Charles Dickens

UNIT2 C h a r l e s D i c k e n s

27

SB page 6 WB page 5

Before using the book:

% Find out what sort of books your students like to read. Teach any vocabulary that they will need to talk about books, such as short story, WKULOOHUGHWHFWLYHFWLRQVFLHQFHFWLRQ, etc.

UNIT 2 CHARLES DICKENS

Charles Dickens

Listening

6

Charle2UNIT

Guess the meaning of the words in bold. Check in your Active Study Dictionary.

a Oliver Twist is a novel by Charles Dickens. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b Thieves should go to prison. . . . . . . . . . . . . . . . . . . . . . . . .

c I dont want to be in debt, so Ill have to earn some money. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

d A journalist writes stories in a newspaper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

e Fagin is a character in one of Dickenss stories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Listen to a talk about Charles Dickens and choose the correct answer.

a What nationality was Dickens? A Russian B British C French

b As a writer, what is he most famous for? A stories B plays C reports

c In which century did he live? A 18th B 19th C 20th

Compare answers with another student.

1 Check your vocabulary

2 Listen and choose the answer

Listen again and choose the correct words to complete these sentences.

a Charles Dickens was born in 1912/1812.

b He was born in the south/north of England.

c Charles went to work in a London factory when he was ten/twelve years old.

d In the factory he worked for ten/twelve hours a day.

e He used the name Boz/Oliver when he wrote magazine stories.

f Dickens wrote A Tale of Two Cities in 1859/1869.

3 Listen again and choose 4 Discuss in pairs

ObjectivesGrammar Use the past simple, continuous and perfect tenses

Listening Listen for detail

Reading Sequence a series of events

Critical thinking Reect on paid and unpaid work

Writing The rst paragraph of a story

What kinds of novels do you enjoy reading? Why?

h

s

,76

28



5HDGWKHVHQWHQFHVDORXGRUDVNYHVWXGHQWVWRdo this.

2 Draw the students attention to the words in bold. Ask them if they know the meaning of these words. If any of them do, ask them to explain the words to the class. Otherwise, let them look them up in their dictionary.

Answers: a QRYHO a long written story, usually about

characters and events that are not real

b SULVRQ a building where criminals are kept as a punishment

c debt money that you owe to someone

d MRXUQDOLVW someone who writes reports for newspapers, magazines, television or radio

e FKDUDFWHU DSHUVRQLQDERRNSOD\RUOPHWF

2 Listen and choose the answer

1 Ask the students to look at the pictures. Explain that the man with the quill pen is Charles Dickens, a famous writer, and that the other people shown are characters in his books.

2 Tell students that they are going to listen to a talk about Charles Dickens. Go through the TXHVWLRQVZLWKWKHPUVWDQGSRLQWRXWWKHadvice on the yellow note. If they read the questions before they listen, they will already have some idea of what the speaker is going to talk about and they will know what information they have to listen out for in order to answer the questions.

3 Play the recording or read the tapescript, and ask the students to choose their answers. Allow them to compare in pairs before checking with the class.

Answers: b A c B

T A P E S C R I P T

+DYH\RXKHDUGRI&KDUOHV'LFNHQV"$IWHU6KDNHVSHDUHKHLVSUREDEO\WKHPRVWIDPRXVZULWHULQWKH(QJOLVKODQJXDJH+HLVEHVWNQRZQIRUKLVQRYHOVDERXWOLIHLQQLQHWHHQWKFHQWXU\%ULWDLQ'LFNHQVZDVERUQLQLQWRDJRRGIDPLO\LQWKHVRXWKRI(QJODQG:KHQKHZDVVWLOOD\RXQJER\KLVIDWKHUZHQWWRSULVRQEHFDXVHKHKDGJRWLQWRGHEW&KDUOHVZHQWWR/RQGRQWRHDUQPRQH\IRUWKHIDPLO\$WWKHDJHRIWZHOYHKHZDVZRUNLQJIRUWHQKRXUVDGD\LQD/RQGRQIDFWRU\+HVDZKRZKDUGOLIHZDVIRUSRRUSHRSOHDQGPDQ\RIWKHLGHDVIRUWKHVWRULHVRIKLVQRYHOVDQGWKHFKDUDFWHUVLQWKHPFDPHIURPWKLVWLPH

