TEACHER S RESOURCE PACK FOR GREAT EXPECTATIONS

Transcription

1 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page I TEACHER S RESOURCE PACK FOR GREAT EXPECTATIONS THE ELT GRAPHIC NOVEL Charles Dickens Written by Carol Nuttall Australia Brazil Japan Korea Mexico Singapore Spain United Kingdom United States

2 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page II Teacher s Resource Pack for Great Expectations Carol Nuttall Publisher: Jason Mann Development Editor: Heidi North Contributing Author: Gavin Knight Product Manager: Ruth McAleavey Senior Content Project Editor: Natalie Griffith Senior Production Controller: Paul Herbert Text Designer: Jo Wheeler, Jenny Placentino and Parkwood Composition Service, Inc. Compositor: MPS Limited, A Macmillan Company Character Designs & Original Artwork:John Stokes Audio: EFS Television Production Ltd Heinle, Cengage Learning ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitising, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher. For permission to use material from this text or product, submit all requests online at cengage.com/permissions Further permissions questions can be ed to permissionrequest@cengage.com ISBN 10: ISBN 13: Heinle, Cengage Learning EMEA Cheriton House North Way Andover Hampshire SP10 5BE United Kingdom Cengage Learning is a leading provider of customised learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil and Japan. Locate our local office at: international.cengage.com/region Cengage Learning products are represented in Canada by Nelson Education, Ltd. Visit Heinle online at elt.heinle.com Visit our corporate website at cengage.com Published in association with Classical Comics Ltd.

3 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 1 CONTENTS INTRODUCTION BEFORE YOU READ Worksheet 1 Teacher s Notes Charles Dickens s Life Worksheet 1 Charles Dickens s Life Worksheet 2 Teacher s Notes The Historical Setting of the Novel Worksheet 2 The Historical Setting of the Novel Worksheet 3 Teacher s Notes The Story and Main Characters Worksheet 3 The Story and Main Characters Worksheet 4 Teacher s Notes Social Classes in the Novel Worksheet 4 Social Classes in the Novel Worksheet 5 Teacher s Notes Crime and Punishment in Dickens s England Worksheet 5 Crime and Punishment in Dickens s England QUIZ WHILE YOU READ Worksheet 6 Teacher s Notes A Fateful Meeting Worksheet 6 A Fateful Meeting Worksheet 7 Teacher s Notes Unsettling Events Worksheet 7 Unsettling Events Worksheet 8 Teacher s Notes Pip s Expectations Worksheet 8 Pip s Expectations Optional Worksheet Teacher s Notes The News Optional Worksheet The News Worksheet 9 Teacher s Notes New Experiences Worksheet 9 New Experiences Worksheet 10 Teacher s Notes Rising Expectations Worksheet 10 Rising Expectations QUIZ Worksheet 11 Teacher s Notes Warning Signs! Worksheet 11 Warning Signs! Worksheet 12 Teacher s Notes The Cold Truth Worksheet 12 The Cold Truth Worksheet 13 Teacher s Notes Protecting Magwitch Worksheet 13 Protecting Magwitch Worksheet 14 Teacher s Notes Detective Pip Worksheet 14 Detective Pip Worksheet 15 Teacher s Notes Unexpected Reunions Worksheet 15 Unexpected Reunions QUIZ AFTER YOU READ Worksheet 16 Teacher s Notes Double Trouble Worksheet 16 Double Trouble Worksheet 17 Teacher s Notes Always the best of friends Worksheet 17 Always the best of friends Worksheet 18 Teacher s Notes Expectations and Responsibility Worksheet 18 Expectations and Responsibility Worksheet 19 Teacher s Notes... and I love her! Worksheet and I love her! Worksheet 20 Teacher s Notes Act It Out! Worksheet 20 Act It Out! Optional Worksheet Teacher s Notes Great Expectations Film Optional Worksheet Great Expectations Film TESTS Test Test ANSWER KEYS Test 1 and 2 Answer Keys Quizes 1 and 2 Answer Keys Quiz 3 Answer Key Appendix Extra Writing Tasks Audio Track Listings

