A Brief History of the United Kingdom
Low Intermediate English Language Studies
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LOW INTERMEDIATE BOOK English Language Studies Published and Edited by Jacaranda Education Inc. S.C. Writen by Michael Andrew Beckwith Design by Andrea Vargas Fernández México 2011 This curriculum is the sole property of Jacaranda Education Inc. S.C. It cannot be reproduced without the prior writen consent from the author.
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INDEX
chapter 1 . The Arts Chapter ONE 1599: A Year in the Life of Shakespeare ...............................................11 The Players and the Scenery
Julius Caesar. 7. Act 1: Politics and Religion.................34
1. The World of Shakespeare...................13
Reading: Act 1: Julius Caesar, Simple Present
Reading: Main Ideas and Supporting Sentences
and Present Progressive Tense
Writing: Paragraphs.
Speaking: Sharing an Idea.
2. The Players and Scenery......................17
8. Church and State..................................38
Reading: Main Ideas and Supporting Sentences
Grammar: Time Reference Words
Writing: Paragraphs-
Writing: Time Reference Words, Simple Present
3. Movers and Shakers: Defining Our
and Present Progressive Tense.
World ..........................................................22
Speaking: Sharing an Idea.
Speaking: Sharing Ideas Critical Thinking. 4. The Player Always Plays......................23 Speaking: Presenting. 5. Theatre and Arts in London 1599.....24 Grammar: Simple Present and Present Progressive Tense. 6. The Globe Theatre................................29
Reading: Short Paragraphs. 9. Julius Caesar: A Mexican Adaptation: Part 1 ...........................................................42 Speaking: Creative Thought Writing: Play Adaptation. 10. Julius Caesar: A Mexican Adaptation: Part 2 ..........................................................42 Speaking: Creative Thought Writing: Play Adaptation.
Grammar: Simple Present and Present Progressive Tense.
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Low Intermediate - English Language Studies
chapter 1 . Shakespeare: The Man and His Home. 11. Shakespeare: The Family Man...........47 Grammar: Subject and Object Pronouns. Reading: Short Paragraphs, Simple Present and Present Progressive Tense. 12. Shakespeare: The Business Man.......51 Grammar: Simple Past Tense. Reading: Main Ideas. Speaking: Sharing an Idea. 13. The Tragedy of Coriolanus ..............60 Grammar: Subject and Object Pronouns. Reading: Short Paragraphs. Speaking: Sharing an Idea. Writing: Short Paragraphs. 14. 1582: Marriage.....................................64 Grammar: Can and Able to. Reading: Main Points. Speaking: Sharing an Idea. Writing: Can and Able to. 15. 1583-1585: Children.............................70 Grammar: Simple Present Tense: Quantity Words. Reading: Sentences. Speaking: Sharing an Idea. Writing: Simple Past Tense: Question Words.
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INDEX
chapter 2 . Security Chapter TWO Spies Like Us ............................................75 The Life of Spies
The Cambridge Five
1. Codes ......................................................77
7. The Cambridge Five ...........................97
Grammar: Adjectives.
Speaking: Sharing an Idea.
Speaking: Sharing an Idea.
Writing: Short Paragraphs and Headlines: The
Reading: Short Paragraphs.
Front Page of a Newspaper.
Writing: Nouns to Adjectives.
Reading: Short Sentences.
2. Mission Impossible: John Le Carre....81
8. Kim Philby ...........................................100
Grammar: Descriptive Adjectives.
Grammar: Future Tense: Be Going To, WH-
Speaking: Sharing an Idea.
Questions: Simple Past Tense.
Reading: Short Paragraphs.
Reading: Comprehension, Main Ideas and Details.
Writing: Descriptive Adjectives.
Future Tense: Questions and Answers.
3. Gadgets .................................................84
9. Surveyor to the Queen:
Grammar: Comparative Adjectives.
Anthony Blunt..........................................106
Writing: Descriptive and Comparative Adjectives.
Grammar: Future Tense: Be Going To: Questions
Speaking: Descriptive and Comparative Adjectives.
Reading: Comprehension.
4. The Mad Villain ....................................88
Speaking: Sharing an Idea.
Grammar: Participles and Adjectives. Reading: Main Ideas. Writing: Participles as Adjectives. 5. The Polygraph ......................................92 Grammar: Questions with Adjectives. Reading: Main ideas. Speaking: Adjectives.