$IWHUKHOHIWWKHIDFWRU\'LFNHQVZHQWWRZRUNDVDQRIFHFOHUNEXWKHGLGQRWHQMR\WKLV,QKHVWDUWHGZRUNDVDQHZVSDSHUMRXUQDOLVW:KLOHKHZDVZRUNLQJIRUWKHQHZVSDSHUKHZDVDOVRZULWLQJPDJD]LQHVWRULHVDERXWOLIHLQ/RQGRQ,QVWHDGRIXVLQJKLVUHDOQDPHKHFDOOHGKLPVHOI%R]IRUWKHVHVWRULHV+HZHQWRQWRZULWHOliver TwistLQDQGNicholas NicklebyLQ'DYLG&RSSHUHOGIROORZHGLQA Tale of Two CitiesLQDQGGreat ExpectationsLQ

,QOliver Twist,'LFNHQVVKRZVWKHGDUNVLGHRIOLIHLQQLQHWHHQWKFHQWXU\/RQGRQ+HGHVFULEHVWKHOLYHVRIFKLOGZRUNHUVDQGOLIHLQWKHZRUNKRXVHZKHUHYHU\SRRUSHRSOHZHUHVHQWWROLYHDQGZRUN

3 Listen again and choose

5HPLQGWKHVWXGHQWVDJDLQRIWKHEHQHWVRIUVWFDUHIXOO\UHDGLQJWKHVL[VWDWHPHQWVZLWKalternatives, before they listen again. Encourage them to see if they can choose the correct word in any of the statements before they hear the talk again.

2 Play the recording again or read the tapescript and ask the students to choose the correct words.

3 Check answers with the class.

Answers: b south c twelve d ten e Boz f 1859

Listening


29

4 Discuss in pairs

1 Put the students into pairs and ask them to discuss the question.

2 Go round the class, monitoring and helping with vocabulary.

$VNDQ\FRQGHQWVWXGHQWVWRWDONWRWKHFODVVabout their reading habits.

Students own answers

WORKBOOK page 51 Correct the facts in these sentences

1 Remind the students of the talk they listened to about Charles Dickens. Tell them that the mistakes in the sentences are all factual mistakes.

2 Give them a few minutes to decide what the mistakes are and what the correct information should be. You might like to point out that there are two mistakes in one of the sentences.

3 Allow the students to compare their answers in pairs or small groups before checking with the class.

Answers: b He lived in the th century.c His father ZHQWWRSULVRQ when Charles

was a young boy.d When he was twelve years old, he went

to work in DIDFWRU\.e Later he became a MRXUQDOLVW in London.f He wrote stories about the lives of poor

people.

2 Match the words ae with their meanings 15

1 Ask the students to work individually to match the words and meanings.


Answers: b 5 c 1d 2 e 4

3 Complete these sentences with words from Exercise 2

1 Ask the students to work individually to complete the sentences.

2 Allow them to compare their sentences in pairs before checking answers with the class.

Answers: b prison c novelsd character e in debt

5

a Charles Dickens was born in the south of France.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b He lived in the 18th century.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

c Charless father died when Charles was a young boy.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

d When he was twelve years old, he went to work in an ofce.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

e Later he became a doctor in London.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

f He wrote plays about the lives of rich people.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

a character 1 someone who writes for newspapers

b in debt 2 a story about people that are not real

c a journalist 3 a person in a book, play or lm

d novel 4 a building where people who do something wrong are sent

e prison 5 when you owe money to someone

1 Correct the facts in these sentences

2 Match the words ae with their meanings 15

a . . . . . . . . . . . . . . . . . . . . . . . . . . . . often interviews people before he or she writes their reports.

b If you dont want to go to .. . . . . . . . . . . . . . . . . . . . . . . . . . ., dont do anything wrong.

c Naguib Mahfouz wrote .. . . . . . . . . . . . . . . . . . . . . . . . . . .s about life in Egypt in the 20th century.

d Oliver is the main .. . . . . . . . . . . . . . . . . . . . . . . . . . . in Dickenss story Oliver Twist.

e If you borrow too much money, you will be .. . . . . . . . . . . . . . . . . . . . . . . . . . ..