4 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 2 INTRODUCTION WELCOME TO THE TEACHER S RESOURCE PACK FOR GREAT EXPECTATIONS: THE ELT GRAPHIC NOVEL This photocopiable resource is designed with ease of use in mind. Our aim is to create engaging, fun, easy to use worksheets with the busy teacher in mind! These worksheets are created to encourage ELT students to both widen and develop their use of English, working on reading, writing, listening and speaking, while also developing valuable study skills. While these worksheets focus mainly on language, there are also applications for history and drama. The question types are formulated to reflect the FCE Paper 3 Use of English. We hope you, and your students, enjoy them. 2 Great Expectations for ELT

5 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 3 THE NOVELS AND WRITINGS OF CHARLES DICKENS Charles Dickens penned many plays and was a tireless correspondent, exchanging letters with important figures all over the globe. He campaigned within his writings on numerous social causes such as the dreadful conditions found in workhouses and Yorkshire s boarding schools, on poor relief, conditions in prison, prostitution, child labour, and a wide range of health and welfare issues. Because of his work he was viewed by many as being a champion of the poor; a man who wanted to reform decaying and corrupt systems for the benefit of all. At his height of popularity he was recognised as being the best read writer in the world. 3 Great Expectations for ELT Photocopiable 2010 Heinle, a part of Cengage Learning

6 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 4 TEACHER S NOTES WORKSHEET 1 CHARLES DICKENS S LIFE 1 Students work individually. Tell them to read pages of their books in order to find the information to complete the table. ANSWER KEY: Date What Happened at the Time? 7 February 1812 Charles Dickens was born, the second of eight children. 1821, aged 9 He was sent to school The family moved to London His father was arrested and sent to a debtors prison. Charles went to work in a blacking warehouse. Late 1824 His father was released from prison. Charles returned to school He wrote for several newspapers as a journalist His first story, A Dinner at Poplar Walk, was published. 2 April 1836 He married Catherine Hogarth His first novel, The Pickwick Papers, was published He wrote Oliver Twist as a monthly series A Christmas Carol was published. 9 June 1870 Dickens died. 2 This task aims to show some of the connections between the book and Dickens s life and to focus students attention on some useful vocabulary connected with talking about the book. Students work individually. Before they start, check that they understand the words in the box. Make it clear to them that the missing words are all nouns. Tell them to read through the text and complete the sentences with a word from the box. ANSWER KEY: 1 plot 2 events 3 protagonist 4 education 5 circumstances 6 wealth 7 convict 8 matters 9 debt 10 characters 3 Students work in pairs. Ask them if they know of or have read any of Charles Dickens s books. Perhaps they have read them in their own language, or they may have seen films based on his stories. For instance, they may know Scrooge (from A Christmas Carol) as a character. Tell them to look at the list of titles and circle the ones they think Dickens wrote. ANSWER KEY: The Pickwick Papers, Oliver Twist, A Christmas Carol, The Old Curiosity Shop, Great Expectations. Jane Eyre was written by Charlotte Bronte Frankenstein was written by Mary Shelley The Bostonians was written by Henry James 4 Great Expectations for ELT

7 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 5 WORKSHEET 1 CHARLES DICKENS S LIFE 1 Read pages of your book and complete the timeline of Dickens s life. Date What Happened at the Time? 7 February 1812 Charles Dickens was born, the second of eight children. 1821, aged 9 He was sent to school Late 1824 His father was released from prison. Charles returned to school His first story, A Dinner at Poplar Walk, was published. 2 April His first novel, The Pickwick Papers, was published A Christmas Carol was published. 9 June Great Expectations is one of the most autobiographical of Dickens s novels. Complete the passage using the nouns below. convict events debt circumstances characters education wealth protagonist matters plot Dickens s early life The (1) of Great Expectations contains a lot of details which reflect (2) from Charles Dickens s early life. As a boy, Pip, the (3) in the story, lives in the marsh country in south-east England. Like Dickens, Pip is forced to work at a job he hates and he thinks he is too good for his surroundings. He longs to get an (4), to improve himself and change his (5). Material (6) comes to Pip at an early age and his life is affected by the law, his experiences with an escaped (7) and justice in general. Dickens himself was greatly affected by such (8), since his father had fallen into (9) and had been sent to prison for a time. Also, one of the (10) who helps and influences Pip while he is in London is a law clerk called Wemmick, and this was Dickens s first job upon leaving school. 3 Circle the titles of the books that were written by Charles Dickens. Do you know any others? The Pickwick Papers Jane Eyre Oliver Twist Frankenstein A Christmas Carol The Old Curiosity Shop The Bostonians Great Expectations Hard Times 5 Great Expectations for ELT Photocopiable 2010 Heinle, a part of Cengage Learning