Simple Past Tense, Future Tense. 10. Taking a Tour Down Memory Lane: A Trip to London .....................................110 Reading: Short Paragraphs. Grammar: Future Tense: Will. Speaking: Sharing an Idea. Writing: Questions Using Future Tense: Will
Writing: Short Paragraphs. 6. The Assassin Game: Role Play...........94 Speaking and Listening: Following Instructions. [5]
Low Intermediate - English Language Studies
chapter 2 . Will the real James Bond Please Stand-Up 11. Fact or Fiction: Will the Real James Bond Please Stand-Up ...........................115 Listening: Main Ideas and Details. Voice: Persuasion and Attitude. 12. If I Do Not Receive the Total of 1 Million Dollars ..........................................120 Grammar: Future Conditional. Writing: Short Sentences, Future Conditional. Reading: Present Progressive. 13.Bond, Positive Role Model? .............124 Speaking: Voice and Opinion, Building an Argument. Listening: Voice and Opinion, Building an Argument. 14. Building a Scene................................128 Grammar: Time Reference Words: Future Conditional. Writing: Time Reference Words: Future Conditional. 15. Fleming vs. Bond: The Man Behind the Bond .....................131 Critical Thinking: Connecting the Dots. Comparative Writing: Short Sentences. Listening: Main Ideas and Details.
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INDEX
chapter 3 . Music and Popular Culture in the Eighties and Nineties Chapter THREE Brit-Pop ....................................................135 Factory Records
4. Fac 51: The Hacienda .........................153
1.Where It All Began (Perhaps):
Speaking: Describing a Place.
The Sex Pistols Gig .................................137
Grammar: Simple Past or Present Perfect.
Listening: Comprehension, Critical Thinking. Writing: Connecting Themes. Reading: Lyrics to a Song. 2. The Rise and Fall of Joy Division: Part 1 ...........................................................141 Grammar: Present Perfect Tense. Reading: Short Paragraphs. Speaking: Building an Argument. Writing: Present Perfect Tense. 3. The Rise and Fall of Joy Division:
Writing: Simple Past or Present Perfect, Comparative Transition Words. Listening: Main Ideas. 5. American Lives Don’t Have Second Acts, But In Manchester They Do: New Order and the Hacienda Collective ..................................................156 Speaking: Describing an Experience. Writing: Predicting and Describing an Event. Grammar: Simple Past, Present Perfect, and Future Tenses.
Part 2 ........................................................150 Grammar: Transition Words: Comparatives Reading: Short Paragraphs.
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Low Intermediate - English Language Studies
chapter 3 . tBlur: No Distance Left to Run 6. From the Suburbs to the City: No Distance Left to Run: Part 1 .................160
12. Don’t Look Back in Anger ...............178
Grammar: Transition Words: Cause and Effect.
Reading: Main Ideas and Supporting Sentences.
Listening: Main Ideas and Details.
Writing: Connecting Themes.
Writing: Transition Words: Cause and Effect.
Speaking: Sharing a Preference.
Speaking: Sharing a Point of View.
13. Where Are They Now? .....................182
7. From the Suburbs to the City: No
Grammar: Present Perfect Tense: Already, Just, Yet
Distance Left to Run: Part 1 ..................163
Writing: Present Perfect Tense: Already, Just, Yet
Listening: Main Ideas and Details, Lyrics.
Reading: Main Ideas.
Writing: Short Paragraphs, Connecting themes.
14. The Second Wave .............................186
Speaking: Sharing a Point of View.
Grammar: Present Un-Real Conditional.
8. Born in the US of K: No Distance Left
Reading: Present Un-Real Conditional.
to Run: Part 2 ..........................................166
Writing: Present Un-Real Conditional.
Grammar Activities: Present Perfect Tense: For
15. New Brit-Pop: N-Dubz .....................190
and Since.
Grammar: Present Un-Real Conditional.
Listening: Comprehension.
Writing: Present Un-Real Conditional.
Writing: Present Perfect Tense: For and Since.
Reading: Lyrics to a Song.
9. Park Life ...............................................170
Speaking: Sharing a Point of View.
Writing: Describing a Music Video. Listening: Comprehension. Speaking: Sharing an Idea, Connecting themes. Other: Critical Thinking. 10. Blurry Vision: Building the British Image ...........................................173 Speaking: Describing an Image. Reading: Main Ideas and Details. Writing: Designing a Brit-Pop Fan. 11. Coming Full Circle: No Distance Left to Run: Final Part ....................................176 Listening: Comprehension / Note-Taking. [8]
Behind the Scenes: The Past, the Present, the Future.
