unit lord of the flies unit 5 lord of the flies

76

UNIT 5 L o r d o f t h e F l i e s

Objectives

GrammarDefinite and indefinite articles

FunctionsGive opinions

ListeningListen for detail and identify points of view

ReadingRead for gist and recognise attitude

Critical thinkingQualities needed for leadership

Writing Rules

SB page 26 WB page 21

Before using the book:

• Bring in a selection of books. They can be novels, reference books, course books, etc.

• Show the students the covers and write the titles (or a translation of the titles) on the board.

• Ask what the students think each of the books might be about.

• If the book is a novel, ask what they think the story might be about.

• Ask the students if they read at home. Find out how many students have read a book in English. Ask what books students are reading at the moment.

UNIT 5 LORD OF THE FLIES

2 Before you listen, check the meanings of these words in your Active Study Dictionary.

cruel literature navy optimistic pessimistic shocked

Lord of the Flies

Listening

Listen again and choose the correct answer.

a How did Karim know about William Golding?

A He saw a TV programme. B He read a book. C He heard a radio programme.

b Where did Golding teach?

A at Oxford University B in a primary school C in a secondary school

c What did Golding do during the Second World War?

A He was a soldier. B He was a sailor. C He was a pilot.

d When did Golding start to write?

A in the 1930s B in the 1940s C in the 1950s

e What did Golding find out about people during the war?

A They could be very cruel. B They could be very kind. C They didn’t like children.

26

5UNIT

Discuss these questions in pairs.

a What is the last book you read?

b Did you enjoy it? Why?/Why not?

1

Listen to two people discussing the novel Lord of the Flies and complete these sentences about the author, William Golding.

a William Golding was born in .. . . . . . . . . . . . . . . . . . . . . . . and died in .. . . . . . . . . . . . . . . . . . . . . . .

b Before he became a teacher, he worked as an .. . . . . . . . . . . . . . . . . . . . . . .

c Golding believed that everyone could be .. . . . . . . . . . . . . . . . . . . . . . .

3

5 The sounds of English

a Listen and repeat sentences 1-4.

b Now complete the table with the

matching short vowel sounds.

4

1911

1 Have you read any of his other novels?

2 It’s not a happy story, but it makes you think.

3 Golding studied at Oxford.

4 Then he went to teach in a secondary school.

1 have / / read / / his / / novels / / other / /

2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

h<a<p©p©y t<h<i<n<k n<oÕt b©u<t

ObjectivesGrammar Definite and

indefinite articles

Functions Give opinions

Listening Listen for detail

and identify points of view

Reading Read for gist and

recognise attitude

Critical thinking Qualities

needed for leadership

Writing Rules

SB pages 26-30 WB pages 21-24

LESSON 1

UNIT 5L o r d o f t h e F l i e s

77

Listening 1 Discuss these questions in pairs.

1 Put the students into pairs.

2 Tell them to look at the questions and discuss them in their pairs.

3 Ask some of the students to share their answers with the whole class.

2 Before you listen, check the meanings of these words in your Active Study Dictionary.

1 Ask the students to look at the words in the box.

2 Write the words on the board and help the students to pronounce them correctly.

3 Tell the students to look up the words in their Active Study Dictionary. Underline the stressed syllable in each.

4 Tell them that you are going to describe a word and they must tell you the word.

Example: Teacher: To be unkind, not to be nice to

someone. To try and hurt them. Students: Cruel.

5 Continue in this way with each of the words, in random order.

Answers:cruel deliberately making people or animals feel

pain or sadnessliterature books, poems, plays etc. that are considered

to be very good or important; printed information about something

navy the people and ships that a country has for fighting a war on the sea

optimistic believing that good things will happen in the future

pessimistic believing that bad things will happen in the future

shock when something very bad happens that you did not expect, or the feeling you have when this happens

3 Listen to two people discussing the novel Lord of the Flies and complete these sentences about the author, William Golding.

1 First, tell the students to read through the gapped sentences.

2 Explain that you are going to play the tape and the students must listen carefully for the information they need to complete the sentences.

3 You may need to play the tape several times.

4 Go through the answers with the class.

Answers:a 1911; 1993 b actor c cruel

T A P E S C R I P T

Karim: Have you finished reading Lord of the Flies, Ahmed?