8 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 6 TEACHER S NOTES WORKSHEET 2 THE HISTORICAL SETTING OF THE NOVEL The aim of this worksheet is to provide students with some useful background historical information to help them further understand as they read the story. As you prepare to do this with students, you might like to expand on some of the information, or advise students to do so. The following websites provide useful information aimed at young children, so the language level is suitable for B1 2 level ELT students: Students can work individually or in pairs. The words chosen for this exercise will be useful for students as they read the story, and the aim of the task is to help students guess the meaning of unknown words as they read. Tell students to find the words in column A in the text, and work out which meaning in column B suits each one. ANSWER KEY: 1 f 2 e 3 b 4 a 5 d 6 c 2 Students work individually. Tell them to turn to page 156 of their books. Explain that Great Expectations contains many aspects of life in Victorian England. The text they are going to read outlines some of these. They must read the text and then decide if the statements are true or false. Although this task is not an exam style task, it is designed to help develop students reading skills for multiple choice reading comprehension tasks, which appear in most B2 level examinations. Students should pay careful attention to the wording of the statements and whether they reflect information in the passage or not. ANSWER KEY: 1 T 2 F 3 T 4 T 5 F 3 This task provides students with practice in an open cloze task, while at the same time affording them a useful insight into the historical context of Pip s situation at the beginning of the story. Should students show interest, the BBC website on Victorians (see above) will provide them with a stimulating means of gaining extra information as it contains visuals and only short pieces of text. Tell students to read through the text. Elicit any unknown words. Then tell them to fill each gap with only one word. ANSWER KEY: 1 as 2 no 3 while / whereas 4 would 5 his 6 but / yet 7 like 8 had 9 when 10 due 11 will 12 some / many 4 Allow for opinions to vary here. You could ask them, at what age do you think children should be allowed to work? And what kinds of jobs are suitable for them? You might also like to describe current British / American attitudes towards Saturday jobs and part time jobs that teenagers often do to earn pocket money and then elicit students attitudes towards this. ANSWER KEY: Answers will vary. 6 Great Expectations for ELT

9 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 7 WORKSHEET 2 THE HISTORICAL SETTING OF THE NOVEL 1 Match the words in column A with their meaning in B. A B 1 marsh a country controlled by another 2 protestor b person who owes money 3 debtor c prisoner 4 colony d ships used for transporting prisoners 5 prison hulk e person who publicly demands change 6 convict f wet and muddy area of land 2 Read page 156 of your book and decide whether the following statements are True (T) or False (F): 1 Great Expectations is set in the early nineteenth century. T / F 2 The Industrial Revolution led to a rise in crime all over England. T / F 3 The majority of long-term prisoners at Newgate owed money. T / F 4 One form of punishment was to send prisoners to live in another country. T / F 5 The ships which took the prisoners to the colonies were very comfortable. T / F 3 Open Cloze. Read the passage below and choose one suitable word to fill each gap. Children in Dickens s England In the nineteenth century, factory owners regarded children (1) a source of cheap labour. There were (2) child labour laws until the 1860s, so the children were forced to work long hours, doing unpleasant and often dangerous jobs. Children as young as five were sent to work in coal mines, pushing trucks of coal to the surface, (3) others, like Dickens himself, worked in factories, where many were injured or became ill. A particularly unpleasant job for young orphans was that of a chimney sweep. Small boys (4) be forced to climb up the chimneys of large houses to clean them. Charles Dickens was active in the campaign to stop child labour and (5) writing highlighted many of the terrible conditions under which Victorian children were forced to live. Education was available, (6) few children attended school, as the money they earned from working was too important to the family. Dame schools (7) the one run by Mr Wopsle s greataunt in Great Expectations were little more than childcare centres. Dickens s own education (8) been interrupted (9) he was forced to go and work in a shoe blacking factory. He became successful (10) to his own determination to acquire an education and improve himself. In Great Expectations, Pip feels certain that an education (11) help him become a gentleman and it is believed that he reflects (12) of the writer s own childhood ambitions. 4 Today it is still acceptable for children to work. For example, many teenagers have part-time jobs to earn pocket money. Do you think this is a good idea? 7 Great Expectations for ELT Photocopiable 2010 Heinle, a part of Cengage Learning

