewsbury, known as the ‘Princes in the Tower’. The Tower of London attracts around 2.5 million visitors a year. Sydney Harbour Bridge was in fact designed and built by a British firm from the north east of England. As well as BridgeClimb, visitors can also do the Discovery Climb, in which they ascend the lower chord of the bridge and view its internal structure. On New Year’s Eve there is always a spectacular display of fireworks on the bridge, and the bridge itself is lit up with a different display of lights each year. During its 29 years of operation, the penitentiary of Alcatraz claimed that no prisoners had successfully escaped. There were fourteen attempts, involving 31 men. 23 were caught, six were shot and killed during their attempt, and two drowned.

Pronunciation William the Conqueror / "wIlj@m D@ "kQNk@r@/ Yeoman Warders /"j@Um@n "wO:d@z/ Cullinan /"kVlIn&n/ Sydney /"sIdni/ Paramatta River /p&r@"m&t@ "rIv@/ UNESCO /ju:"nesk@U/ Alcatraz /"&lk@tr&z/ Al Capone /"&l k@"p@Un/

3 Ask students to find the words in the texts and work out their meanings. Answers A: chamber – a room, traitor – a disloyal person, beheaded – had their head cut off as a punishment, axe – a heavy tool normally used for cutting wood, ravens – large black birds, clipped – cut a little bit B: interlocking – joining neatly, traverse – to cross on foot, dusk – the period in the evening between light and dark, overalls – a long single garment worn over clothes , catwalks – narrow paths, breathtaking – amazing C: penitentiary – a prison (US), notorious – famous for something bad, inmate – a prisoner, portrayed – shown in a book, film etc, maritime – relating to the sea, sanctuary – a place of safety

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

ROLEPLAY AND CLASS DISCUSSION

Put students into pairs to prepare their questions. Put students into different pairs to act out the dialogue. Discuss the questions as a class, encouraging students to express their opinions and agree and disagree with each other.

Notes on the unit 1 Ask students to read the texts quickly. Discuss the questions as a class. 2 Ask students to read the texts again and answer the questions. Answers 1B 2C 3A and C 4C 5A 6C 7A and C 8C 9B 10A and C 11B 12A 13B 14A 15B


Upper-Intermediate

2B Gulliver’s Travels

Background Jonathan Swift (1667–1745) was born in Dublin and attended university there before moving to London in 1688. Although Gulliver’s Travels is a satire, intended for adults, simplified versions of it are often read by children in Britain, and there have been many film and stage versions aimed at young and family audiences.

Pronunciation Lemuel Gulliver /"lemju:@l "gVlIv@/ Blefuscu /"blefUsku:/ Brobdingnag /"brQbdINn&g/ Laputa /l@"pu:t@/ Houhynhms /"hu:InImz/ 1 Discuss the question as a class. 2 Ask students to read the Factfile and complete it. Answers 1 satire 2 early 1770s 3 Lilliput 4 inhabitants 5 rejection 6 society

3 Ask students to read the extract quickly and answer the question. Answer They were about ten times bigger than ‘normal’ humans.

4 Ask students to find words in the extract to match the meanings. Answers 1 stile 2 uppermost 3 endeavouring 4 hedge 5 spire-steeple 6 stride 7 whence 8 whereupon 9 hook 10 scythe 11 well clad 12 reap

5 Ask students to read the extract again and answer the questions. Answers 1 The steps were too high. 2 one of the people who live in the country 3 the man who had chased his boat 4 The man was enormous; he took huge steps. 5 He ran away and hid in the corn. 6 the man’s voice 7 a device for amplifying the human voice; a loud-hailer (used at public meetings) 8 He is the boss; they were more poorly dressed than him and did what he told them to do. 9 agricultural/farming work 10 nine

6 Ask students to read the second extract and answer the questions. Answers 1 why countries go to war; the concept of war is unknown there 2 greed by rulers for more territory or people to rule; politicians trying to divert attention from their failed policies; conflicting points of view 3 the details that cause conflict between different religions and cultures (‘whether flesh be bread, or bread be flesh; whether the juice of a certain berry be blood or wine’ refers to the disagreements between Catholics and Protestants over Christ’s message at the Last Supper); ‘whether whistling be a vice or a virtue’ refers to the use of music in church; ‘whether it be better to kiss a post, or throw it into the fire’ refers to the use of objects such as the crucifix. He makes these differences of opinion sound completely ridiculous by taking them out of any context 4 the most unimportant (‘indifferent’) matters 5 to satirise the causes that lead to war between nations 6 The satire is still relevant because in modern times we still see the continuing desire for conquest by powerful leaders (e.g. Napoleon, Hitler); the use of foreign wars to distract people from problems at home (arguably the reason behind Mrs Thatcher’s war with Argentina in 1982, and the first American invasion of Iraq in 1990); ridiculous reasons for declaring war (e.g. the sovereignty of the Falkland Islands, nearly 13, 000km from the UK, with a population of less than 3,000 people), and the non-existent weapons of mass destruction in Iraq 2003.