3 Complete these sentences with words from Exercise 2

&KDTNHU'LFHPUYDUEQTPLPVKHUQWVKQI(PJNDPG

$MQWTPDNLUV

22&KDUOHV'LFNHQVNGBM

30

UNIT2 C h a r l e s D i c k e n sSB page 7 WB page 6LESSON 2

Past simple, past continuous and past perfect

1 Underline the past tenses

1 Charless father went to prison because he had got into debt.

2 After he left the factory, Dickens went to work as an ofce clerk.

3 While he was working as a journalist, Dickens was writing magazine stories about life in London.

a Which sentence describes a past action that took place because of another, earlier past action?

b Which sentence describes two past actions happening at the same time?

c Which sentence describes two completed past actions?

2 Read and choose Choose the correct form of the verb to complete the sentences.

3 Discuss in pairsWhat was life like in Egypt in the nineteenth century?

Grammar rev p 122

2UNIT

7

Underline the past tenses from the listening text, then answer questions ac.

3 Discuss in pairs

In the nineteenth century when Dickens a was writing / had written, England b was / had been a rich country, but there c being / were many poor people. At this time, cities like London and Manchester d had grown / were growing very quickly. Large numbers of people were coming to the cities to look for work because they e lost / had lost their jobs in the country. Men, women and children f worked / had worked very long hours in factories to earn enough money to live. There were not enough houses or ats for everybody, so many families g shared / had shared rooms in crowded buildings. Thousands of children, whose parents h were dying / had died, lived in the streets of big cities. In

those days, many people i died / had died when they were young because they were ill or j did not have / were not having enough food.

Past simple, past continuous and past perfectLanguage focus

1

Language focus

1 Underline the past tenses

1 Read the three sentences aloud or ask three students to do this. Ask the students to underline the verbs and to identify which tenses they are in.

2 Check answers with the class before moving on to the second part of the exercise.

3 Go through questions DF with the class and ask them to think about their answers. You could let them discuss them in pairs or small groups if you wish.

4 Check answers with the whole class. If your students need more help with these tenses, use the Grammar Review on pages 121-123.

Answers: 1 ZHQW = past simple; KDGJRW= past perfect2 OHIW = past simple;ZHQW = past simple3 ZDVZRUNLQJ = past continuous; ZDVZULWLQJ = past continuous

a 1 (given)b 3c 2

2 Read and choose

1 Introduce the exercise by having a quick review of what the students know about Charles Dickens. Ask several students to tell you anything they can remember.

2 Then ask the students to read the article and choose the correct verb form, as in the example.

3 Go round as the students work, giving extra help to anyone who is struggling.


Answers:b wasc wered were growinge had lostf workedg sharedh had diedi diedj did not have


31

3 Discuss in pairs

1 Ask the students to discuss the question in pairs. Go round, helping with vocabulary.

2 Ask several students to report their discussion to the class.


WORKBOOK page 6

1 Find 12 past participles of irregular verbs

1 Remind the students that irregular verbs are those which dont form the past simple and past participle by adding d or ed. Ask the class to suggest a few examples.

2 Ask them to look through the word VTXDUHDQGQGSDVWSDUWLFLSOHVRIirregular verbs. Point out that one has been done for them (VHHQ). Tell them to put a ring around the ones that they QG7HOOWKHPWKDWWKHZRUGVFDQEHfound by going from left to right and top to bottom.

*LYHWKHPDIHZPLQXWHVWRQGWKHwords and then check answers with the class. Write the answers on the board.

4 Draw the students attention to the second part of the exercise and point out that an example has been done for them. Ask them to write the present and past simple forms of all the verbs they found in the word square. Tell WKHPWRXVHWKHUVWSHUVRQIRUPIRUthe present simple, as in the example.


Answers (in any order):

G S P C T O L D WA E N O D G D I RT E A M G O G B I

P N T E A N R E T

U L O S T E O E TT D O N E T W N E

B T A R N T N E N

M A D E B E G U N

come/come/cameput/put/putgone/go/wentgrown/grow/grewbeen/am/was

6

1 Find 12 past participles of irregular verbs

G S P C T O L D W

A E N O D G D I R

T E A M E O G B I

P N T E A N R E T

U L O S T E O E T

T D O N E T W N E

B T A R N T N E N

M A D E B E G U N

2 Make questions. Then ask a partner and write the answers

a Where/you go/yesterday evening?

Q . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b Who/you meet/at the weekend?

Q . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

c How/you come to school this morning?

Q . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

d What time/school begin/this morning?