10 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 8 TEACHER S NOTES WORKSHEET 3 THE STORY AND MAIN CHARACTERS The aim of this worksheet is to provide students with a brief summary of the main plot and introduce the main characters. As the full story is fairly complex, with various sub plots intertwined with the main thread, providing students with this information before they read will aid their understanding while they read. 1 Students work individually. Before students tackle the task, check that they understand the following vocabulary: adopted, child, apprentice, inherit, benefactor, file (tool). Tell students to read through the text first and then try to fit the sentences into each gap. Elicit the answers and give feedback. This task focuses on reading skills and reflects the gapped text task type seen in Paper 1, Part 2 of the Cambridge FCE examination. ANSWER KEY: 1 e 2 b 3 d 4 f 5 a 6 c 2 The aim of this task is to familiarise students with the names and descriptions of the main characters. Several important characters have been omitted here, but these will be addressed in later worksheets. Students work individually or in pairs. Based on their reading of the plot summary, they create an outline description of each character. ANSWER KEY: Answers may vary, but expect the following. Magwitch: A prisoner whom Pip helps. He never forgets his kindness and devotes the rest of his life to making money so that Pip may become a rich gentleman. Joe: The village blacksmith who is married to Pip s sister. He is a kind, simple man, and loves Pip dearly, remaining loyal to him even when Pip treats him coldly. Pip: A young orphan boy who is raised by his sister and brother in law. He becomes determined to improve himself and his social standing. Estella: A beautiful, but cold, young lady who is cruel to Pip. Pip falls in love with her despite her repeatedly telling him she has no heart. Miss Havisham: A wealthy old woman who is broken hearted and bitter towards all men. She takes revenge by raising her adopted daughter to be cold and to hate all men. Optional extension: With advanced students, follow up these tasks with a discussion question, According to the summary you have just read, what do you think Pip learns from his experiences? ANSWER KEY: Allow for discussion, but do not give students any definite answers. Simply tell them that this question will be addressed again after they finish reading the book. 8 Great Expectations for ELT

11 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 9 WORKSHEET 3 THE STORY AND MAIN CHARACTERS 1 Read the summary of the central story below. Six sentences have been removed. Decide which missing sentences (a f) best fit each gap (1 6). Pip is a young boy whose parents have died. He is being brought up by his sister, who is married to the local blacksmith, Joe Gargery. Mrs Joe is cruel to her brother, but Joe cares for him. (1). Magwitch gets caught, but doesn t tell anyone that Pip helped him. A rich old lady, Miss Havisham, asks Pip to go and play with her adopted daughter Estella. (2). Pip is fascinated by Estella and becomes dissatisfied with his own situation. Miss Havisham is a strange bitter woman who wants to take revenge on men by making Estella hate them. When Miss Havisham tells Pip she no longer needs his services and makes him Joe s apprentice, Pip is unhappy. (3). He is ashamed of his poor home and his rough, dirty job. Then Pip s sister is attacked, and Biddy comes to live with them to care for her. Pip s life suddenly changes when he learns that he has inherited a fortune from someone who wishes their identity to remain a secret. He must go to London and become a gentleman. (4). Pip meets Estella in London, and knows he loves her dearly, but she keeps telling him that she cannot love anyone. Pip learns a lot in London, but he becomes ashamed of his background and is cold towards Joe when he visits him. Pip learns the truth about his inheritance when Magwitch appears. He tells him that he never forgot Pip s kindness on the marshes and has spent his life making money in Australia so that Pip could become a gentleman. (5). At first he hates Magwitch, but comes to care for him as he realises how good the old convict really is. He and his friend, Herbert, decide to help Magwitch escape from England, but they are caught and Magwitch is put in prison. Magwitch dies and Pip loses his wealth. (6). On arriving, he discovers that Joe and Biddy are married. Estella is also to marry, so Pip has no reason to stay. He goes abroad to work for Herbert. When he returns years later, he finds that Joe and Biddy have a family, Miss Havisham has died and Estella s marriage was unhappy, but that her husband has now died. He is drawn to Miss Havisham s old house, where he finds Estella. She is no longer cold and cruel, but sad. They renew their old friendship and the story ends with them walking away together hand in hand. a Pip s dreams are shattered. b Estella is beautiful, but thinks she is too good for Pip and laughs at him. c He regrets his treatment of Joe and returns to the village to try to make it up to him. d He tells his friend, Biddy, that he wants to be a gentleman so that Estella might accept him. e One day Pip helps an escaped convict, called Magwitch, taking him food and a file to cut through his leg irons. f Pip believes that his benefactor is Miss Havisham and that she is preparing him to marry Estella. 2 Based on your reading of the plot, write a brief description of the following characters. 1 Magwitch 2 Joe Gargery 3 Pip 4 Estella 5 Miss Havisham 9 Great Expectations for ELT Photocopiable 2010 Heinle, a part of Cengage Learning