PROJECT



Upper-Intermediate

3A The British Press

Background As discussed in the texts, traditionally British newspapers used to be divided into the ‘serious’ newspapers, printed in a large format and known as ‘broadsheets’, and the sensational gossip-rich newspapers, printed in a smaller format and known as ‘tabloids’. In recent years, most of the serious newspapers have switched to a smaller format, which has made the linguistic distinction between broadsheet and tabloid more blurred, although the two types of newspaper still remain as far apart as ever in terms of their content. The ‘serious’ newspapers are: The Daily Telegraph, The Times, The Guardian and The Independent. The ‘tabloids’ are: The Sun, The Daily Express, The Daily Star and The Daily Mirror. The Daily Mail falls between the two groups, with some serious news reporting but also a large amount of sensational news.

Pronunciation The Daily Telegraph /D@ "deIli "tel@grA:f/ The Guardian /D@ "gA:di@n/

Notes on the unit 1 Discuss the question as a class. 2 Ask students to read the texts quickly to understand the general meaning, without worrying if they don’t understand every word. Discuss the questions as a class, or ask students to discuss in pairs and then follow up with a class discussion. Answers left-wing: Guardian, Independent; right-wing: Telegraph, Times. No, the analysis is not objective, as the writer has strong views on these newspapers and their readership and expresses them freely.

5 Ask students to answer the questions. Answers 1 It suggests they are old, conservative and affluent, living in rural areas. 2 It means the newspaper is not afraid to show what it stands for. The writer suggests that the Guardian makes no attempt to be neutral, and perhaps it should do. 3 The range of political opinions, from extreme left to extreme right. 4 People who profess to be upset by the suffering of the poorer members of society, and believe in slightly left-wing political solutions (‘socialist’ views have traditionally been labelled as red, so ‘pinko’ or ‘pink’ means ‘slightly socialist’). The writer is contemptuous of these people. 5 Using the Internet to report news items. 6 refuse to believe all of it 7 The name of the paper is The Independent. It means it is also independent by nature, and asks whether the reader is, too. 8 Not honest enough to say something openly. Tabloid. 9 It rhymes with ‘newspaper’, and suggests a newspaper that prints opinions rather than facts. 10 It shows that common perceptions of the newspaper are no longer valid. The writer equates these perceptions with a description of workers in the City of London as they were several decades ago.

What do you think? Put students into groups of three or four to discuss the questions, then follow up with a class discussion.

PROJECT


3 Ask students to find words in the texts which match the meanings. Answers 1 broadsheet 2 circulation 3 dailies 4 prospectus 5 stance 6 heavyweight 7 presses 8 editorials 9 tabloid 10 gazettes

4 Ask students to read the texts again and match the statements to the correct newspapers. Answers 1 I 2 G 3 T 4 DT 5 T 6 I 7 T 8 G 9 DT 10 G 11 DT 12 I 13 DT 14 T 15 G 16 I


Upper-Intermediate

3B The Clinging Woman

Background Crime fiction is one of the most widely-read genres of fiction in Britain, and Ruth Rendell is one of the country’s most popular crime authors. She has written novels under her own name and also under the pseudonym Barbara Vine. The Inspector Wexford series was made into a popular TV series. In recognition of her achievements, Ruth Rendell was made a life peer (a title for her lifetime, but which will not be passed on to her children) in 1997, and sits in the House of Lords. The two photographs on page 14 show two fictional detectives who have appeared in popular TV series in Britain: Inspector Morse, a detective created by the author Colin Dexter, and Hercule Poirot, a Belgian detective created by Agatha Christie.

Pronunciation Ruth Rendell /"ru:T /"rendl/ 1 Discuss the questions as a class. 2 Ask students to read the extract quickly and answer the questions. Answers 1 no 2 Lydia Simpson 3 she and the man met again

3 Ask students to find the expressions in the extract and explain their meaning. Answers 1 a tall residential building 2 a dangerous action done as part of a film 3 a model of the human body 4 holding onto something secure 5 became less brave 6 a conversation about other people’s private lives 7 being the centre of attention 8 it became less interesting because it was no longer new 9 a hero (patron saint of England) 10 extreme 11 arranged 12 to walk away

4 Ask students to read the extract again and answer the questions. Answers 1 the city: high-rise blocks, car park, paved courts 2 He had heard a low-flying aircraft overhead. 3 the sky and the plane 4 that he was dreaming 5 that it was part of a film scene; there was nobody filming from below 6 desperately, clutching, trying to kill herself, trying to stay alive 7 They treated him as if he were a hero; he was uncomfortable with this. 8 She was not the sort of person he would imagine would try to kill herself. 9 He was worried what the neighbours might say if they saw her on the doorstep. 10 relieved that she had gone

5 Ask students to work individually or in pairs to answer the questions about how the text is written. Answers 1 Yes. It begins with action, a mystery and the possibility of a developing relationship between the two main characters, even though they are very different. 2 To begin by focusing attention purely on the dramatic action, rather than introducing distracting details about the individuals involved. 3 It has the effect of making the scene more dramatic, and also gives the feeling of someone who has just woken up and isn’t thinking properly yet, jumping from one thought to another. 4 ‘arrow’ – because it moves very quickly, and from that distance looks shaped like an arrow 5 l.7 dreaming, l.13 unbelievable, l.27 come (to thank), l.29 what anyone else would have done, l.41 meet again

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

PROJECT

Students can do this as homework, but could also prepare it in class, working in pairs. Allow students to read each other’s summaries, and ask which book they are going to read.