Q . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 Complete this story using the correct past forms of these verbs

:KHTHGLG[QWJQ[HUVHTGD[HXHPLPJ",YHPVVQO[ITLHPGUKQWUH

Now write the present and past simple forms of these verbs

a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

c . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

d . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

f . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

g . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

h . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

j . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

k . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

l . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

UHHPUHHUDY

We . . . . . . . . . . . . . . . . . . . . . . . . on board our felucca at 11 oclock, although we . . . . . . . . . . . . . . . . . . . . . . . . in Aswan nearly two hours earlier. As soon as we were on board, the captain and crew of our boat

. . . . . . . . . . . . . . . . . . . . . . . . themselves to us. After we . . . . . . . . . . . . . . . . . . . . . . . . the Nile Police about our journey at their office, we . . . . . . . . . . . . . . . . . . . . . . . . our journey down the Nile to Faras. During the hottest part of the day, we . . . . . . . . . . . . . . . . . . . . . . . . to other passengers, . . . . . . . . . . . . . . . . . . . . . . . . our books, or just . . . . . . . . . . . . . . . . . . . . . . . . the everyday lives of the people who . . . . . . . . . . . . . . . . . . . . . . . . by the river. So many things

. . . . . . . . . . . . . . . . . . . . . . . .: women . . . . . . . . . . . . . . . . . . . . . . . . clothes at the edge of the river; cows which . . . . . . . . . . . . . . . . . . . . . . . . from the nearby fields

. . . . . . . . . . . . . . . . . . . . . . . . from the river; fishermen . . . . . . . . . . . . . . . . . . . . . . . . for a fish. As we . . . . . . . . . . . . . . . . . . . . . . . . by, one of these men . . . . . . . . . . . . . . . . . . . . . . . . a fish which he . . . . . . . . . . . . . . . . . . . . . . . . a few minutes earlier.

a

b

c

e

d

f g

h

i

kj

m

onp

l

q

arrive

catch

clean

come

drink

get

happen

introduce

live

read

sail

start

talk

tell

wait

wash

watch

JQV

NGBM22

G S P C T O L D W

A E N O D G D I R

T E A M E O G B I

P N T E A N R E T

U L O S T E O E T

T D O N E T W N E

B T A R N T N E N

M A D E B E G U N

32


written/write/wrotetold/tell/toldlost/lose/lostdone/do/didmade/make/madebegun/begin/began

2 Make questions. Then ask a partner and write the answers

1 Go through the example with the class. Ask the question to several students around the class and get true answers about where they went yesterday evening.

2 Ask the students to work individually to write the other three questions. Check answers with the class before moving on to the next part of the exercise.

3 Put the students in pairs and tell them to take turns asking and answering the questions. Ask them to report any interesting answers to the class.

Answers: b Who did you meet at the weekend?c How did you come to school this morning?d What time did school begin this morning?

3 Complete this story using the correct past forms of these verbs

1 Go through the verbs in the box and explain any that the students dont know.

2 Ask them to work individually to complete the VWRU\:KHQWKH\KDYHQLVKHGDOORZWKHPWRcompare results in pairs or small groups before checking answers with the class.

Answers: b had arrived c introducedd had told e startedf talked g readh watched i livedj were happening k were washingl came/had come m were drinkingn were waiting o were sailing/sailedp was cleaning q had caught


33

Reading


1 Ask the students if any of them know the words in the box. If they do, encourage them to explain them to the class.

2 Ask the students to look up any remaining words in their dictionaries. Make sure everyone understands their meaning.

Answers: DGRSW to let someone elses child become a

part of your family

gang a group of criminals who work together

DUUHVW to take someone away because they are believed to be guilty of a crime

NLGQDS to take someone away by force and keep them as your prisoner until people give you money or things you want

QLHFH the daughter of your brother or sister

SRFNHW DVPDOODWFORWKEDJVHZQLQWRor onto a piece of clothing, for keeping small things in

SXQLVK to do something unpleasant to someone, for example put them in prison or make them pay money, because they have done something wrong or illegal

2 Read and complete

1 Tell the students that they are going to read some more facts about the life of Charles Dickens. Go through the TXHVWLRQVZLWKWKHFODVVUVWVRWKDWthey know what information they are looking for.