12 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 10 TEACHER S NOTES WORKSHEET 4 SOCIAL CLASSES IN THE NOVEL The aim of this worksheet is to provide students with an idea of the social hierarchy of the characters in the novel, to help them understand some of the attitudes expressed by such people as Miss Havisham, Estella, Uncle Pumblechook and Mrs Joe. Later worksheets will address the prejudices and social ambitions of some of these characters, but here the structure of the Victorian class system is introduced. 1 Students work individually. Tell them to read the text about the social structure of Victorian society and how it is reflected in the novel. Then they must choose the best answer to each question. Elicit answers as a class. ANSWER KEY: 1 b 2 a 3 b 4 a 2 Put students in pairs. Ask them to place the characters into their correct social position on the scale. Note: There are a couple of tricky ones! For example, Miss Havisham is not at the highest level, as her father was a self-made man he made money brewing beer. Students also might find it difficult to place Uncle Pumblechook. Be prepared for some disagreement when eliciting the answers. Also, explain to students that the word underclass is used to show how the Victorians viewed criminals. It is not a term that is used today. ANSWER KEY: Rich upper class Bentley Drummle Self-made upper middle class Miss Havisham Middle class Matthew Pocket Lower middle class Uncle Pumblechook Upper working class Joe Gargery Lower working class Dolge Orlick Underclass Magwitch A useful website for further investigation is: 10 Great Expectations for ELT

13 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 11 WORKSHEET 4 SOCIAL CLASSES IN THE NOVEL 1 Read the text and choose the best answer to the questions that follow. The characters and events in Great Expectations reflect the social attitudes and changes that affected British society in the nineteenth century. As a direct result of the Industrial Revolution, self-made businessmen could also become rich. No longer were there simply the upper class of landowners and the working class, based on birth, but a middle class of educated professionals and businessmen was emerging. This middle class also had several levels, according to the kind of work one did and the amount of money one earned. Charles Dickens, a self-made man, strongly believed in the virtue of an education and hard work. This attitude is represented in the novel by the characters that do well because they work hard. Pip s journey of discovery brings him into contact with all levels of society. Both his meeting with an escaped convict at the beginning of the story and his own simple beginnings influence how he sees the world. He moves from the working class world of a blacksmith s apprentice to Miss Havisham s world of the very rich. In London he gets a taste of life as a middle class gentleman, but is forced back to his humble beginnings before settling in the middle class world of a respectable, hardworking businessman. On the way, he experiences the prejudices and attitudes of each social level and is taught a valuable lesson about his own prejudices. 1 In the nineteenth century, British society... a was made up of two main classes. b was changing dramatically. 2 Charles Dickens was a member of... a the new middle class. b the upper class. 3 In the story, Pip belongs to a... a middle-class family. b working-class family. 4 Towards the end of the story, Pip... a is forced to revise his social views. b becomes ashamed of his background. 2 The following characters are some of the people Pip encounters on his journey. Place them in the most suitable position on the social scale below. Rich upper class Self-made upper middle class Middle class Lower middle class Upper working class Lower working class Underclass Dolge Orlick: works as an unskilled labourer for Joe Gargery, in the forge Matthew Pocket: Pip s schoolteacher in London Joe Gargery: skilled craftsman blacksmith Bentley Drummle: member of a rich family of landowners Magwitch: criminal, deported to Australia where he works hard and makes money Uncle Pumblechook: shop owner Miss Havisham: rich, due to her father making money brewing beer 11 Great Expectations for ELT Photocopiable 2010 Heinle, a part of Cengage Learning

