UNIT 4 Jaw-breaking words 1 Reading tasks Working out the meaning of unfamiliar words Task 1 The teacher can make this task more effective by getting all the students to close thei
Trang 16 Again the phrase ‘I heard you were in New York’
suggests that this is the first meeting for some time
7 He speaks ‘eagerly’ on the phone He is uncertain how
to address Dean
8 Dean is clearly rich: he is wearing ‘blue silk pyjamas’
and staying in an expensive hotel; Sterrett is hard-up,
and he is obviously very nervous about getting in touch
with someone who is not a close friend and who he
hasn't seen for some time — probably because he has
an embarrassing favour to ask, which more than likely
concerns money
UNIT 4
Jaw-breaking words
1 Reading tasks
Working out the meaning of unfamiliar words
Task 1
The teacher can make this task more effective by getting
all the students to close their eyes He/She can then give
Instructions such as:
e Think of a teacher who taught you when you were
young
e Try to picture that teacher in your mind:
What does the teacher look like? What is he or she
wearing? What is he or she doing -—- is the teacher
smiling, frowning, laughing, shouting, standing still,
walking up and down?
Think of the teacher in a classroom that you know and
get the teacher to do something you remember well
e l'ry to imagine a photograph of the teacher and the
class which captures a typical scene in that particular
teacher’s classes
Task 2
In order to help the students and get them interested in
this task, tell them about a teacher that you remember
Impersonate that teacher taking a class
Task 3
Encourage the students to try to work out the meaning of
any important words they don’t understand Tell them not
to spend a lot of time worrying about details or using
dictionaries It is more important in the first reading that
students are able to picture Chike and his teachers
Task 4
The first quotation (‘onye nkuzi ’) must be something
to the effect that the teacher flogs his pupils until they die
The second (‘Siza bu ’) says something about Caesar
being the ruler of Rome and of the whole world
The children only know one line of the song: ‘Ten green
bottles hanging on the wall.’
Task 5
1 false 2 impossible to tell 3 true (see below)
”
4 false 5 false 6 true 7 tmpossible to tell
1 Chike started at the infant school when he was seven or
eight (i.e three years after he refused heathen food)
2 Chike’s teacher was very good at using long words and
we know that Chike liked the sound of English words
We don't know if he was very good at learning and using the new English words
3 Some students may argue that Chike probably wasn’t very happy when he was doing arithmetic
4 Chike seems to have learned to read in English first (The New Method Reader was in English, all the lessons in the infant school seem to have been in english The pupils probably didn’t learn to read in the
‘religious class’ )
3 Chike first developed a liking for words in the ‘religious class’ (It says that ‘he loved the sound of words’.)
7 In Chike’s first class at school we know that the pupils spend most of the time singing and dancing We don't know if the teacher used a whip to punish the pupils, though this is possible
Task 6
1 The main aims of the schools that Chike went to were probably to teach discipline and provide facts in the basic school subjects; to instil in the pupils a love and respect for knowledge and learning and to teach the English language
2 Chike’s education did what every teacher hopes education will do for her/his pupils: it provided ‘a window’, through which he saw in the distance a strange, magical new world
Students will obviously have a lot of ideas about Chike’s education and they should be encouraged to express and discuss them
‘The writer is slightly critical of a situation which instils the fear of the cane He mocks the teacher whose reputation as a ‘learned man’ is eared from his habit of using words that no one else understands But those are criticisms that could be made of any educational institution, especially in the past
The writer does approve of the teacher who instils in Chike a love for words and a desire for knowledge and who provides the basis for an appreciation and understanding of the world In this way, he is probably describing his own first encounters with education Task 7
It will help those students who choose the first alternative
if you provide them with a format for their report: e.g Date: Evaluation of the teacher:
, v.v
Name of school: appearance — Name of teacher: voice —
‘Topic: Assessment of the lesson:
did the teacher achieve his/her objectives?