INDEX
chapter 4 . Sport Chapter FOUR The Olympic Games ............................195 Politics and Religion in the Games 1. Politics and Religion: Chariots of Fire .......................................197 Speaking: Sharing an Experience, Point of View. Reading: Main Ideas and Supporting Sentences. Writing: Questions, Short Paragraphs. 2. Politics and Religion: Chariots of Fire: Part 1: Harold Abraham ........................201 Listening: Comprehension. Writing: Main Ideas and Supporting Sentences. 3. Politics and Religion: Chariots of Fire: Part 2: Eric Liddell ................................204
4. Politics and Religion: Chariots of Fire: Part 3: The Main Characters and Their Motivation ...............................................208 Writing: Infinitives of Purpose. Grammar: Infinitives of Purpose. Speaking: Sharing a Point of View. Listening: Main Ideas and Details. 5. The Nazi Olympics: Hitler and Jesse Owens ............................................212 Speaking: Explaining an Idea. Writing: Short Paragraphs. Grammar: Mixed Verb Tenses. Listening: Main Ideas and Details.
Listening: Main Ideas and Details. Writing: Main Ideas and Supporting Sentences, Comparing and Contrasting: Transition Words. Speaking: Describing an Experience.
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Low Intermediate - English Language Studies
chapter 4 . Olympic Culture
London 2012
6. Amateur vs. Professional:
11. The Logo .............................................235
Part 1 .........................................................216
Reading: Main Ideas and Details
Listening: Comprehension.
Grammar: Mixed Tense Review
Writing: Short Paragraphs, Comparing and Contrasting, Describing Daily Lives. Reading: Main Ideas. 7. Super Athletes: The Tarahumara ......................................219 Reading: Main Ideas. Writing: Short Paragraphs.
Writing: Mixed Tense Review Speaking: Explaining and Defending an Opinion Other: Designing a Logo. 12. The Tickets ........................................239 Grammar: Obligation Writing: Obligation Speaking: Sharing an Opinion.
Speaking: Sharing Ideas and Opinions.
13. The Bid ...............................................243
8. Super Runners: The Athletes of the
Grammar: Should, Ought to, Had to.
Future .......................................................222
Writing: Should, Ought to, Had to.
Reading: Main Ideas. Writing: Short Paragraphs.
Speaking: Sharing an Opinion. Reading: Main Ideas and Details.
Speaking: Sharing Ideas and Opinions.
14. Fire: An Olympic Tradition ............247
Grammar: Mixed Tense Review.
Listening: Comprehension.
9. Who Pays the Bill? ............................226
Reading: Main Ideas and Details.
Speaking: Sharing an Idea. Grammar: Present Progressive. Reading: Main Ideas and Supporting Ideas. 10. Olympic Fashion .............................230 Grammar: Mixed Tense Review. Speaking: Sharing an Opinion. Reading: Main Ideas and Mixed Tenses.
Grammar: Mixed Tense Review. Writing: Mixed Tense Review. Speaking: Sharing an Idea, Connecting Themes. 15. Stories of The World: Cultural Olympiad 2012 .......................................250 Listening for Details and Main Ideas. Writing: Connecting Themes, Comparing and Contrasting. Reading: Main Ideas and Details. Speaking: Sharing an Opinion.
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chapter ONE
The Arts
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Chapter ONE
The Players and the Scenery. 1-6. One to Six. [Discipline] Speaking: Simple Present and Present Progressive tense, Sharing Ideas, Critical Thinking, Presenting / Listening Comprehension / Reading Comprehension, Main Ideas and Supporting Sentences, Simple Present and Present Progressive Tense.
Writing: Paragraphs and transition words.
Grammar: Simple Present and Present Progressive tense.
[Objective] Build communicative reading, writing, listening, and speaking skills through a multidisciplinary approach. Build knowledge of simple present and present progressive tenses, their form and function. Understand the world of 1599 England and its relationship to the world we inhabit today. [12]
1599: A Year in the Life of Shakespeare
1. The World of Shakespeare. Reading: Main Ideas and Supporting Sentences Writing: Paragraphs.
Vocabulary: environment
product to hold
shortly
piece topic
to mix (up) metaphor
fiction
to speak (out)
head
fear
Introduction: We are what we eat. [Instructions] Get into small groups. Discuss and explain the following concept. We are a product of our environment. ________________________________________________________________________________________ ________________________________________________________________________________________ _________________________________________________________________________________________ Share your answers.
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Chapter ONE Activity 1: Organizing what we want to Say. [Instructions] Stay in your groups. We are going to discuss and try to understand the form and function of paragraphs. Hold the thoughts and ideas that you have heard and discussed in the introduction as you will return to them in forthcoming classes. Meanwhile, listen to the explanation from the teacher.