Upper-Intermediate

4A Great British Myths

Background The photographs show Stonehenge, Leeds Castle, the White Cliffs of Dover, and Hadrian’s Wall. Stonehenge is a prehistoric monument located in the county of Wiltshire in England. There has been much speculation by historians as to how the huge stones were brought to the site and lifted into position. The site was made a UNESCO World Heritage Site in 1986. Leeds Castle, which is close to the village of Leeds in the south of England, dates from the 12th century. The White Cliffs of Dover are the first parts of England that can be seen when crossing the English Channel from France, and have therefore become symbolic of England. Hadrian’s Wall was a long defensive wall built by the Romans along what was then the border between England (which was occupied by the Romans) and Scotland (which was hostile to the Roman occupation). There has been much debate in Britain in recent years about the poor level of general knowledge, especially among young people, and whether this is due to failings in the education system. It is also true that many British families spend as many of their holidays as possible abroad, seeking sunnier climates, and so are less familiar with the famous landmarks at home.

Pronunciation Stonehenge /st@Un"henDZ/ Hadrian’s Wall /"heIdri@nz "wO:l/ Heligan /"helIg@n/ Mevagissey /mev@"gIsi/ Cornwall /"kO:nwO:l/ Pennines /"penaInz/ Nelson’s column /"nels@nz "kQl@m/ Trafalgar Square /tr@"f&lg@ "skwe@/ Chequers /"tSek@z/ Scone Palace /"sku:n "p&l@s/

3 Ask students to read the text again, match the features with the mistakes and correct the mistakes. Answers 2g – It’s in Kent, not West Yorkshire. 3a – They’re chalk, not sandstone. 4c – They’re in Cornwall, not Babylon (Mesopotamia – modern-day Iraq). 5i – They’re in England, not between France and Spain. 6d – They were built before 2000BC, not in Roman times. 7h – It’s in northern Britain, not China. 8j – It’s a rural area, not a theme park. 9b – It’s the Prime Minister’s country home, not the Queen’s. 10f – It’s the historic site of Scottish coronations, not a place where scones (small round cakes) are sold.

4 Ask students to form the collocations and match them with the definitions. Answers 1 be well up on, g 2 a closed book, e 3 common misconceptions, a 4 a fascinating insight into, d 5 a close second, j 6 on shaky foundations, c 7 be under the impression that, f 8 along the lines of, i 9 sheds light on, h 10 failed to make it, b


PROJECT


Notes on the unit 1 Discuss the questions as a class. 2 Ask students to speculate on the questions, then ask them to read the text quickly to check their answers. Answers 1 2500BC – 2000BC (18% wrong) 2 running down the centre of England (21% wrong) 3 in Trafalgar Square, London (5% of London’s population wrong)


Upper-Intermediate

4B The Importance of Being Earnest

Background

Oscar Wilde (1854–1900) was an Irish playwright, poet and author. He is known for his lively wit, and many quotations from his works are known by British people. Wilde spent two years in prison for his homosexuality, which was a crime in Britain until the 1960s. After his release, he moved to France and never returned to England or Ireland. His other works include the novel The Picture of Dorian Gray and the poem The Ballad of Reading Gaol, written while he was in prison.

Pronunciation Oscar Wilde /"Qsk@ "waIld/ Lady Bracknell /"leIdi "br&kn@l/ Algernon /"&ldZ@nQn/ Cecily /"sesIli/ tragicomedy /"tr&dZi"kQm@di/ 1 Ask students to read the short extract and say whether they think the play is a comedy or tragedy. Answer a comedy

2 Ask students to match the types of comedy to their definitions. Answers 1d 2a 3b 4c

5 Ask students to read the extracts again and answer the questions. Answers 1 coolly, in a matter-of-fact way – she starts taking notes 2 she is probably not as naïve as she may seem (she is already thinking about books sales) 3 further compliments like ‘absolute perfection’ 4 possibly because she is not well educated and has not spent much time reading and writing 5 of the adverbs ‘wildly’, ‘passionately’, ‘devotedly’ and ‘hopelessly’, she only finds the last one inappropriate. Also, as she is busy writing down every word he says, his stated love for her hardly seems hopeless (at this stage). 6 She has always dreamt about falling in love with someone of that name; she feels it inspires complete confidence. 7 He is pretending not to be called Algernon, so talks hypothetically about having a name other than Ernest – such as Algernon. 8 to ask him to change Algernon’s name to Ernest 9 Algernon says his name is rather aristocratic and that is the name of many bankrupt men, which is an unexpected link between the nobility and poverty. Cecily asserts that Dr Chasuble is extremely knowledgeable because he is not a writer, implying that the two are mutually exclusive. 10 darling, my dear child, my own dear, sweet, loving little darling