2 Ask the class to read the facts and to answer the questions.

Answers:a Hogarthb read his novels to people. c 58

3 Read and order

1 Explain to the students that sentences D to h are events in the story of Oliver 7ZLVW, one of Charles Dickenss novels. Ask them to read the VHQWHQFHVUVW$QVZHUDQ\TXHVWLRQVabout vocabulary.

2 Ask the students to read the text about 2OLYHU7ZLVW and to number the sentences in the right order.

3 Allow them to compare their answers in pairs or small groups before checking with the whole class. Answer any further questions the students may have about the text.

LESSON 3 SB page 8 WB page 7

1 Check your vocabularyBefore you read, check the meanings of these words in your Active Study Dictionary.

2 Read and complete

3 Read and order

a The gang took Oliver to rob Mrs Maylies house.

b The gang was arrested by the police.

c Fagins boys tried to rob Mr Brownlow.

d Mr Brownlow made Oliver part of his family.

e Oliver left the workhouse and went to London.

f Oliver was kidnapped by Bill Sikes.g Oliver went to live in Fagins house.h Someone shot Oliver.

Oliver Twist The boy who asked for more

adopt gang arrest kidnap niece pocket punish

Read about Charles Dickenss life and complete the sentences.

This is from Dickenss novel Oliver Twist. As you read, order sentences ah.

2UNIT

a Charles Dickenss wife was called .. . . . . . . . . . . . . . . . . . . .b Dickens went to America to .. . . . . . . . . . . . . . . . . . . . . . .c When he died, Dickens was .. . . . . . . . . . . . . . . . . . . . . . .

years old.

Oliver Twist grew up in a workhouse because his mother had died when he was born. Life for the young boy was hard. When he asked for more food because he was hungry, he was punished. So Oliver ran away to London. There he met a boy called Jack Dawkins who was in a gang of thieves. An old man, Fagin, had taught the gang how to be thieves, and Oliver went to live with them.

One day, Oliver was with the gang when they tried to take something from a mans pocket. The man, Mr Brownlow, caught them but was kind and stopped the police from arresting Oliver. Instead, he took him back to his house and looked after him. Oliver lived happily with Mr Brownlow until one of the gang, Bill Sikes, kidnapped him and took him back to Fagin.

Oliver had to go with the gang when they broke into a country house which belonged to Mrs Maylie and her niece Rose. The thieves were discovered and Oliver was shot. When Oliver told

OT

Om

1812 Dickens was born in Portsmouth, England

1824 Dickenss father went to prison

1836 Dickens married Catherine Hogarth

1858 Dickens went to America to read his novels to people

1870 Dickens died

8

1

Reading

Ca

34

C h a r l e s D i c k e n s

Answers:a 5 b 7 c 3 d 8 e 1 (given) f 4g 2 h 6

WORKBOOK page 7

1 Match the following words with their meanings

1 Ask the students to match each word ZLWKLWVGHQLWLRQ

2 Go round, giving help where necessary. Check answers with the class.

2 Complete these sentences with the words from Exercise 1

1 Read through the sentences with the class and ask them to work individually to complete each sentence with a word from Exercise 1.

2 Go through the questions with the class by asking different students to read a completed sentence aloud.

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

3 Guess the meaning1 Discuss with the class how they will

often come across new words in their reading.

2 Read sentences D to c to the class, or ask different students to read them.

3 Point out that the words in bold type are new words. Discuss how the students can guess the meaning of new words and read the questions in the box.

4 Read sentence D with the class again. Ask about FKRLFH:KDWNLQGRIZRUGLVLWDQRXQDYHUERUDQDGMHFWLYH" Elicit that it is a noun. Ask 'RHVWKHZRUGFKRLFHVWDUWHQGRUORRNOLNHDQRWKHUZRUGWKDW\RXNQRZ"They may say choose. Finally, ask if they can work out the meaning of the word from the whole sentence. Some students may be able to tell you that a

choice is when you can choose between two or more things. Ask the students to write the PHDQLQJGRZQWKHQDVNWKHPWRQGWKHZRUG

in their dictionary. Choose one student to read WKHGHQLWLRQWRWKHFODVVDVDFKHFN

5 Ask the students to work out and write down the meanings of the other words, and then to check their meanings in their dictionary.


Answers: a choice when you can choose between two or

more things, actions, people, etc.

b UHZDUGHG gave something good to someone for something they did.

c PRUDO a lesson to be learned (from the story).