Main Points. i. A sentence is a group of sentences which together present a detailed idea or description. ii. A paragraph helps us to present an idea with details and examples. iii. You might think of a paragraph as a sandwich or hamburger. The contents of your sandwich are the details, which are held together by two pieces of bread, the top being the topic sentence and the bottom being the concluding sentence. iv. A topic sentence is the first sentence in a paragraph. It describes or presents the main idea. v. The sentences which follow are called supporting sentences. These sentences explain the idea in more detail. vi. The last sentence is called a concluding sentence. This sentence summarizes the main idea and what was explained.
Activity 2: The World of Shakespeare. [Instructions] First you are going to read a short paragraph. The problem is that the order of the sentences have been mixed up. You are going to read through the sentences first and then rearrange them in the correct order. Paragraph. For instance, a play such as Julius Cesar, in which Julius is murdered by his friends who fear his growing power and ambitions towards a dictatorship resemble closely the fear in England at the time of Elizabeth´s growing power and the power of the state over religion and holidays. The plays of Shakespeare reveal and express the world in which he lived. In conclusion, we can say that Shakespeare´s plays were both art and history.
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1599: A Year in the Life of Shakespeare Instead of using real characters and themes he used fictitious characters, metaphorical themes, and poetic language. For example, in 1599 in England under the rule of Elizabeth I one could not talk openly about politics or society. Speaking out would mean loosing one´s head literally. In conclusion, we can say that Shakespeare´s plays were both art and history. Re-arrange the Paragraph ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ Share your answers.
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Chapter ONE Activity 3: Art, social commentary, or both? [Instructions] Write a short paragraph answering the question. Do you think that Shakespeare´s plays are art - that is literature, or social commentaries - that is historical texts, or both? Topic Sentence: ________________________________________________________________________________________ _________________________________________________________________________________________ Supporting Sentence: ________________________________________________________________________________________ _________________________________________________________________________________________ Supporting Sentence: ________________________________________________________________________________________ _________________________________________________________________________________________ Concluding Sentence: ________________________________________________________________________________________ _________________________________________________________________________________________
Share your answers.
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1599: A Year in the Life of Shakespeare
2. The Players and Scenery. Reading: Main Ideas and Supporting Sentences Writing: Paragraphs.
Vocabulary: play ticket to name to attempt to attack to send perhaps to fight weak to reform to promote to remove to throw tantrum to press (for) to wage backbone to overtake
Introduction: Shakespeare´s Plays. [Instructions] Get into small groups. Discuss and answer the question. In Western Europe which countries are Protestant and which countries are Catholic? ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ Share your answers.
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Chapter ONE Activity 1: Identifying Key Words. [Instructions] In the first class you began to understand the form and function of paragraphs. In this activity you are going to take a closer look at the key words used to communicate to the receiver if the sentence is a topic, supporting or concluding sentence. Get into small groups, next to the sentences mark if it is a topic, supporting, or concluding sentence.
____________We have many great plays from Shakespeare. ____________ For example, Julius Cesar is a great play about power and politics. ____________There is a replica of the Globe Theatre on the South Bank in London. ___________ For instance, Hollywood still makes films about his plays. ____________This summer the Globe Theatre is offering student tickets for all its performances. ___________ Not many people know where Stratford. Share your answers with the class.
Activity 2: Setting the Stage. [Instructions] Get into groups of five. You are going to learn about the five most important characters of Shakespeare´s time and the themes they represented. Each member in the group will be responsible for learning one of the five.
Queen Elizabeth I
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Earl of Essex
John Knox
Lord Mayor Soame
King Philip II
1599: A Year in the Life of Shakespeare Queen Elizabeth I of England Elizabeth I was a very special queen. For example, she did not marry. Moreover, she survived and became as powerful as any man. She lived during a time of great danger and religious transformation. For instance, she was Protestant, like her father Henry VIII, but her elder sister, Mary was Catholic. Furthermore, England was changing from a Catholic country to a Protestant country. As a result, there were many attempts to kill her. England in 1599 was under attack and was relatively weak. For example, several times the more powerful Spain sent hundreds of ships to try and invade England to restore Catholic power. Moreover, both Scotland and Ireland remained Catholic and represented a constant threat.