PROJECT

3 Ask students read the background and the extract and decide what type of comedy the play is.


Answer a comedy of manners

4 Ask students to find words in the extracts to match the meanings. Answers 1 offend 2 frankly 3 does you great credit 4 pray 5 devotedly 6 pity 7 object to 8 chaps 9 bankruptcy 10 rector 11 rites 12 christening


Upper-Intermediate

5A British Youth and the Future

Background Demographically, the number of young people in Britain is declining. At the same time, the number of retired people is increasing each year, which means that today’s young people may have to work harder and longer than previous generations to support the ageing population. As the text suggests, recent surveys seem to suggest that Britain’s young people are moving away from seeing material wealth as their most important goal in life, and tend to value human relationships and quality of life as more important.

Notes on the unit 1 Discuss the questions as a class.

5 Ask students to read the text again and decide if the statements are true, false or not stated. Answers 1 F 2 NS 3 F 4 T 5 F 6 NS 7 T 8 F


PROJECT

Students can do this as homework, but could also prepare it in class, working in pairs. You might want to revise the use of the linking expressions with the class, focusing on the positions were expressions can be used in sentences, and the use of commas. You could teach the following as pairs with similar usage: although / whereas, in addition / moreover, nevertheless / however.

2 Ask students to discuss the questions in pairs, then read the text quickly to check their answers. Answers 1 Girls are more likely than boys to choose being happy as their main ambition. 2 16- to 19-year-olds are more likely than 12- to 15-year-olds to say that their main ambition is to be happy. 3 Young people from wealthy families are more likely to choose being happy as their main ambition than young people from poorer families.

3 Ask students to read the text again and complete the figures. Answers 1 50 2 10 3 33 (1/3) 4 25 5 20 6 25 7 8 8 3 9 18 10 9

4 Ask students to find expressions in the text to match the definitions. Answers 1 a substantial proportion 2 respectively 3 the latter 4 fulfilment 5 contrary to what might be expected 6 significant factor 7 quarter / quartile 8 conversely 9 household 10 respondent


Upper-Intermediate

5B Louis MacNeice – Prayer Before Birth


PROJECT

Background Louis MacNeice has inspired many other poets since his death, particularly in Northern Ireland. He once wrote, ‘Poetry in my opinion must be honest before anything else.’


Pronunciation Louis MacNeice /"lu:i: m@k"ni:s/ 1 Discuss the questions as a class. 2 Ask students to read the text about Louis MacNeice and complete it with the missing words. Answers 1 playwright 2 lecturer 3 producer 4 dictator 5 masterpiece 6 democracy 7 totalitarianism 8 height 9 fears 10 death

3 Ask students read the extract quickly and match each stanza to its summary. Answers 1D 2F 3A 4C 5E 6B

4 Ask students to read the extract again and answer the questions. Answers 1 possibly parents, humanity, God 2 vampire bats, rats, stoats (small mammals with sharp teeth), deformed evil spirits; they give the poem an insistent rhythm 3 being imprisoned, drugged, tricked, tortured, killed; real world events were the genocide, the concentration camps, the secret police in the dictatorships of the 1940s 4 drugs dope, wise lies lure, black racks rack, blood-baths 5 natural things and purity (‘white light’); they were/are becoming less common in the modern world 6 say evil things and carry out evil deeds, betrayal, killing (possibly as a result of conscription), the death of his/her spirit 7 ‘rehearse me in the parts I must play and the cues I must take’ – the child feels it needs preparation and practice to be able to do the right things in life 8 mountains frown, white waves call, desert calls; they are all powerful forces that must be resisted; life is governed by external forces – the individual can do no more than follow the directions given by others 9 killers, tyrants who feel they should control the world, such as Hitler 10 It gives the poem a momentum, a feeling of inevitability.


Upper-Intermediate

6 Working hours in Britain

Background Although Britain is part of the EU, it chooses to opt out of the EU regulations setting a maximum of 48 hours for the working week. Many people in Britain feel that limiting working hours would be bad for businesses and also bad for individuals, as many people on lower incomes rely on extra overtime payments to increase their weekly earnings. However, many people also accept that the long-hours working culture in Britain is not good for individuals or families. Amicus, mentioned in the text, is a trade union which represents skilled workers.