Description of the lesson:
Observation of the pupils:
diseipline — Involvement -—
understanding —
Trang 2Teacher's guide
&4
Task 8
1 slate 5 promoted
2 dwelt on 6 exultation/elation
3 disquieting 7 mechanism
4 flogged 8 erudition
Task 9
Techniques useful for finding the meaning of new words
are discussed in the first task of Section 2 Skills training
Discuss these in the context of the students’ own
discussions in Task 9
2 Skills training
Discovering the meaning of new words
Task 2
1 eggs 2 diesel 3 sunburnt; (suntan) oil
Task 3
It will be useful if you go through one of the passages with
the class using the techniques and procedure described in
Task 1
Task 4
Each word has a number of possible meanings Accept any
answer which Is logical providing reasons are given
Suggested answers:
1 to stand something up again after it has fallen down
2 something done after something has been said
3 to sing a song through before it 1s performed
4 possible to provide with accommodation
5 not possible to laugh at
6 done below the water
7 joined together
8 causing people to shout
9 amessage conveyed across a distance in visual form
10 asmall dish
Task 5
Ask the students to prepare the passage they have chosen
for an oral lesson in class Select a few of the students to
read their passage and then explain what it is about to the
class The class should be able to ask the student the
meaning of any words they still don’t understand
Students could also give a wnitten account of the passage
they read together with a description and evaluation of the
method they used to understand it
UNIT 5
War on tsetse fly
1 Reading tasks
Reading for information
Task 1
It would be helpful to do this task in a library which has
some English reference books If this is not possible, try
to bring a number of reference books (in English) to the
class
Task 4 The headline will more than likely be different from the ones the students have predicted You will probably have
to help them to work out how an apparently beneficial campaign could have disastrous effects: e.g
e Think of the methods that would probably be used to get rid of the tsetse fly
How might these methods affect the land, etc ?
e Think of what would happen once the tsetse fly was eradicated
How would this affect cattle farming, etc.?
Task 5 Remind students of the reading skills they have learned in previous units (For example, see Unit 1 page 6; Unit 4 page 28, etc.)
It may be helpful to give the students a framework for their notes:
1 Introduction: reasons why tsetse fly is seen as a pest
2 Probable harmful effects of the campaign facts to prove each argument
3 Reasons why the campaign continues facts/arguments to prove your arguments
4 Conclusion: reasons why it is in the interests of those countries concerned to urge the EEC to
(a) conduct a survey to assess the long-term effects of eradicating the tsetse fly and the methods proposed, or (b) grant the money for improving farming methods on land available for use
Task 7
1 a grant of many millions of pounds to help finance it
2 the severe damage done to the land by too many cattle feeding on that particular part
3 very serious reduction in the quality of the grass and the trees
4 food used for the animals when nothing else is available
5 something that those organizations that distribute aid consider to be so obviously true that there is no reason
to question it
6 acourse of action taken without really knowing what the consequences will be
7 those countries whose organization of farming and industry is in financial trouble
Task 8
It would be best to do this task in groups Each member of the group should look for a different word Then the whole group can discuss the answers together
1 eliminate 5 devastation
2 desert 6 co-exist
3 climatologist 7 advocates
4 immune 8 parasite Task 9
Trang 32 Skills training
Scanning — reading for specific information
Task 1
One of the main objectives of Task 1 is to get students to
use the skills of scanning By imposing a time limit, they
will be forced to scan the text rather than be tempted to
read it carefully
Allow the students to discuss scanning techniques as
described on page 35 (About ten minutes should be
enough time.) They should select the technique(s) they
think will help them find the information most quickly
When they are ready, give them fifteen minutes to do the
task
Afterwards, students should have the opportunity of
judging for themselves which group was able to list the
most arguments and which techniques were most
successful This could be done in open discussion with the
whole class or between two groups at a time comparing
their results
Task 2
The students could work individually or in groups See
who can find the information the fastest
1 Greene King 2 Ind Coope, Charles Wells,
Bass Charrington Task 3
about 2.45
Task 4
Yes they do Sealink Ferries to Holland leave from
Harwich
Task 5
Yannick Stopyra
Philippe Anziani