Ahmed: Yes, I have – it’s not a very happy story.Karim: No, but it makes you think, doesn’t it?Ahmed: Yes, it does. Do you know anything about the

writer, William Golding?Karim: Yes, I heard a radio programme about him. He

was born in 1911 and he died in 1993.Ahmed: What did he do before he was a writer?Karim: He was a student at Oxford University, where

he studied English Literature. The first job he did was in the theatre: he was an actor. Then he became an English teacher in a secondary school.

Ahmed: When did he start writing books?Karim: Not until the 1950s. During the Second World

War, Golding was a sailor in the British navy. After the war, he went back to teach in the same school. He wrote Lord of the Flies in 1953 – that was his first novel.

Ahmed: Why did he write a book about such cruel children?

Karim: That’s an interesting question. I read an article which said that Golding was shocked by things he had seen during the war. He saw how cruel people could be.

Ahmed: But Lord of the Flies is about children, isn’t it?Karim: Yes, but Golding believed that everyone could

be cruel, including children.Ahmed: That’s a very pessimistic thought.Karim: I agree, but this is why Golding wrote Lord of

the Flies.Ahmed: Did he write other novels?Karim: Yes, he did, but many people think Lord of the

Flies is the best novel he wrote.

78


4 Listen again and choose the correct answer.

1 Tell the students to read the questions and the answer choices. Tell them they can think about the correct answers but they must not write anything yet.

2 Play the tape again, and tell the students to listen and choose the correct answers. You may need to play the tape at least twice.


4 Now, tell the students to close their books. Ask them what they now know about the author, William Golding, and write their answers on the board.

Answers:a Cb Cc Bd Ce A

5 The sounds of English

1 Ask the students to read the four sentences in the box.

2 Tell them that you are going to play the tape and they must listen and repeat the sentences.

3 Point out to the students that the underlined sounds are short vowels.

4 Ask them to look at the table and tell them to add the underlined words from the sentences into the correct place in the table.


6 Organise the students to work in pairs. Student 1 points to a column and Student 2 reads the words in that column.

Answers:b

1 have read his novel other

2 happy Then think not but

3 at went in Oxford studied

4 secondary

T A P E S C R I P T

Voice 1: One.Voice 2: Have you read any of his other novels?Voice 1: Two.Voice 2: It’s not a happy story, but it makes you think.Voice 1: Three.Voice 2: Golding studied at Oxford.Voice 1: Four.Voice 2: Then he went to teach in a secondary school.


79

WORKBOOK page 21

1 Complete the sentences with the correct words.

1 Ask the students to look at the words in the box.

2 Make sure they can pronounce them correctly.

3 Tell the students to read the gapped sentences below the box.

4 Explain that they must use the words in the box to complete the sentences.


Answers: a navy (given)b literaturec crueld pessimistice optimistic

2 Rewrite these sentences using the words in brackets.

1 Tell the students to read the sentences.

2 Explain to the students that they must use the words in brackets to rewrite the sentences. The first one has been done as an example.

3 Now put the students into pairs and tell them to read out their sentences to each other.


Suggested answers: a My uncle was in the navy during the war.

(given)b Golding found that people could be cruel

during the war.c I am pessimistic about the weather this

weekend.d This novel is the writer’s best novel.e What did you find out in the lesson?

3 Match to make sentences about William Golding.

1 Tell the students to read the phrases.

2 Explain that they must match a phrase in the first column with a phrase in the second column to form complete sentences about William Golding.


Answers: a 3b 4c 2d 5e 1

UNIT

21

55 Lord of the Flies

1 Complete the sentences with the correct words.

cruel literature navy optimistic pessimistic

a My grandfather loved ships and the sea. When he was a

young man, he spent five years in the navy .

b I’ve read a lot of Arabic poems and novels, but I don’t

know much about French .

c Some people think it is to

keep animals in zoos.

d My cousin is always and

thinks something bad is going to happen.

e I am always and think life is going to be good!