Pronunciation EU /i: "ju:/ Amicus /"&mIk@s/ 1 Discuss the questions as a class. 2 Ask students to read the text quickly and choose the correct answer. Answer B

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

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

5 Ask students to match the people with the points they mention in the text. Answers 1C 2B 3A 4C 5B 6A 7C 8D 9A 10C 11C 12B


PROJECT



Upper-Intermediate

7 A sonnet by William Shakespeare

Background The plays of William Shakespeare are studied by all children in British schools. His sonnets, which deal with themes such as love, beauty, politics and morality, are also popular and can be heard regularly on radio poetry programmes. A couplet is a group of two lines and a quatrain is a group of four lines. Iambic pentameter is a rhythm used in poetry, in which each line consists of ten syllables, made up of five pairs of syllables. In the first line of the second stanza, the word ‘fixed’ should be pronounced with two syllables /"fIks@d/.

Pronunciation Shakespeare /"SeIkspI@/ Shakespearean /SeIks"pI@ri@n/ quatrain /kwQt"reIn/ couplet /"kVpl@t/ iambic pentameter /aI"&mbIk pen"t&m@t@/ 1 Ask students to read the sonnet quickly, without worrying if they don’t understand every word. Discuss possible titles as a class. Suggested answers True love, What real love is, Love that lasts forever, etc

4 Ask students to read the sonnet again and answer the questions. Answers 1 what love is: 2 what love is not: 1, 2 and 3 narrator’s certainty: 4 2 It slows it down. 3 love: ‘that looks’; ‘mark’ refers to a ‘sea-mark’. These were familiar rocks that guided sailors, and, like modern-day lighthouses, they can be said to ‘look’ down on the stormy seas and the ships on them. 4 It is the star to every wandering barque 5 time: within his bending sickle’s compass, love alters not with his brief hours. This is the traditional figure of Father Time, the old man with a beard and a sickle. As the sickle was also used for reaping crops when they are ready, he is also portrayed as the Grim Reaper, the figure of Death who comes to take us when our time has come. 6 ‘sickle’s compass come’


PROJECT


2 Ask students to work in pairs to complete the text. Check answers, and check understanding of quatrain, couplet and iambic pentameter (see ‘Background’ notes above). Answers 1 fourteen 2 twelve 3 four 4 two 5 cdcd 6 gg 7 ten 8 five

3 Ask students to match the lines with their modern equivalents. Answers 1g 2e 3b 4h 5a 6f 7d 8c


Upper-Intermediate

8A The British weather

Background The British weather is notoriously changeable and often unsettled, and many types of weather can be experienced in a single day. Western parts of the UK are generally milder, wetter and windier than eastern parts. Eastern areas are generally drier, cooler and less windy, and also experience the greatest daily temperature variations. Northern parts of the UK are usually a few degrees cooler than the south.

Pronunciation Benjamin Orlove /"bendZ@mIn "O:lVv/ 1 Discuss the questions as a class. 2 Ask students to speculate why British people talk about the weather so much. Ask them to read the text quickly to check their answers. Answers Reasons given in the text: 2, 5, 6

3 Ask students to find the collocations in the text and match the words, then match the collocations with their definitions. Answers 2 natural reserve, d 3 miss the point, i 4 global warming, b 5 weather patterns, j 6 cultural identity, g 7 daily routine, h 8 deeply embedded, a 9 come to light, f 10 diary keeping, c

4 Ask students to read the text again and match the writers with the points they make. Answers 1C 2B 3E 4B 5A 6B 7D 8E


PROJECT



Upper-Intermediate

8B William Wordsworth – Composed Upon Westminster Bridge

Background William Wordsworth is one of the most popular and widely-read British poets. Westminster Bridge is one of the many bridges across the River Thames in central London, close to the Houses of Parliament. The Lake District, so-called for its landscape of lakes, rivers and mountains, is in the north west of England and is a popular destination for people wanting to go walking in the countryside.

Pronunciation Wordsworth /"w3:dzw@T/ ballad /"b&l@d/ limerick /"lIm@rIk/ elegy /"el@dZi/ 1 Refer students to the photographs and discuss the question as a class. 2 Ask students to read the text quickly and answer the question. Answer The Lake District in Cumbria; a beautiful area of lakes, rivers and mountains.

7 Ask students to read the poem again and answer the questions. Answers 1 ABBA, CDC, DCD 2 the notion that a city can be more beautiful than the natural world 3 someone lacking the ability to appreciate beauty and splendour 4 between the splendour associated with majesty and the very human associations of touching, reflecting the poet’s outlook 5 by not stating the subject until the fourth line 6 majesty, splendour, mighty; we associate these words with royalty 7 doth like a garment wear, to compare the aura that envelopes the city to an item of clothing 8 majesty, bare, steep, houses seem asleep, that mighty heart 9 that it took him by surprise; Dear God! 10 the use of to show with Earth; garment and wear with City; his with sun; his own sweet will with river; houses seem asleep; that mighty heart is lying still


PROJECT


3 Ask students to read the text again and complete it with the missing words and numbers. Answers 1 1770 2 eight 3 Cambridge 4 Switzerland 5 France 6 1793 7 Romantic 8 1802 9 Coleridge 10 financial 11 Dorothy 12 1850