14 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 12 TEACHER S NOTES WORKSHEET 5 CRIME AND PUNISHMENT IN DICKENS S ENGLAND This worksheet aims to focus on crime and punishment in Victorian England and give students an idea of what life must have been like. Although Great Expectations was published in 1861, after the prison hulks had been abolished, the story is set at the beginning of the century, when they were still very much in use. Dickens was strongly affected by his own experiences as a child of Pip s age and determined to free himself from the poverty of his family. This is reflected in Pip s desire to improve his station in life. 1 Students work individually. Ask them to read through the text and write the suitable preposition in each gap. For weaker classes, you may like to write the prepositions they will need to choose from on the board. ANSWER KEY: 1 in 2 to 3 by 4 of 5 in 6 at 7 into 8 in 9 on 10 on 2 Students work in pairs. Tell them to look at the crimes that were punishable by death in the early 1800s and compare them with the kind of punishment that would be likely today. Suggest that they compare horse stealing with car theft today, as the horse was a person s main form of transport in the 1800s. Also, explain that a shilling was an old coin, equivalent to 5 pence today. ANSWER KEY: Answers will vary. Should you wish to investigate this further, a useful website for information is: 3 Elicit students impressions of what life must have been like during the early nineteenth century for the people mentioned. If you have the equipment available, you might find it useful to show your students one of the BBC documentaries on the Victorian period. Alternatively, you could create your own diary entry for one of the characters mentioned, record it and play the recording to the students to give them some initial ideas. ANSWER KEY: Answers will vary. Optional extension: As homework, ask each student to choose one of the above people and write a diary entry for a day in their life. While students often complain about going to school, ask them to consider what life would be like if they couldn t get an education, but had to work instead. Tell them that their diary entries do not need to be long but should contain the person s feelings about their situation. Remind them that while Dickens felt frustrated about his situation as he had had a taste of education, most children who worked in a coal mine would have considered this situation normal. 12 Great Expectations for ELT

15 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 13 WORKSHEET 5 CRIME AND PUNISHMENT IN DICKENS S ENGLAND 1 Punishing Prepositions! Read through the following text and choose a suitable preposition to fill each gap. The rise (1) population during the early nineteenth century, particularly in the cities, led (2) an increase in poverty and therefore in crime. To try to control this, the government decided to impose stricter laws, making many crimes punishable (3) death. Theft (4) someone s property worth over 40 shillings could result (5) the death penalty. Newgate Prison, which features in Great Expectations, was the main prison in London (6) the time. It was divided (7) three main areas, one for men, one for women and one for debtors. Debtors were people who owed money, and they formed the largest group (8) the prison. Serious criminals were either executed or transported to the colonies. As the prisons were overcrowded, those prisoners who were to be transported were usually kept in old warships on the River Thames, known as prison hulks. The decks (9) the hulks were divided into caged cells and the prisoners would be kept there with chains round their waist and ankles until their transportation. The conditions (10) board were terrible. With between eight and ten prisoners kept in each cell, disease was common. THINK 2 Look at the table below of crimes that were punishable by death at the beginning of the nineteenth century. What punishment would criminals receive today for such crimes? Crime Punishment in the Early 1800s Probable Punishment Today Treason crime against Hanging one s country Murder Hanging. Occasionally this sentence was replaced by transportation. Horse stealing Hanging or transportation (until 1830) Housebreaking stealing Hanging or transportation (until 1830) property worth over 40 shillings DISCUSS 3 Life could be very hard in the nineteenth century. Imagine you are each of the following. Describe some of the difficulties you face. 1 A nine year old child working in a coal mine. 2 A convict, awaiting transportation. 3 Charles Dickens, aged 12, leaving school to go and work in a factory. 13 Great Expectations for ELT Photocopiable 2010 Heinle, a part of Cengage Learning