2 Rewrite these sentences using the words in brackets.

a My uncle was a sailor during the war. (navy)

My uncle was in the navy during the war.

b Golding found that people could show great cruelty during the war. (cruel)

c I am not very optimistic about the weather this weekend. (pessimistic)

d This novel is better than the writer’s other novels. (best)

e What did you learn in the lesson? (find out)

3 Match to make sentences about William Golding.

a At university, Golding studied 1 what he had seen in the war.

b Before he became a teacher, 2 in the navy.

c He became a sailor 3 a English literature.

d He wrote his first novel 4 he was an actor.

e Golding was shocked by 5 after the war.

80


Language focus

Definite and indefinite articles1 Read these sentences from the

listening text.1 Tell the students to read the sentences

in the box.

2 The articles in the first sentence have been underlined. Tell the students to underline the articles in the other sentences.

3 Ask the students to say when an is used instead of a.

Answers: a 1 He became an English teacher in a

secondary school. (given)2 During the Second World War,

Golding was a sailor in the British navy.3 After the war, he went back to teach in the same school.4 I read an article which said that Golding was shocked by things he had seen.

b We use an when it is followed by a word beginning with a vowel sound.

2 Complete the sentences with a, an or the and give examples from Exercise 1.


2 Organise the students to work in pairs to discuss the answers and write them.


Answers: a the, e.g. Sentence 3, the war/the same school. (given)b a/an, e.g. Sentence 1, an English teacher and

Sentence 2, a sailor.c a/an, e.g. Sentence 1, a secondary school and

Sentence 4, an article.d the, e.g. Sentence 2, the Second World War, the

British navy.e a/an, e.g. Sentence 1, a secondary school and

Sentence 4, an article

3 Discuss the following in pairs.1 Ask the students to read the two questions.

2 Have the students discuss the answers in pairs.


Answers: a1 The first sentence refers to all children; the second

sentence refers only to the children in Lord of the Flies, not all children.

2 The first sentence refers only to the teachers at the writer’s school; the second sentence refers to all teachers.

b When we are referring to everyone in that group, for example teachers, politicians, children, etc.

4 Choose the correct articles (or no article) to complete the beginning of Lord of the Flies.

1 Tell the students to read through the text.

1

1 He became an English teacher in a secondary school.

2 During the Second World War, Golding was a sailor in the British navy.

3 After the war, he went back to teach in the same school.

4 I read an article which said that Golding was shocked by things he had seen.

a Underline all the articles.

b When do we use an instead of a?

2 Complete these sentences with a, an or the and give examples from Exercise 1.

a For a person or thing we have already talked about,

use .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b To refer to someone’s job or position, use

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

c To talk about one of many people or things, use

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

d For a person or thing there is only one of, use

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

e To refer to a person or thing for the first time, use

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

5UNIT

27

Read these sentences from the listening text.

Definite and indefinite articles

3 Discuss the following in pairs.

a What is the difference in meaning between

these sentences?

1 Children can be cruel.

The children in Lord of the Flies are cruel.

2 The teachers at my school work very hard.

Teachers work very hard.

b When do we use no article with plural nouns?

4 Choose the correct articles (or no article) to complete the beginning of Lord of the Flies.

t<hÿ, e.g. Se©n<tæ©n<cœ 3, t<hÿ w>a<r/t<hÿ sa<mÿ sc·h<o+oßl.

Language focus

A/the group of -/the boys is escaping from a/-

terrible war, when their plane is shot down. -/The boys

manage to reach a/an small island. Although there is no

one living on an/the island, there are a lot of -/the things

to eat and -/the good places to sleep. Soon after they arrive,

-/the boys make a/the fire to signal to -/the

ships which may pass an/the island, but one of -/the

boys lets a/the fire go out. A/The ship passes an/

the island without seeing a/the boys.

a b c

d

e

f

h

g

i j k

l m

n o p

q

5 Now complete the table with the following.

Europe Jordan River Ganges Mediterranean Africa Nile

Pacific Ocean European Union United Arab Emirates Australia

with the

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

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

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

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

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

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

t<hÿ Ri<v}e©r Ga<n<ge§μ[

without the

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

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

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

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

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

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

Eu<r>o®@@@p¿

DON’T FORGETWe usually use the with the names of seas, rivers, oceans, organisations and some places, e.g. the Atlantic Ocean.