4 Ask students to match the sentence halves describing different types of poetry. Answers 1d 2e 3a 4c 5b

5 Ask students to read the poem quickly and answer the questions. Answers sonnet, morning

6 Ask students to find the archaic forms in the poem to match the modern equivalents. Answers fair/beautiful, doth/does, unto/to, ne’er/never, glideth/glides


Upper-Intermediate

9 Social networking in Britain

Background A large proportion of teenagers in Britain have their own computer, usually in their bedroom. The use of social networking sites by teenagers gives cause for concern in Britain, with some parents worrying about the risks teenagers face by giving out their personal details online, and educationalists worrying that teenagers are spending too many hours a week on their computers, at the expense of their studies. Some health professionals have also expressed concern about the number of young people staying up until late at night on networking sites, and so not getting enough sleep. 1 Discuss the questions as a class. 2 Ask students to read the text quickly and answer the questions. Answer Bebo, MySpace, Facebook; using them on mobile phones

3 Ask students to complete the notes with the correct percentages from the text. Answers 1 90% 2 33% 3 19% 4 54% 5 50% 6 7% 7 49% 8 32%

4 Ask students to find words in the text to match the meanings. Answers 1 profiles 2 registered 3 posting 4 spammers 5 hackers 6 cyber doctor 7 static 8 session 9 navigation 10 faster connectivity

5 Ask students to read the text again and decide which five statements are made. Answers statements 1, 4, 7, 8, 9


PROJECT

Students can do this as homework, conducting a survey of young people they know. Alternatively, you could conduct a class survey using the questions provided, and then ask students to write a report using the results.


Upper-Intermediate

10A Binge-drinking in Britain

Background Binge-drinking, especially among teenagers, is a serious problem in the UK. Excessive drinking leads to fights, accidents and health problems, all of which are expensive for the country. Throughout the UK the sale of alcohol is restricted. Shops must have a special licence to sell alcoholic drinks, and pubs, cafes and restaurants require a licence to serve alcohol to customers. The hours during which alcohol can be sold are also restricted. These strict ‘licensing laws’ were brought in during the nineteenth century, partly as a result of pressure from Temperance Societies, which were established by religious groups in response to the growing problem of drunkenness and alcoholism among workingclass people. In recent years, the licensing laws have been relaxed, in the hope that fewer restrictions and a more relaxed attitude towards alcohol might lead to a reduction in binge-drinking. The ‘male-dominated boozer’ mentioned in the text is a reference to the traditional British pub (‘booze’ is an informal word for ‘to drink alcohol’). Until the 1960s, pubs were very male-dominated, and women rarely went into a pub if they were not accompanied by a man.

Pronunciation binge-drinking /"bIndZ "drINkIN/ lager louts /"lA:g@ "laUts/

4 Ask students to find the words in the text and guess their meaning. Answers 1 a name used to describe something 2 new 3 invented 4 tradition 5 out of control behaviour 6 results of past events 7 created 8 intelligent 9 introduce 10 becoming more similar 11 drinking 12 showing signs of

5 Ask students to read the text again and decide whether the statements are true, false or not stated in the text. Answers 1 F 2 F 3 NS 4 T 5 T 6 F 7 F 8 NS 9 F 10 F


PROJECT

Students can produce their leaflet as homework, but could also prepare it in class, working in pairs.

1 Discuss the questions as a class. 2 Ask students to read the text quickly and decide what type of text it is. Answer B

3 Ask students to look in the text and match the words to form collocations, then match the collocation with their definitions. Answers 2 aggressive outbursts, k 3 road rage, b 4 loose boundaries, j 5 rapid expansion, d 6 licensed premises, h 7 cultural ambivalence, a 8 disinhibited behaviours, f 9 first-rate incentive, i 10 male-dominated boozer, l 11 drunken swill, c 12 vertical drinking establishments, g


Upper-Intermediate

10B The War of the Worlds

Background H. G. Wells (1866–1946) was an English writer best known for his works of science fiction. He was born in Kent, in the south of England and when, at the age of 12, he was bed-ridden with a broken leg, he developed a love of reading novels, which later developed into a desire to write. Wells studied science at university and was also interested in politics, becoming a member of the socialist Fabian Society. His best known works include The War of the Worlds, The Time Machine, The Invisible Man and The First Men in the Moon. His works are still widely read, and there have been film and TV adaptations of several of his novels.

Pronunciation Martian /"mA:S@n/ 1 Discuss the questions as a class. 2 Ask students to speculate on what kind of aliens they expect to find in the novel. Ask them to read the extract quickly to check their answers. 3 Ask students to match the groups of words with their meanings. Answers 1e 2d 3b 4h 5c 6g 7a 8f

4 Ask students to answer the questions individually or in pairs. Answers 1 by describing it little by little, keeping the reader guessing 2 They vary, sometimes very short and sometimes quite long. This changes the pace and helps to increase the tension in the reader, who doesn’t know what to expect next. 3 a) glistened like wet leather b) like the fall of a great mass of leather 4 It creates the impression of an eye-witness account, giving the reader the feeling of being present at the vital moments, and able to imagine the fear he/she would feel.