Task 6
Most of the opinions can be found at the beginning and end
of the reviews
The Falcon and the Snowman — one of the best movies of
1985; great achievement; good performances by the main
actors; good mixture of humour and tension; engages
sympathy
Into the Night — clever; complex; humorous; sometimes
the plot is too complicated but it is generally successful;
some interesting observations about people
Choose Me — talented; hypnotically engaging
Number One — would have made better TV film; doesn’t
really work
UNIT 6
Lord of the Flies
1 Reading tasks
Understanding the theme
Task 1
A good way to introduce the distinction between narrative
and theme Is by using a folk tale Students can be asked to
say what the story (narrative) is and then say what the
moral (theme) is
Task 2 This activity is intended to introduce the situation and theme of the main passage from Lord of the Flies
1 A possible title is ‘Confused’
2 Roland has dictatorial views Mitra has democratic views Tom has individualistic views
4 d best describes the theme of the story
Task 3 The theme is concerned with ‘government’: how rules come into existence and how, without them, society cannot function efficiently and disintegrates
Task 4 Ralph the leader, mature and responsible; determined; not a natural debater; perhaps lacking in a sense of humour
Piggy a good debater; independent; perhaps rather ineffectual
the littluns very young and irresponsible; have difficulty in understanding ‘rules’; like eating fruit; get diarrhoea quite often
Simon Ralph's left-hand man; probably obedient the hunters older, stronger children who are irresponsible because they prefer hunting to keeping the fire going; difficult to control
Task 5 Problem Bnef descniption
1 Water Children failed to keep shells full of
fresh water as agreed
2 Shelters The children failed to help Ralph and
Simon build the third shelter, so it wasn't built properly
3 Lavatory The children have failed to use the
agreed place as the lavatory, so there
is a health danger
4 Fire The children have failed to keep the
fire going, so their chances of being rescued are lowered
5 Small fires The children have been lighting a lot of
small fires, which is dangerous The general problem is the failure of the children to obey the ‘rules’ that have been agreed
Task 6
1 The conch signifies the nght to speak and be listened
to
The triangle signifies the speaking area or ‘parliament’
2 hey have adopted democracy but it has turned out more like anarchy
3 Their style of government is not working well because they have no way of enforcing their ‘rules’
4 Ralph now seems to be advocating dictatorship
5 No Ralph lacks support and the rest of the group will not do what he says
6 One probably feels sympathy for Ralph's situation because he is making a brave attempt to ensure effective government, but is powerless to achieve it.
Trang 456 Teacher's guide
Task 7
very student should write down what he/she thinks the
theme ts before the discussion starts The aim of the
discussion is to arrive at the best statement describing the
theme
As the discussion proceeds, slowly build up a statement of
the theme on the blackboard, constantly asking for
improvements to the wording
2 Skills training
Responding to clues
Task 2
1 References in the text that support the idea of Ralph’s
talk being part of a ‘:parhamentary debate’ are:
e the conch and triangle, which are used to symbolize
parliamentary procedures
‘place of assembly’
‘debaters’ and ‘debate’
Ralph’s speech, which was ‘planned’
the responses of the audience (which are very similar to
those that occur in the British House of Commons)
2 The completed table below describes the responses of
the children to Ralph's points
Response Ralph's point Evaluation
“There was 4 murmur water weak agreement
of assent’
“The murmur swelled shelters weak agrcement
again and died away’
‘Clamour rose at once’ — shelters disagreement
“There were sniggers lavatory mild
here and there and embarrassment
swift glances’
‘Laughter rose agai’ lavatory amusement
“There was a self- fire amusement
among the hunters’ embarrassment
“There was a row fire strong
These responses show that Ralph ts not taken very
seriously and that his leadership is not really accepted by
the other children They are, therefore, not willing to
listen to him or do what he says The result is that the
system fails to work properly and chaos follows This
situation further describes Golding’s theme
3 The major problem ts the lack of any effective way of
enforcing the rules the children have made
As members of the group or society find less and less
reason to obey the rules, so do things begin to happen
less and less efficiently until order 1s destroyed and
there’s no reason to do anything for the socicty
nề Â more appropriate term for 'chief' might be “President”
or ‘Prime Minister’
Ralph begins by arguing for democracy (‘We need an