Grammar rev p125

LESSON 2 SB page 27 WB page 22


81

2 Tell them to choose and circle the correct article in each pair of alternatives. Remind them that sometimes no article may be needed.


Answers: a A (given) b – c a d The e a f the g – h – i the j ak – l the m the n the o A p the q the

5 Now complete the table with the following.

1 Tell the students to focus on the box.

2 Tell them to think about which words require

articles and which ones don’t.

3 Get them to write in their answers.

4 Put the students into pairs and get them to compare their answers.

5 Go through the answers with the students.

Answers: with the: the River Ganges, the Mediterranean, the Nile, the Pacific Ocean, the European Union, the United Arab Emirateswithout the: Europe, Jordan, Africa, Australia

WORKBOOK page 22

1 Complete this text about William Golding with a/an, the or no article –.

1 Tell the students to read through the text and to ask about any problems with vocabulary.

2 Tell them to complete the text with the correct articles or with none.


Answers: a a (given) b a c the d an e a f a g the h the i a j – k – l the m the

2 Correct the mistakes in these sentences about islands.

1 Tell the students to read the three sentences.

2 Organise the students to work in pairs and tell them to discuss the mistakes in the sentences.

3 Now, tell them to rewrite the sentences correctly.


Answers: a Crete is the an island in the Mediterranean Sea and

is a popular place with the tourists. It is a the largest Greek island. (given)

b Japan is a large group of islands in the Pacific Ocean about 300 kilometres from a the east coast of Russia.

22

UNIT551 Complete this text about William Golding with a/an, the or no article –.

William Golding was a a very famous English writer. After b university

education, c first job he did was to work in the theatre as d actor.

Then he went to work as e teacher in a secondary school. After that, he was

f sailor in g British Navy during h Second World War.

In 1953, he wrote Lord of the Flies, i story about how cruel j children

can be to each other. k many people were surprised at how cruel l

children in m book were.

2 Correct the mistakes in these sentences about islands.

a Crete is the island in Mediterranean Sea and is

a popular place with the tourists. It is a largest

Greek island.

Crete is an island in the Mediterranean Sea

and is a popular place with tourists. It is the

largest Greek island.

b Japan is large group of islands in Pacific Ocean about 300 kilometres from a east coast of Russia.

The 125 million people live on islands.

c Australasia consists of the large island of Australia and a number of the smaller islands. A capital

of Australia is Canberra.

3 Read these sentences, then make similar sentences of your own.

a The Nile is in Egypt. (Amazon/South America)

The Amazon is in South America.

b The Gobi is a huge desert in Asia. (Sahara/Africa)

c Britain is part of the United Kingdom. (France/European Union)

d The Mediterranean Sea is between Europe and Africa. (Red Sea/Africa and Asia)

Crete

82


The 125 million people live on the islands.c Australasia consists of the large island

of Australia and a number of the smaller islands. A The capital of Australia is Canberra.

3 Read these sentences, then make similar sentences of your own.

1 Tell the students to read through the sentences.

2 Explain that they must use the prompt words to make similar sentences of their own, as in the example.

3 When they have completed the activity, put the students into pairs to compare their answers.

4 Finally, go through the answers with the class.

Answers: a The Amazon is in South America. (given)b The Sahara is a huge desert in Africa.c France is part of the European Union.d The Red Sea is between Africa and Asia.


Reading

1 Choose the correct meaning of these words, then check in your Active Study Dictionary.

1 Write the words in the box on the board.

2 Ask the students if they know what the words mean. Tell them to choose and circle one of the two definitions provided for each word.

3 Tell them to look the words up in their Active Study Dictionary and to also note the stressed syllable.


Answers: shelter a place to keep you dry and safe (given)split to divideviolent wanting to hurt people

2 Read this summary of Lord of the Flies and complete with the correct form of the words from Exercise 1.

1 Tell the students to read the gapped text on the right.

2 Help them with any vocabulary they find difficult.

3 Tell them to use the words from Exercise 1 to complete the text.


Answers: a shelters (given) b split c violent

3 Read the story again. Are these sentences True or False? Correct the false sentences.

a The boys make a fire to keep warm.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ; . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b They hope they will be seen by a plane flying above the

island. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

c The boys choose Ralph as their leader. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

d All the boys believe there is a frightening animal on the

island. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

e Some boys join Jack’s group because they don’t like

Ralph. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

f Three of Ralph’s group are captured in the fight between

the groups. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

g Jack wants to stop Ralph from escaping, so he sets fire

to the island. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1 Choose the correct meanings of these words, then check in your Active Study Dictionary.