5 Ask students to read the extract again and answer the questions. Answers 1 He assumed they would resemble humans. 2 They were like snakes; in Greek mythology, the Gorgons had snakes for hair. 3 He moved backwards through the crowd, but still looking ahead. 4 Gravity on Earth was greater than on the alien’s planet. 5 the look in its (huge) eyes 6 He couldn’t stop looking at the aliens, rather than watching where he was going. 7 the sound of a scream 8 He was too afraid.

What do you think? Discuss as a class, or first in pairs/groups, and then as a class. You might like to read the following quote to the class, from chapter 1 of The War of the Worlds, which suggests that Wells feels that humans can certainly be taken as a model for how a technologically superior race might behave aggressively and destructively towards a less developed one: ‘And before we judge them [the Martians] too harshly, we must remember what ruthless and utter destruction our own species has wrought, not only upon animals, such as the vanished bison and the Dodo, but upon its own inferior races. The Tasmanians, in spite of their human likeness, were entirely swept out of existence in a war of extermination waged by European immigrants, in the space of fifty years. Are we such apostles of mercy as to complain if the Martians warred in the same spirit?’

PROJECT

Students could do the task for homework, or could do the research for homework and then write the account in class, working in pairs.


Upper-Intermediate

11A Great British Inventions

Background Charles Babbage (1791–1871) is generally considered to be the first person to have developed the concept of a programmable computer. As mentioned in the text, the Difference Engine was never completed. Recently, a Difference Engine was made by the Science Museum using Babbage’s original plans – and it worked! The famous ‘Rocket’ was designed and built by the company Robert Stephenson and Company in Newcastle. It was innovative in that it could travel faster than previous locomotives, while using less fuel. As discussed in the text, early designs of the bicycle were uncomfortable and not particularly safe. The development of a safe and relatively cheap form of bicycle brought huge social benefits to Britain, allowing people to travel further to work and also allowing women to travel independently.

Pronunciation Charles Babbage /"tSA:lz "b&bIdZ/ Stephenson’s Rocket /"sti:v@ns@nz "rQkIt/ 1 Discuss the question as a class, then ask students to read the texts quickly to check their ideas. Answers The Difference Engine was very similar in concept to the modern computer, though of course it is totally dissimilar in its construction. Stephenson’s Rocket was similar to steam locomotives of the 1960s, but not to today’s trains. The Rover Safety Bicycle was very similar to a modern bicycle.

2 Ask students to find the details in the texts and complete the table. Answers 1 London 2 1832 3 Charles Babbage 4 Newcastle 5 1929 6 Robert Stephenson 7 Coventry 8 1885 9 J. K. Starley

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

4 Ask students to find the words in the texts and work out their meanings. Answers 1 refused to continue working 2 angry and disappointed 3 pull 4 keep following 5 get on and get off 6 production

5 Ask students to read the texts again and answer the questions. Answers 1 Joseph Clement 2 its size and number of working parts 3 the Analytical Engine 4 Clement refused to continue working because of a disagreement with Babbage; it upset him deeply for the rest of his life 5 yes; money, political issues, the inventor’s personality and (poor) management skills 6 it strengthened his position as a top engineer and contractor, nationally and internationally 7 in a competition involving different designs 8 the idea of pulling railway carriages by cable, powered by a nonmoving steam engine; it was dropped 9 they followed the same basic design; it was better and faster than earlier models; for over a century 10 It was dangerous; it was not stable, and was difficult to get on and off. 11 Its wheels were both about the same size, it had a frame in the shape of a diamond, the back wheel was driven, it used a chain to transmit energy and the rider was nearer the ground. 12 using mass-production manufacturing processes 13 motor vehicles


PROJECT

Students can do this as homework, but could also prepare it in class, working in pairs. Display students’ texts on the classroom wall, and you could have a class vote for the top invention of all time. Students might be interested to learn that in a recent vote by listeners to BBC Radio, the bicycle was voted the number one invention.


Upper-Intermediate

11B Dr Jekyll and Mr Hyde

Background Robert Louis Stevenson (1850–1894) was a Scottish novelist, poet and travel writer. He is known especially for his adventure stories, which include Treasure Island and Kidnapped, and his collection of poems for children entitled A Child’s Garden of Verses. There have been several film versions of The Strange Case of Dr Jekyll and Mr Hyde, and the term ‘Jekyll and Hyde’ has come into the language to describe someone whose personality appears to undergo an abrupt transformation from gentleness to aggression.