assembly’) but he ends like a dictator (Now you do what I say’)
Ralph won't succeed He lacks support from the children and has no way of forcing them to obey him The children are not prepared to obey the agreed rules either The evidence comes from the description of the audience’s responses to his speech
UNIT 7
The Good Heart
I Reading tasks Understanding and evaluating ideas
Task 1
It is important that the leamers are encouraged to give reasons for their views and to justify them when they are opposed by other learners
Task 2 Encourage groups to read each others’ paragraphs and to justify their statements to one another
Task 3 Students should jot down all the main points in the passage as they read Afterwards, they should work in groups to compare the notes they’ve made They must ensure that all the relevant points have been noted down and have been clearly understood Then they should reread the passage to check their notes
Task 4 Once the groups are sure that they have comprehensive notes of all the important points made in the passage and that they have removed any minor points that they may have included, they can begin work on the summary It may be useful if groups work together afterwards to compare their summaries This gives students the opportunity of discussing their reasons for including certain points and leaving out others that they felt were not important
Task 5
1 Sufferng is a result of people having negative or bad hearts
2 Human beings suffer a lot of problems because of their attachment to possessions and to the senses
3 People with positive minds create happiness for themselves and for others
4 Inner peace can only be achieved by concentrating on spiritual goals
Task 6 The passage suggests that training in Dharma involves eliminating all material goals and all attachments and concentrating only on spiritual goals
Task 7
It is important to understand the following words tn order
to appreciate the meaning of The Good Heart:
attachment desiring or needing something for personal satisfaction
Trang 5positive mind acalm, happy, peaceful mind; one which
concentrates on positive and unselfish goals such as
compassion and generosity and which does not suffer
from such negative emotions as jealousy, anger, greed
and desire
internal peace peace attained by concentrating solely on
spiritual goals
The above words must be clearly understood because
they descnbe the way to the ‘good heart’
The following are further examples of words or phrases
from the passage that should be clearly understood in
order to fully appreciate the passage:
a good heart
negative actions
enlightenment
Dharma
spiritual
Task 8
Students should do this task individually in the class or at
home
2 Skills training
Understanding and evaluating ideas
Task 1
The really important thing ts to stress the need to read
each sentence in combination with those that have
preceded it and those that follow it further examples of
your own would be very useful
1 uses strategy c 2 uses strategy b 3 uses strategy
aandc Task 2
Ask the students to think of the types of texts which they
need to read with care so that they are not too easily
persuaded (e.g advertisements, political propaganda,
clever newspaper articles, etc )
Other strategies that night help us to evaluate ideas we
read or hear about could include
e relating the ideas to your own experience
e playing devil's advocate and trying to find fault with the
ideas
e asking awkward questions and predicting how the
writer would answer them
e trying to find a better idea yourself
The main ideas in the three paragraphs are:
1 There is no evidence that people living in cities are
totally confined by the crowds, nor that living in
crowded areas produces abnormal behaviour
2 MP’s who voted against the televising of Parliamentary
sessions should not appear on television when It is to
their own advantage
3 The Lions rugby team should not tour South Afneca
because the South African government will take
political advantage of their visit
Students should consider the arguments or ideas
expressed in each paragraph and discuss their own
responses to them
UNIT 8
The Celtic Scandal
1 Reading tasks
Separating facts from opinions
Task 1 Bring to this class books, newspapers and magazines in which writers convey attitudes and emotions and provide factual information Students can use these for reference
in their group discussions
Task 2 Before students begin this task, allow them to express their ideas about what the two articles are about in class Accept any logical predictions and do not give away the actual answers The students should then work tn pairs to discuss what each of the articles is about Obviously they should not have access to the actual texts during this activity
Task 3 Make sure the students understand that they will have only four minutes to read their passage and that they only need to find the facts