2

shelter: a place to keep you dry and safe/a hotel

split: to add to/to divide

violent: wanting to help/wanting to hurt people

Read this summary of Lord of the Flies and complete it with the correct form of the words from Exercise 1.

5UNIT

LORD OF T

Lord of the Flies starts when

a plane carrying a group of

British boys crashes near an

island. The boys realise they

must look after themselves on

the island until they are rescued.

The boys choose a leader and

start to organise their new life.

The leader, Ralph, tells them

they must work together. They

make a fire which may be seen

by a passing ship.

At first, the boys cooperate

with each other and everything

goes well. Some look for

food and water, others build

. . . . . . . . . . . . . . . . to sleep in. But

then there are problems. First,

the fire goes out. Then Jack, who

wanted to be the leader, tells

the boys there is a frightening

wild animal on the island. After

some disagreements, the boys

. . . . . . . . . . . . . . . . . . into two

groups. Jack’s group believe the

wild animal is around and want

28

Reading

Fa<l<@@@μ[e. Thÿ©y m<a<kÿ a _®@@@@i<r}e so t<h<a<t sh<i<p©@@ μ[ w‡i<l<l seœ t<hÿ©m.

shÿ©l<tæ©r>[a

4 Complete these sentences using the correct form of the words in brackets.

a The boys choose Ralph as their . . . . . . . . . . . . . . . . . . . . . . . . . . . .. (lead)

b At first, the boys .. . . . . . . . . . . . . . . . . . . . . . . . . . . with each other.

(cooperation)

c But then the boys start to have a .. . . . . . . . . . . . . . . . . . . . . . . . . . ..

(disagree)

d Some boys believe there is a .. . . . . . . . . . . . . . . . . . . . . . . . . . . animal on

the island. (frighten)

e Ralph is saved by the .. . . . . . . . . . . . . . . . . . . . . . . . . . . of a ship. (arrive)

b

leaderLESSON 3


83

3 Read the story again. Are these sentences True or False? Correct the false sentences.

1 Ask the students to read the sentences and decide if they are true or false.

2 Tell them to correct the false sentences.

3 When they have completed the exercise, put the students into pairs to compare their answers.


Answers: a False. They make a fire so that ships will see them.b False. They hope they/the fire will be seen by a ship.c Trued False. Only some of the boys believe there is a

frightening animal on the island.e False. They join Jack’s group because he

promises to protect them from the wild animal.

f False. Two of the group are captured.g True

4 Complete these sentences using the correct form of the words in brackets.

1 Tell the students to read the gapped sentences.

2 Tell them to write the correct form of the word in brackets to complete each sentence.


Answers: a leader (given) b cooperatec disagreement d frighteninge arrival

WORKBOOK page 23

1 Complete the puzzle to find a word.

1 Tell the students to look at the definitions and think about which words they describe.

2 Tell them to write the words into the puzzle.

3 Go through the answers with the class. Make sure the students can pronounce the words correctly.

Answers: a navy (given) b split c shocked d shelter e steal f frighteningg capture vertical word: violent

2 Complete using the correct form of the words from Exercise 1.

1 Tell the students to read the gapped sentences.

2 Explain that they have must use the correct form of the words from Exercise 1 to complete the sentences.


Answers: a captured (given) b steal c shelter d violent e split

23

UNIT551 Complete the puzzle to find a word.

a sailors and ships a country has for fighting at sea

b divide into groups

c upset and very surprised

d a place that protects people from weather

e to take something that does not belong to you

f something that makes you feel afraid is

g to catch someone or something in order to keep them

The word in the boxes is

2 Complete using the correct form of the words from Exercise 1.

a The men captured the animal and took it to the zoo.

b You must not . It’s wrong to take things that do not belong to you.

c The first thing we did was to build a to protect ourselves from the wind and rain.

d It was a very match. Some of the players hit each other.

e The tourists wanted to do different things, so they into three different groups.