Pronunciation Dr Jekyll /"dQkt@ "dZekl/ Mr Hyde /"mIst@ "haId/ 1 Discuss the questions as a class. 2 Ask students to read the extract quickly and choose the correct summary. Answer C

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

4 Ask students to find the words in the extract and work out their meanings. Answers 1 the top part of a building at the front, between the two sides of the roof 2 for a long time 3 the doorway 4 notice 5 caught hold of (literally by getting hold of someone’s collar) 6 take advantage of

4 he felt it was a dangerous area 5 he shouted, started running, caught the man, and took him back to where it had happened 6 she had not been seriously hurt, just scared 7 he instantly hated him, wanted to kill him – unusual for a doctor 8 destroy his reputation and finances; the women on the street 9 so there would not be any bad publicity 10 small; walking quickly but heavily; inhuman; gives very unpleasant looks; scared but calm, with an air of evil around him like the devil (Satan)

6 Ask students to answer the questions individually or in pairs. Answers 1 He introduces the fact that we are going to hear a ‘very odd story’ in the opening dialogue, then slowly recounts the event and the reactions of people to what happened; he describes the scene in a way that makes us feel that something bad is going to happen – the ugly doorway, the eerily quiet streets at night – and only gradually gives more detail about the man. He lets us know that something bad is coming (‘and then came the horrible part of the thing;’) and just as the story seems to have become something relatively ordinary, he keeps the reader interested by announcing, ‘But there was one curious circumstance.’ 2 street after street, street after street; all the folks asleep, all lighted up, all as empty as a church; a man listens and listens 3 streets: as empty as a church – quiet, deserted the man: like some damned Juggernaut – a powerful, unstoppable force the doctor: about as emotional as a bagpipe – cold, unfeeling the women: as wild as harpies – dangerously angry the man: really like Satan – evil, as bad as the Devil 4 That they would make … his name ‘stink’ throughout: literally cause it to ‘smell bad’, but here it means destroy his reputation. 5 By having him speak in a way that does not match his appearance: Hyde refers to himself as a ‘gentleman’ keen to avoid repercussions, and apparently able to pay any amount of money. 6 Suggested answers: All at once…, I gave a few halloa…, Well, the child…, Well, sir, he was like…, And all the time…

What do you think? 5 Ask students to read the extract again and answer the questions. Answers 1 it was sinister, unfriendly, and in very bad condition; someone who doesn’t take care of anything 2 the door; it had been neglected, used to light matches, cut with a knife 3 Mr Enfield; because it reminded him of a strange series of events

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

PROJECT



Upper-Intermediate

12 Oscar Wilde – The Picture of Dorian Gray

Background Students have already studied an extract from one of Oscar Wilde’s plays, The Importance of Being Earnest. The Picture of Dorian Gray is Wilde’s only novel, published in 1890. In the story, Dorian Gray, an extraordinarily handsome young man, remains youthful-looking, while the portrait that Basil Hallward painted of him ages on his behalf and reflects his inner moral corruption.

Pronunciation Dorian /"dO:rI@n/

5 Ask students to find words in Extract B to match the meanings. Answers 1 started 2 buttonhole (because the flower is put through the buttonhole of the jacket) 3 dusky 4 shuddering 5 linger 6 quivering 7 ardent 8 fancy 9 untarnished 10 burden 11 seared 12 bloom

6 Ask students to read the extract again and answer the questions individually or in pairs. Answers personification: the light (struggled) metaphors: flooded the room, swept the fantastic shadows, lay shuddering, quivering, ardent

1 Discuss the questions as a class.

What do you think?

2 Ask students to read Extract A quickly and answer the questions.

Discuss as a class, or first in pairs/groups, and then as a class. Students might be interested to know that at the end of the novel, Dorian, in a fit of rage, picks up a knife and plunges it into the painting. His servants hear a cry from inside the locked room and send for the police. They find Dorian’s body, stabbed in the heart and suddenly aged, withered and horrible, beside the portrait, which has reverted to its original form.

Answers 1 that he will become ugly as he grows older 2 that the person in the picture would grow old, but he would not 3 he seems extremely vain, and given to fantasy

3 Ask students to read the extract again and answer the questions. Answers 1 wizen – become dried-up (similar to wrinkled); dim – no longer bright (colourless); steal – be lost (same meaning as pass away); mar – spoil (he would become dreadful, hideous etc); uncouth – horrible (goes with dreadful, hideous); pang – strong unpleasant feeling (of pain), amethyst – purple semi-precious stone (eyes deepened, indicating change of colour) 2 like a knife 3 made each delicate fibre of his nature quiver; a mist of tears; as if a hand of ice had been laid upon his heart 4 ‘were’ is the subjunctive form of ‘be’, used to express a hypothesis within a second conditional structure (… I would give everything).

PROJECT

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

4 Ask students to read Extract B and complete the summary of it.

A000608

Answers 1 portrait 2 changed 3 light 4 expression 5 blind 6 sunlight 7 mouth 8 cruelty 9 doubt 10 think 11 wish 12 young 13 beauty 14 old 15 impossible 16 picture