When all the students appear to be ready, tcll them to start, and tune them They must stop and turn their books over after four minutes
Task 4 The main things that happened are:
m Glasgow
e Celtic beat Rapid Vienna 3-0
e Celtic were winning 2-0 at half-time
e Tommy Burns scored the third goal for Celtic
e The Rapid players protested to the referee that Burns had kicked the ball out of the goalkeeper’s hands
e The referee allowed the goal
After the third goal, Keinast was sent off the field for kicking Burns
e The referee gave a penalty for a foul by the goalkeeper
on Burns
e The Austrian players protested, their captain tned to lead his teain off the field and their coach ran on to the field
e During this protest, some bottles were thrown on to the pitch by the crowd One of the Rapid players Rudolf Weinhofer, collapsed and was taken off the field
e Peter Grant missed the penalty for Celtic
e Rapid finished the match with only nine men
e News came that Rapid intended to appeal against the fairness of the match
in Manchester
e Rapid beat Celtic 1-0 with a goal scored by Peter Pacult
e The Rapid goalkeeper was attacked by a Celtic fan during the game
e Peter Pacult was kicked in the groin by a Celtic fan after the game had just finished
Trang 688 Teacher's guide
Task 5
It will be useful to stress the difference between fact and
opinion before the students begin this task Pick out
examples of each from the text so that the students are
clear about what they have to do
e.g fact The match was won by Rapid
opinion The match was deservedly won by Rapid
fact Rapid were facing a penalty kick
opinion Rapid were doing everything to get the game
Stopped
Task 6
Facts communicated tn the first article: 4; 9
Facts communicated in the second article: 1; 4 (‘red card’
means the player must leave the field)
Opinions communicated in the first article: 2; 5
Opinions communicated in the second article: 3; 8
Information or opinions not communicated in either
article: 6; 7; 10
Task 7
1d 2a 3 bothaand bare correct
Task 8
If the class is not feeling very confident about this task,
they will probably choose the first alternative — to work
together as a class first Write the first version dictated by
the students without comment Before wnting the second
version, ask questions which will help the students to
correct their errors and rephrase sentences that are
either inaccurate or ineffective
Task 9
Reading quickly to discover main facts: 4; 5; 6; 9; 10
Reading carefully to make notes about facts: 3; 4; 6; 8
In this final part of Task 9, students are asked to
summarize all they have learned about distinguishing
between fact and opinion Remind them to refer back to
Task 6 to see how they arranged information from the
articles
2 Skills training
Recognizing the difference between fact and
opinion
Task 1
1 The writer suggests that the Government has allowed
only one month for comments on the proposed
legislation on pesticides because it has something to
hide
2 The writer suggests that there is nothing wrong with
husbands and wives working together and that he/she
thinks the woman was unfairly dismissed (‘it seems
that’)
3 Our interpretation is that the writer thinks that there
ought to be more Bill Maceys (the simple present gives
anormal, habitual interpretation of a most unusual
situation) However, there is not enough contextual
information for us to be absolutely sure that this is the
wniter’s attitude
4 The wnter uses sarcasm to underline her/his opposition
to the closure which will mean a fifteen mile journey and longer waiting
Task 2
1 The government has allowed one month for comments
on the proposed legislation on pesticides
2 Anemployee of a travel agency was dismissed immediately after announcing her engagement to the Assistant Manager She brought a case of unfair dismissal against the travel agency this week
3 The first three sentences only state facts The last sentence states the fact that he works at night
4 The local hospital ts closing down next month and people will have to travel fifteen miles to the modern hospital in Bishops Stortford to receive hospital treatment
UNIT 9
The Food Crisis
1 Reading tasks Responding to opinions
Task 1 Try to encourage students to express a variety of opinions Do not give your own as the students may feel that they are the ‘nght’ ones You will need to get students to define what they mean by ‘over-populated’ —
do not be content with ‘too many people’ but encourage them to say exactly what they mean by this
Task 2 Ask the students to look at the pictures in the cartoon and
to describe the differences between the two men before they read the cartoon
When the students have finished their summaries, ask one
or two of the group leaders to read them out to the whole class and then invite comments on them
This could be done as a debate with a motion like:
‘This class believes that birth control is the best answer to the problem of an increasing population.’