3 Choose the correct verbs.

a When the boys arrived on the island, they did/made a fire.

b Later, they chose/decided Ralph as their leader.

c Some boys built/did shelters while others looked/watched for food.

d They tried to think of ways of getting/escaping from the island.

e Jack made/set fire to the island.

__ __ __

__ __ __ __

__ __ __ __ __ __

__ __ __ __ __ __

__ __ __ __

__ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __

a

b

c

d

e

f

g

84


3 Choose the correct verbs.


2 Explain that they must choose the correct verb form for each sentence.


Answers: a made b chose c built; lookedd escaping e set

SB page 29

Critical thinking

1 Read this quotation from Lord of the Flies and answer the questions.

1 Tell the students to read the quotation.

2 Put them into pairs and ask them to read the three questions and discuss their answers.

3 Ask some pairs to share their answers with the class.

Suggested answers: a They will have to find food, build shelters

and choose a leader. They will have to cooperate.

b They need someone to follow, to look up to, to make decisions and to help the group to cooperate and work together.

c They need to work together to be able to do all the things they need to do. They need to get food, build shelters, protect themselves and make a fire. If they don’t cooperate they won’t be able to do these things.

2 Answer the following questions.1 Tell the students to read through all the

questions and think about answers to them.

2 Tell them to write the answers to them.

3 Now put the students into pairs. Tell them to read the questions and then give their answers.


Suggested answers: a A plane carrying a group of boys crashes near an

island. (given)b They try to attract passing ships by making a fire.c They want to use his glasses to make a fire.d They choose Ralph because he can help the children

to cooperate and work together. He had the right qualities to be a good leader.

e They want to seem aggressive and frightening.f Because the adults take control and the children do

not have to make decisions or fend for themselves anymore.

1

5UNIT

2

Read this quotation from Lord of the Flies and answer the questions.

Answer the following questions.

a How does the story of Lord of the Flies begin?

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

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

b How do the boys try to attract passing ships?

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

c Why does Jack’s group want Poggy’s glasses?

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

d Why do you think the group choose Ralph as their leader?

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

e Why do you think the boys in Jack’s group paint their faces?

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

f Why do you think the arrival of the adults changes the way

the boys behave?

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

29

a What will the children have to do to look after themselves in

this situation?

b Why do you think the boys want a leader?

c Why do the boys need to work together? What may happen

if they do not?

3 Work in pairs. How would you choose a leader if you and your friends were on an island?

a Write a list of the most important qualities that a leader

should have. Use language from the box. Check any of the

adjectives you do not know in your Active Study Dictionary.

THE FLIES

to go hunting. Ralph’s group just

want to escape from the island.

More boys join Jack’s group

because he promises to protect

them from the wild animal and

give them meat.

Jack’s boys paint their faces and

become very . . . . . . . . . . . . . . . . . . . .

They think one of the other

boys is the frightening animal

and they attack him. Then they

attack Ralph’s camp and steal

the glasses of a boy called Poggy.

They wanted to use the glasses

to make a fire. Ralph’s group try

to get the glasses back but Poggy

is hurt. Jack captures two others

and Ralph is left alone. Jack then

sets fire to the island to try to stop

Ralph from escaping. A passing

ship sees the fire and comes to

rescue the boys. Finally, with the

arrival of adults on the island, the

fighting stops.

Critical thinking

The boys realise they must look after themselves until they are rescued. The boys choose a leader and start to organise their new life. The leader, Ralph, tells them they must work together.

In my opinion, a leader should be honest and

sensible.

He/She

should

be

brave/calm/honest/

intelligent/imaginative/

kind/optimistic/patient/

respected/sensible/

tolerant/strong/

understanding

must

would need to

A (good) leader is someone who is

b Compare lists with a partner and discuss your ideas.

c

A p=l<a<n<e ca<r¬r¬{i<n<g a \r¬oåu<p oåf b=o®{s cr¬a<s=h<e=s n<e=a<r a<n i<s=l<a<n<d.

I think a good leader is someone

who is patient and respected.

LESSON 4


85

3 Work in pairs. How would you choose a leader if you and your friends were on an island?

1 Discuss the qualities of a good leader with the class. Write their ideas on the board.

2 Tell them to look at the table in the exercise. Read through the text and tell them to look up any unknown words in their Active Study Dictionary. Make sure everyone understands all the words.