Earl of Essex The Earl was a very powerful nobleman in the court of Elizabeth and perhaps her favorite subject. For example, his grandmother was Mary Boleyn, sister to Anne, the queen´s mother. He was educated at Cambridge and was raised well. However, what made the Earl powerful was his success in battle. For example, as a young man he fought in many different campaigns around the world. As a result, he became a favorite of the people of England who saw in him their leader. Court was a very important part of life in England. For example, if a nobleman wanted to have money he needed to please the queen in order to receive business contracts. The Earl received the contract in England for the importation of sweet wines. [19]
Chapter ONE The power of the Earl, however, overtook his judgment. For example, he would often shout at the queen and throw tantrums. Because she liked him she always forgave him, well not always. The downfall of the Earl began when the queen sent him off to Ireland to battle the rebels. The campaign failed and the Earl returned without permission. His enemies in court used this opportunity to push the Earl out. As a result, he was, shortly afterwards, beheaded by the queen. In conclusion, one can say that the Earl let the power get the better of him.
John Knox. John Knox was a very important man during the time of Queen Elizabeth I. However, it is more the movement that he represented that was the cause of change. For example, John Knox was a new Protestant. He was a thinker and reformer of the Church of England, which was changing from being Catholic to Protestant. For instance, Henry VIII had created a new church but not the reforms or laws to go in it. John Knox did this. John Knox promoted three different changes in the church. For example, he wanted to create freedom of will, remove mass and other rituals, and move away from the corruption of Rome. In conclusion, John Knox was a thinker, and a theologian who helped to form the rules of law and culture of the Church of England during a time when Catholics were still angry and pressing for a return to the Catholic church.
Lord Mayor Soame and the City Merchants. In 1599 something incredible was happening that would help create the world as we know it today. It was the end of chivalry, knights and noblemen and the birth of the merchant and the businessman. For example, the merchants were the ones controlling the city and paying for the queen to wage war around the world. This gave them power.
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1599: A Year in the Life of Shakespeare The merchants saw that the future power was only to be found in the exploration and opening of new markets of trade around the world. For instance, the Dutch in 1599 had already discovered new treasures such as pepper, cloves, nutmeg, and cinnamon. As a result, the merchants formed the East India company, the first stock company in the world. In conclusion, the East India company went onto become the backbone of the future British Empire.
King Phillip II King Phillip II of Spain was the most powerful monarch in Europe. For example, his empire extended to the lower part of Italy, Holland, as well as New Spain (Mexico/ Latin America). However, one of the problems in Spain was that it did not have that many people. As a result, the king did not collect as many taxes as in France or England and therefore had to rely on money coming from New Spain to pay for his wars. Philip was the arch enemy of England because he was Catholic. He married Mary, Elizabeth´s sister and became for a short time the King of England. In conclusion, Philip was a powerful king, but Spain was not able to sustain its power over a long period of time allowing Northern Europe to become independent and Protestant.
Homework: The Player Always Plays. [Instructions] Prepare to present your character in class in a days time.
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Chapter ONE
3. Movers and Shakers: Defining Our World. Speaking: Sharing Ideas/ Critical Thinking. Vocabulary: item to collect
gap
Introduction: Generation Gap. [Instructions] Discuss the opening question and write an answer. When we talk about generations what are talking about? ________________________________________________________________________________________ ________________________________________________________________________________________ _________________________________________________________________________________________ Share your ideas.
Activity 1: Rocket to Mars, or Stratford. [Instructions] Get into small groups. In your groups you are going to discuss the personalities and issues which shape and represent your generation. Your task is to collect things and make things which represent your generation in Oaxaca, Mexico. You are going to collect your items and work and put them all in a show box and send them off to some new friends in Stratford. Share your items with the class.
Share your items with the class [22]
1599: A Year in the Life of Shakespeare
4. The Player Always Plays. Speaking: Presenting. Vocabulary: stage to match
presenter
Introduction: Progress or Repetition. [Instructions] Discuss the opening question as a class. Do you think that history shows us similarities and or differences in the way we live today? Explain. ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ Share your ideas.
Activity 1: Enter Stage Right. [Instructions] Get into your groups of five. The teacher is going to call upon different members of the group to come to the front of the class. For example, a Queen Elizabeth I from one group might be matched with a Lord Essex from another group. The group is going to give a presentation (in character) of who they are and what they represent and what is important to them. At the end of the presentation the rest of the class we have a chance to quiz and to question the presenters to follow up for more information.
Queen Elizabeth I
Earl of Essex
John Knox
Lord Mayor Soame
King Philip II [23]
Chapter ONE
5. Theatre and the Arts in London 1599. Grammar: Simple Present and Present Progressive.
Vocabulary: average
dangerous
entertainment
Introduction: Theatre or Football. [Instructions] Discuss and answer the question with your class. Which do you think is more dangerous, going to the theatre or going to a football match? Explain. ________________________________________________________________________________________ ________________________________________________________________________________________ _________________________________________________________________________________________ Share your answers.
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