Task 3 You might find the graph in a Geography textbook, in an official report or m a magazine like Time
A good heading would be, ‘Population and food production growth’
1 True
2 False — it is expanding more but not much more rapidly (39% as opposed to 42%)
3 Impossible to tell from this graph The graph gives information about growth in food production not about absolute amounts of food produced
4 Again this is a statement about absolute amounts of food, but it is a reasonable deduction
5 False — there is a 10% gap between population and food growth.
Trang 76 Impossible to tell from the graph The developing
countries may in fact grow enough food to feed their
people and the developed countries over-consume!
‘The food crisis’ is the problem of developing countnes not
having enough food to feed their growing populations
The information might be used to support either of the
two arguments in the cartoon!
Task 4
All the words share this meaning: a problem likely to
result in death
The words indicate that the writer has very strong views
about population growth being undesirable
Task 5
Here is a summary of the main arguments It is not the
only one possible!
e the population in some countnes is growing faster than
food production
it is not possible to increase food production to cope
with the increasing population
donations of food from nch countries like the USA don’t
help because the poor countries aren't forced to do
anything about their problem themselves
birth control has not worked
e developed countries will not be able to grow enough
food to feed the populations of developing countries
and, in any case, there is no moral obligation for them
to do so
developing countries must take responsibility for
feeding their own people
Task 6
1 The answer depends on whether the text is seen as a
‘reasoned’ case or an ‘impassioned’ plea The text is, in
fact, quite emotive so the last description is probably
the best: ‘An impassioned argument in favour of
population control in developing countnes’
2 The authors are probably leading right wing figures in
the USA
3 The text is an advertisement
4 Bold pmnt and italics are used to highlight key points
and to give weight to the arguments
5 It means that the statement is ‘supported by’ (the
people listed) The endorsement is included to give the
advertisement greater credibility
The people’s affiliations are included to make the names
seem more impressive
Task 7
1 True 2 True
6 True 7 False 8 False 9 True
11 True
Statements 4, 6, 9 and 10 are partly true
4 The authors point out that family planning has failed,
but later argue that developing countnes must control
their populations
6 Countries have the right to produce as many children
as their people want, as long as they accept
responsibility for feeding their people
3 False 4 False 5 True
10 True
9 [tis inevitable that people will die because of insufficient food for the size of the population unless the population growth is controlled
10 tf, as the authors believe, a point comes when the USA does not have enough food to feed all those countries in need
Task 8
No suggestions are provided in the text about how population growth can be restricted
2 Skills training Recognizing counter arguments
Task 2
1 ‘The world as we know it will likely be ruined before the year 2,000.’
2 ‘World food production cannot keep pace with the galloping growth of population.’
3 ‘The problem is too many people.’
4 ‘Population growth has pushed the peoples of Africa, Asia and Latin America on to lands which are only marginally suitable for agriculture ’
5 ‘For a quarter of a century the United States has been generous with its food surpluses.’
6 ‘The crisis exists because parents want more than two children.’
7 ‘The country which has spent the most money on family planning has accomplished virtually nothing.’
8 ‘Yet many people insist that it is our moral obligation that it is impossible from a practical standpoint.’
UNIT 10
The Great Gatsby
1 Reading tasks Understanding characterization in a novel
Task 1 The purpose of this task is to give the students the necessary vocabulary for talking about characterization in The Great Gatsby If you think the task is very difficult for your students you could give them a jumbled list of definitions of the different types and ask them to match these with the names of the types
Task 2 Before you start this task, check that the students know what a ‘blurb’ is Also make sure they understand the different purposes of a ‘blurb’ (i.e to give a general idea about the content of the book; to arouse interest in the book, etc.)