7

1 Match the following words with their meanings

a grow up 1 Place in clothes for keeping small things

b gang 2 The daughter of your brother or sister

c punish 3 Let someone elses child become part of your family

d adopt 4 Do something bad to someone because he/she has done

something wrong to you

e pocket 5 Group of bad people who do things together

f niece 6 Change from being a child to an older person

g kidnap 7 Steal someones child

a I want to be a doctor when I . . . . . . . . . . . . . . . . . . . . . . . . . . . ..

b His brothers daughter is his . . . . . . . . . . . . . . . . . . . . . . . . . . . ..

c A .. . . . . . . . . . . . . . . . . . . . . . . . . . . of ve men broke into the bank and took millions of dollars.

d In the West, people who cannot have their own children sometimes .. . . . . . . . . . . . . . . . . . . . . . . . . . . a child who has no parents.

e We should .. . . . . . . . . . . . . . . . . . . . . . . . . . . people who take things that do not belong to them.

f I keep my glasses in my jacket . . . . . . . . . . . . . . . . . . . . . . . . . . . ..

2 Complete these sentences with the words from Exercise 1JTQYWR

When you are reading, it is important to guess the meanings of new words. Try asking yourself the questions in the blue box.

Now guess the meaning of the words in bold. Check in your Active Study Dictionary.

a Oliver had a difcult choice: to live in the workhouse or to run away to London. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b Fagin taught the boys to be thieves and rewarded them with food and a place to live. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

c The moral of the story is that bad people will be punished and good people will be rewarded. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 Guess the meaning

D

NGBM22

I What kind of word is it: a noun, a verb or an adjective?

I Can I work out the meaning of the word from the rest of the sentence?

I Does the unknown word start, end or look like a word that I know?

UNIT2


35

Critical thinking

1 Read and discuss

1 Go through the questions with the class, making sure everyone understands them, and ask them to think about their answers. This will enable them to give fuller answers in the pairwork part of this exercise. Allow them to make notes if they wish, but discourage them from writing sentences, as they will be tempted just to read these out later.

2 Put the students into pairs and ask them to take turns asking and answering the questions. Go round the class, monitoring and helping. Ask

DQ\FRQGHQWSDLUVZLWKJRRGDQVZHUVWRrepeat them to the class.

Suggested answers: a He probably did not have a choice, but it

was not the right thing to do.b He felt sorry for Oliver. He wanted to

give him a chance in life.c He was kind, generous and thoughtful.d They could live together as a family

and he could watch Oliver growing up happily and honestly.

2 Read and answer

1 Go through the questions with the class and make sure everyone understands them.

2 Ask the students to work individually to write their answers to four of the questions. Draw students attention to WKHIDFWWKDWWKHUVWWKUHHTXHVWLRQVare factual. Their answers can be found in the reading text. The last three questions are opinion questions.

3 Go round the room as students work, giving them help to express themselves as needed.

4 Take note of any interesting answers that you hear and ask those students to read their answers to the class.

Answers: b How to be a thief

c His half brother df Students answers

3 Answer the questions

1 Read the initial instruction and the following questions with the class. Make sure they understand them.

2 Ask the students to do the exercise individually. Go round the class, monitoring and helping.

3 Ask different students to share their answers and encourage them to give reasons for their opinions.


Critical thinking1 Read and discuss

Read this quotation from Oliver Twist and answer the questions.

Mr Brownlow caught them, but was kind and stopped the police from arresting Oliver. Instead, he took him back to his house and looked after him.

a Did Oliver do the right thing when he became a thief? Did he have a choice?

b Why do you think Mr Brownlow stopped the police from arresting Oliver?

c What can we say about the character of Mr Brownlow?

d In what way do you think Mr Brownlow was rewarded for helping Oliver?

2 Read and answer

3 Answer the questionsThink about the following.

a Make a list of the jobs that you do in your home.

b Do you do think you should be paid for this work?

c If you answered Yes, how much should you be paid?

d If you answered No, should you be rewarded in another way?

4 Discuss in pairsDiscuss the following in pairs.

a Now make a list of the jobs your parents do in your home.

b Are they paid or rewarded for this work?

c Answer the questions in Exercise 3 again. Do you think the same?