3 Ask the students to imagine that they are on an island and they need to choose a leader. Tell them to write down the qualities they think a

good leader should have. They can use the language in the table to do this.

Make one or two example sentences with the class first.

4 Put the students into pairs to compare their ideas.

5 Finally, ask some students to share their ideas with the class.

Suggested answers: They should be calm. They need to be

intelligent and patient. A good leader is someone who is understanding. They can talk to people easily.


Communication 1 Discuss these questions in pairs.

1 Put the students into pairs to talk about rules. Tell them to read the questions and think about their ideas.

2 Now put the pairs together into groups of four to share and discuss their answers.

3 Ask as many groups as possible to share their answers with the class.

Suggested answers: a Rules are important because they help

people to work together and to cooperate. They help to make sure things run smoothly and that people know what other people will do in certain situations. They help to make it possible to organise things. For example, in families there may be rules about bedtime, doing homework, helping with chores; in school there may be rules about uniform, meal times, play times, etc. and when driving a car there are rules about speed, traffic lights, roundabouts, etc.

b If there are no rules, or people break the rules, people don’t know what others will do in certain situations and it makes life unpredictable. People can get hurt, cars can crash and there could be a complete lack of order.

5UNIT Communication

30

1 Discuss these questions in pairs.

a Why are rules important in families/in

schools/when driving a car?

b What can happen in situations where

there are no rules, or where people

break the rules?

2 If you were the leader of a group of children on a desert island, what rules would you make? Write one suggestion under each of these headings.

Headings Suggestions

Relationships with others

Planning for the future

Finding and preparing food

Solving problems

Escaping from the island

Be t<oßlÿ©r>a<n<t, t<r¬@@y a<n<d ge©t o®@@n w‡i<t<h e©a<c·h oÕt<hÿ©r

3 Discuss and compare your ideas.

a Discuss your ideas with a partner and

make a list of rules you both agree on.

b Compare the rules you have agreed on

with the rules of another pair of students.

LESSON 5

86


2 If you were the leader of a group of children on a desert island, what rules would you make? Write one suggestion under each of these headings.

1 Ask the students to imagine that they are leading a group of children on a desert island.

2 Tell them to look at the table in the book and to think about what rules and suggestions they would make for each of the headings to make life on the island work well.

3 Tell the students they must all write at least one rule or suggestion in each section.

Suggested answers: • Relationships with others: Be tolerant, try

and get on with each other (given) Don’t make fun of anyone.

• Planning for the future: We must organise groups to find materials and build shelters.

• Finding and preparing food: We must all take turns in teams to find and prepare food each day.

• Solving problems: If there are disagreements, the people involved must speak to the leader about their problems.

• Escaping from the island: Everyone must help collect wood to make a fire so that people might see and rescue us. One team will build boat or a raft, and they must work on the boat each day.

3 Discuss and compare your ideas.

1 Put the students into pairs to discuss their ideas and make a list of the best rules.

2 Now, put pairs together to make groups of four to discuss the rules.

3 Ask groups to share their ideas with the class.

WORKBOOK page 24

1 What would you say in these situations?

1 Tell the students to read about the situations and think about what they would say in each.

2 Tell them to write their answers in the spaces provided.

3 Now put the students into pairs to compare their answers.

4 Finally, go through the answers with the class.

24

UNIT551 What would you say in these situations?

a You are at an interview for university. The interviewer asks you what qualities you think are

important to be a successful student. What do you reply? A successful student is someone who enjoys learning and works hard.

b You and a group of friends are discussing what makes a good friend. One of the group asks

what you think. What do you reply?

c A friend asks you what you think makes a good teacher. What is your opinion?

d You and a group of friends are discussing what you need to do to be a successful sportsman. It

is your turn to express an opinion. What do you say?

2 You are going to write rules for life on an island. First, plan how to organise your rules.

a Start by choosing five short headings, for example, Food.

b Decide which rules to include. Do not write more than two rules for each heading.

3 Write your rules clearly. Use your notes in the Student’s Book and the following language.

4 Check your writing.

a Read what you have

written very carefully. Look

for grammar and spelling

mistakes.

b Check spellings in your

Active Study Dictionary.

c Correct the mistakes as you

write the final draft.