Task 3
1 a impossible to tell from the text
b impossible to tell from the text
¢ true — he lived in a ‘superb Long Island home’ and he
‘gave the most amazing parties’
Trang 890 Teacher's guide
d impossible to tell from the text — he was certainly
well known by name although few of his guests could
recognize him
e true
f true
2 All these words are adjectives usually used to describe
an extreme and overwhelming situation In the ‘blurb’
they are used to create an impression of wealth and
glamour surrounding Gatsby
3 The ‘facade’ that Gatsby had created is the impression
he gave of living a happy and dazzling life, whereas in
reality this was superficial as he seemed to be ‘a person
without background, without history, without a home’
The description ‘bright and brittle’ suggests that
Gatsby’s life, while wealthy and fantastic, was also
insecure and fragile, its structure not being very
strong
4 The woman he had loved and dreamed about but who
was now marricd to someone else appears to be the
main factor motivating the way Gatsby lived
Task 4
1 Gatsby gives conflicting infonnation in the account he
gives of his life At one point he says ‘San Francisco’
and at another ‘the Middle West’ San Francisco is not
in the Middle West tn actual fact!
wealthy
Oxford
family
Europe
major
Montenegro
Task 5
The two pieces of evidence are:
1 a war decoration (i.e a medal)
2 a photograph
Clearly Gatsby wants to create the impression that his
background ts a highly respectable one
Task 6
a best describes Nick’s overall response
Task 7
All the questions in this task require interpretation on the
part of the students There are no ‘correct’ answers The
answers that follow are suggested interpretations, but
there is plenty of room for discussion
a Nick was surprised by Gatsby’s question because It was
asked so suddenly with no build up, and was therefore
unexpected
Nick evaded giving a clear answer because he felt it to
be a personal and unfair question He was unwilling to
tell Gatsby exactly what he thought of him as some of
this would probably be criticism
¢ The accusations probably consisted largely of people
disbelieving Gatsby’s stories about his life
‘looking sideways’ suggests Gatsby wanted to see
Nick's reaction to what he had said, without making this
obvious
e ‘hurried swallowed choked on the phrase’ suggests Gatsby didn’t like saying he was educated at Oxford and wanted to get it out as quickly as possible
f ‘his whole statement fell to pieces’ means his statement was Shattered What Gatsby had just said fell apart and lost its impact because of the doubt implied by hurrying
it
g ‘pulling my leg’ means deceiving or teasing someone
h Nick did intially think that Gatsby was pulling his leg but realized he was being truthful when he saw his expression
i he phrases were ‘threadbare’ in that they didn’t say anything much in particular, and certainly said nothing about Gatsby as a person
j Gatsby appears a ‘character’ in that, from what he says
of himself, Nick can only picture him as what he imagines to be a stereotypical rajah wearing a turban, collecting jewels and hunting big game
k A character that ‘leaks sawdust at every pore’ is one that is not realistic: the metaphor suggests an old toy that has been damaged so that the sawdust inside is coming out
Task 8 There can be differing opimons here, but the character types that seem to apply best are:
legendary fantastic three-dimensional
2 Skills training Finding out about the characters
Task 1 This descniption of Gatsby might be found as a biographical entry in a book of historical figures
The purpose of such a description is to give the reader a quick and brief background of the person in question, with just key details mentioned
This bnef account is a factual list of the most important details about Gatsby's life The extract on page 73 gives these details in conversational form with Gatsby talking about himself and therefore bringing a personal angle to the account
The mpression created by the factual account is an impersonal one which portrays Gatsby in a neutral way The longer account allows the reader to know Gatsby a bit better, and also to bring their own opinions of him into their overall impression
Task 2
b and c
Trang 10Od www
The Oxford Supplementary Skills series covers Listening, Speaking, Reading and Writing at four levels—elementary, intermediate
upper-intermediate and advanced The materials are intended for adult learners, and are task-based and interactive with an emphasis
on fluency They can be used as a supplement to a course book or
as modular course material
Reading for upper-intermediate students This book is designed to improve students’ efficiency in reading, at upper-intermediate level This is achieved through exposure to a wide variety of text types and reading strategies Each unit is divided into two sections, beginning with ‘Reading tasks’, centred around a particular text, and followed by ‘Skills training’, giving advice on developing a particular reading skill There is an Introduction to the teacher, brief notes and answers where
appropriate
Brian Tomlinson was Director of Studies at Bell College, Saffron Walden and now works for The British Council as ELT adviser to the Ministry of Education in Indonesia Rod Ellis is Head of the EFL Department at Ealing College of Higher Education, London
UPPER ELEMENTARY | INTERMEDIATE | INTERMEDIATE | ADVANCED
READING WRITING