2UNIT

9

Mrs Maylie and Rose that he did not want to be a thief, they believed him and invited him to live with them. One day, at their house, Oliver saw Fagin and another man called Mr Monks looking at him through a window.

Finally the police arrested all of the gang. Oliver discovered that Monks was his half brother. He wanted Oliver to be in trouble so that he (Monks) would get all their fathers money. In the end, Mr Brownlow adopted Oliver and they went to live with Mrs Maylie and Rose. Oliver found out that Rose was his mothers sister.

Answer four of the following questions.

a Where did Oliver Twist grow up?

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b What did Oliver learn from Fagin?

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

c What relation was Monks to Oliver?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

d How do you think Oliver felt when he found that Rose was his mothers sister?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

e How do you think Oliver felt about life in the workhouse?

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

f Do you think children have an easier life today?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

In a wor>k

36

C h a r l e s D i c k e n s

4 Discuss in pairs

1 Read the instructions and questions with the class and make sure they understand what they have to do.

2 Put the students into pairs to complete the exercise. Go round the class, monitoring and helping.

3 Finish with a class discussion. Encourage pairs to report back to the class. If their answers to Exercise 3 have changed as a result of discussing Exercise 4, ask them to discuss why.


UNIT2


37

Communication

1 Prepare to speak

1 Go through the instructions with the class and make sure everyone knows what they have to do.

2 Focus attention on the sample notes and ask the students to choose their own story that they would like to write about and to produce a similar set of notes, using the sample as a model. Go round the class, helping them as they do this. Point out that the notes are not complete sentences. Discourage them from writing

complete sentences in their notes. This will prevent them from simply reading what they have written in the next exercise.

2 Tell your story

1 Go through the instructions with the class and make sure everyone knows what they have to do. Focus attention on the list of questions that the student who is meant to be listening can ask his/her partner in order to clarify details of the story.

2 Put the students into pairs and tell them to take turns being the storyteller and the listener. Encourage WKHOLVWHQHUVWRDVNTXHVWLRQVWRQGout anything they dont understand.

3 As they work, go round the class monitoring and helping. Take note of any particularly good storytellers who can tell their stories to the whole class at the end.

Talk about the story in pairs.

a Take turns to tell each other the beginning of your stories. Use your notes to help you.

b Discuss the stories. If you do not understand what your partner tells you, ask him/her questions.

1 Prepare to speakYou are going to talk about the beginning of a story.

a First, choose a story. It can be a story for children or for adults.

b Make notes to answer these questions, like the sample.

2 Tell your story

1 Which story have you chosen?

2 Who is the main character? What is he/she like?

3 Where does he/she live? What is his/her life like?

4 Who are the other characters?

How did they know the main character?

5 How does the story start? What happened rst?

What happened next? And then?

6 What is the moral of the story?

3PMZIV8[MWX

3PMZIV4SSV

.EGO(E[OMRW*EKMR3PMZIVQIXXLIQMR0SRHSR

3PMZIVWFMVXL1SXLIVWHIEXL3PMZIV[EWTYRMWLIH3PMZIVVERE[E]XS0SRHSR3PMZIVQIX.EGO(E[OMRW

8LIFEHTISTPIEVITYRMWLIH8LIKSSHTISTPIPMZIELETT]PMJI

10

2UNIT

" I dont understand. Can you say that again, please?

" Then what happened?

" Who is ...? What did he/she do?

" Where did he/she go/live?

" What is the moral of the story?

Communication

=SYRKFS]MRXLIZMPPEKI[SVOLSYWI,EVH

LESSON 5 SB page 10 WB page 8

UNIT2

38


WORKBOOK page 8

5HDGWKHUVWSDUDJUDSKDERXWOliver Twist again, then answer the questions

1 Remind the students that they read the text about 2OLYHU7ZLVW on pages 8 and 9 of the Students Book. Ask them to UHDGWKHUVWSDUDJUDSKDJDLQDQGWKHQto look at the questions. Explain that the sentences have been numbered in the text for ease of reference.

2 Ask individual students around the class to give their answers to the questions. When you have checked the answers, point out that words (pronouns) such as he, WKHUHZKHUHZKR and WKHP are used to make the WH[WRZPRUHVPRRWKO\ZLWKRXWWRRmuch repetition.