Everyone must/should always…

You must/must not…

Nobody must…

Don’t…

We must all…

Never…

Remember to/Don’t forget to…

FOOD

● Everyone must help to look for food.

● Remember to share the food you find with other people.

●

●

●

●

●

●

ESCAPE

●

●

L o r d o f t h e F l i e s

87

Suggested answers: a A successful student is someone who enjoys learning

and works hard. (given) b (I think) A good friend is someone who shares what

he/she thinks with you and listens to you. / (I think) A good friend helps you when you need something.

c (I think/In my opinion) A good teacher is someone who makes the students interested. / (I think/In my opinion) A good teacher is fair to the students.

d (I think/In my opinion) A successful sportsman needs dedication. / (I think/In my opinion) You need to work hard to be a successful sportsman.

2 You are going to write rules for life on an island. First, plan how to organise your rules.

1 Ask the students to think of some headings for rules for living on an island, such as food, shelter, defence, escape, etc. Write their suggestions on the board.

2 Tell them to choose five headings and think about one or two rules for each.

3 Put the students into pairs to compare their categories and talk about their rules.

Suggested answers: a Possible headings: food, shelter, protection,

problems, escape, exploring the island, cooking, etc.b Possible rules:

No one can travel alone on the island. All problems must be discussed with the leader. Each day, two people must look for food. The shelter(s) must be cleaned every day. Food must be shared by all the people. Two people must work on the garden each day (to grow food). One person must guard the entrance to the shelter(s) at all times.

3 Write your rules clearly. Use your notes in the Student’s Book and the following language.

1 Tell the students to look at the table.

2 Explain that they must write in the section headings and then write in the rules they have for each section.

3 They can use the language in the box to help them.

4 Check your writing.

1 Tell the students to look carefully through their work, checking for any grammar and spelling mistakes. Tell them to check spellings in their Active Study Dictionary.

2 Tell the students to make a final draft.

3 Put the students into groups of four or five to share their ideas and find out if they have chosen different categories and rules for each category.

4 Ask some students to read out their tables to the class.

5 Display the tables in the classroom.

Students’ own answers

UNIT5

88


Assessment

Target element: revise the listening activity about William Golding and listen for detailWrite the following sentences on the board and ask the students to copy them.

1 Karim heard a television programme about William Golding.

2 Golding was a student at London University.3 He studied French literature.4 He became a teacher in a primary school.5 Lord of the Flies was his second novel.6 William Golding was very optimistic.

Tell the students that each sentence has one incorrect piece of information in it. Explain that you are going to play the tape with the listening text about William Golding again, and they must correct the mistake in each sentence.

Answers:1 television radio2 London Oxford3 French English4 primary secondary5 second first6 optimistic pessimistic

Target element: revise what the students know about William GoldingPut the students into groups and get them to remember everything they can about William Golding. One member of the group should write down all the group’s ideas and then share them with the class.

Target element: revise the story of Lord of the Flies and activate the new vocabularyWrite the following sentences about Lord of the Flies on the board. Tell the students to read them and then put them in the correct order.

1 A passing ship sees the fire.2 A plane carrying a group of British boys

crashes.3 After a while, the group splits into two

groups.4 The boys realise that they need a leader and

they choose Ralph.5 More children join Jack’s group.6 Jack sets fire to the island.7 Jack’s group tries to steal Poggy’s glasses.8 At first the children cooperate with each

other.

Answers:2, 4, 8, 3, 5, 7, 6, 1

Target element: use new vocabulary related to personal vocabulary and think in greater depth about the storyAsk the students to think about the characters of Jack and Ralph in the story Lord of the Flies. Ask them to think about the qualities and types of personality the children have. Tell them to think about the adjectives they would use to describe the boys. Now, ask them to write a short description about each of the boys.

Suggested answer:Jack wants to be the leader. He is not tolerant. He likes to be aggressive and to use violence. He makes the group split.Ralph is a good leader. He encourages the boys to cooperate and organises them to make a fire to attract help, to build shelters and to look for food and water.

Listening Task Reading Task

Speaking Task

Writing Task

unit lord of the flies unit 5 lord of the flies

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