Answers: b therec Sod where, whoe them

:ULWHWKHUVWSDUDJUDSKRIWKHstory you told your partner

1 Remind the students of the stories they told each other in Exercise 2 in their Students Book. Tell them that they are going to use their notes and WKHLUWDONVWRZULWHWKHUVWSDUDJUDSKof their stories.

2 Go through the paragraph plan with the class and make sure everyone understands what they have to do.

3 As the students write their paragraphs, go round the class monitoring and helping. Remind them to use past tense verbs and to use pronouns to avoid repeating the names of people or places. Encourage them to use joining words like so and EHFDXVH7KHQLVKHGSDUDJUDSKVPLJKWmake a good display for the classroom.


8

1 Read the rst paragraph about Oliver Twist again, then answer the questions

Oliver Twist grew up in a workhouse because

his mother had died when he was born. Life

for the young boy was hard there. When he

asked for more food because he was hungry, he was

punished.

So Oliver ran away to London where he met

a boy called Jack Dawkins who was in a gang of

thieves. An old man, Fagin, had taught the

gang how to be thieves, and Oliver went to live

with them.

Oliver Twist

a Which words does the writer use instead of Oliver Twist? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b Which word in sentence 2 means in the workhouse? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

c Which word in sentence 4 means for this reason? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

d Which two words join the three ideas in sentence 4? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

e In sentence 5, which word tells you that Oliver went to live with the thieves? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1

2

3

4

5

2 Write the rst paragraph of the story you told your partner

a Plan ve sentences using your notes from the Students Book.

Sentence 1 Who is the main character in the story? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sentence 2 Write something about this person or his/her life. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sentence 3 What other characters are in the story? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sentence 4 What is the rst important thing that happened? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sentence 5 What happened next? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b Write your paragraph in 80 100 words in your notebook.

K Use past tense verbs.

K Try not to repeat the names of people or places.

K Use some of the joining words from the rst paragraph about Oliver Twist.

KHVKH[QWPJEQ[2NLXHT

NGBM22

39

Assessment

Target element: vocabulary from the unitRead the following sentences based on the information from SB pages 69. Students say if they refer to Charles Dickens or Oliver Twist. The answers are given below in brackets.

When he was a young boy, his father went to prison because he had got into debt. (Charles Dickens)He grew up in a workhouse because his mother had died when he was born. (Oliver Twist)He ran away to London and joined a gang of thieves. (Oliver Twist)At the age of 12, he was working for ten hours a day in a London factory. (Charles Dickens)He was shot and later kidnapped. (Oliver Twist)After he left the factory, he went to work as an ofce clerk. (Charles Dickens)While he was working for a newspaper, he was also writing magazine stories about life in London. (Charles Dickens)He discovered he had a half brother called Monks and an aunt called Rose. (Oliver Twist)

Target element: vocabulary from the unit and past tenses

Use SB page 7, Ex. 2. In pairs, students use the picture to talk about what life was like in Charles Dickenss time. Encourage them not to refer to the text and to use their own words. They can also use the information from Oliver Twist.

You can also ask them the following questions (sample answers in brackets):What happened in the cities in Dickenss time? (Many people came to the cities to look for work as they had lost their jobs in the country.)Where did many people work? (They worked in factories.)Did families have their own houses? (No, many families shared rooms in crowded buildings.)Why did many children live on the streets? (They lived on the streets because their parents had died.)

Target elements: the past simple, past continuous and past perfect Use WB page 6, Ex. 3. Write questions about the text as follows. Students answer in full sentences, using the correct form of the verb (answers in brackets):1 What time had they arrived in Aswan? (They had arrived at nine oclock.)2 What had they done before they went to Faras? (They had told the Nile Police about their journey.)3 What did they do during the hottest part of the day? (They talked to other passengers, read their books and watched the everyday lives of the people who lived by the river.)4 What was happening as they sailed on the Nile? (Women were washing clothes at the edge of the river, cows were drinking from the river and shermen were waiting for sh.)5 When had one of the shermen caught a sh? (He had caught it a few minutes earlier.)

Target element: vocabulary from the unitUse SB page 8, Ex. 1. Students write a sentence for each of the words in the box. The sentence should show the meaning of the words in context or should dene the word. They can use their dictionaries if necessary.

Examples: I usually put the keys to my at in my pocket./A niece is the daughter of your brother or sister.

Listening Task Reading Task

Speaking Task

Writing Task


Charles Dickens

Documents

Transcript of Charles Dickens