16 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 14 QUIZ 1 NOUGHTS AND CROSSES BEFORE YOU READ (WORKSHEETS 1 5) O 1 Name the prison in London that housed a large number of debtors during Dickens s time. 2 Name the law clerk who helps Pip in the story. 3 What was the name of the woman Dickens married? 4 What kind of job did Dickens do as a boy? 5 Name two other novels by Charles Dickens. 6 What is the name of the girl Pip loves in the story? 7 Name Pip s secret benefactor. 8 Who is Joe in the story? 9 Name Pip s best friend in London. X 14 Great Expectations for ELT

17 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 15 TEACHER S NOTES WORKSHEET 6 VOLUME I, CHAPTERS I VI A FATEFUL MEETING The aim of this worksheet is to gently introduce the students to the story. For this reason, the first exercise simply focuses on the first main event in Pip s life and some of the key vocabulary necessary for students understanding. Ask students to turn to page 6 of their book. Either read the Introduction to them or ask them to read it silently. If you have a map of England available, ask students to speculate where on the map the marshes are and where the prison hulks would have been. Draw students attention to the fact that the story starts in 1812 the year that Charles Dickens was born. Some of the events that shape Pip s development in the story also influenced Dickens during his childhood. 1 Books open. Tell students they are going to listen to the first three chapters, and ask them to follow in their books. Play CD1, Tracks 1 3. Ask students to complete the summary using the words from the box. Do not pre-teach vocabulary at this stage. Play the CD tracks again and allow students to complete the task. Elicit answers and explain any words the students had difficulty with. ANSWER KEY: 1 orphan 2 prisoner 3 hulk 4 blacksmith 5 file 6 brought 7 steal 8 fired 9 forge 10 leg-iron 2 Books closed. You might like to treat this as a class discussion. Ask students what they think happens to Pip and to speculate about the prisoner s fate. ANSWER KEY: Answers will vary. 3 Books closed. Tell students to read the statements 1 5 and then listen closely to what happens next. Play CD1, Tracks 4 6. Allow students time to answer the questions. Play the tracks again so that students can check their answers, before eliciting them. ANSWER KEY: 1 F 2 T 3 F 4 F 5 T 4 1 Elicit students views on Joe s and Pip s attitudes towards the prisoner. ANSWER KEY: Answers may vary, but expect the following. They feel sorry for him. Students may not know why, but try to elicit that Joe and Pip feel that prisoners are treated unfairly, that the conditions on board the hulks are terrible and that some people s attitude was that the laws regarding petty crime were too strict. 2 Encourage students to talk about their first impressions of the characters. Try not to lead their thoughts too much. It doesn t matter at this point if students disagree. ANSWER KEY: Answers may vary, but expect the following. Pip: A young orphan; scared; not sure of his place in the world. He wants to do the right thing but is afraid of what might happen to him. Joe: A good, kind man, simple in his ways, who seems almost as afraid of his wife as Pip is. Mrs Joe Gargery: Strict and mean. She seems unhappy and resents having to look after Pip. The prisoner: Rough and frightening to start with, but is kinder when he learns that Pip is an orphan. He wants to protect him from getting into trouble, which suggests that he s not all bad. 15 Great Expectations for ELT

18 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 16 WORKSHEET 6 VOLUME I, CHAPTERS I VI A FATEFUL MEETING RESEARCH 1 Books open. Listen to Chapters I III and read along in your book. Fill each gap with one suitable word from the box to complete the summary below. steal prisoner blacksmith hulk brought forge fired file leg-iron orphan It s 1812, and a young boy called Pip lives in the Marshlands of south-east England. Pip is an (1) and is looking at the graves of his parents and brothers when he meets a stranger. The stranger is a (2) who has escaped from a prison (3) on the river nearby. When Pip tells him that he lives with the local (4), Joe Gargery, the man immediately orders him to bring food and a (5). Pip runs home and is very frightened. His sister, who has (6) him up, is strict, and he wonders how he is going to (7) food for the prisoner. That evening, a gun is (8) as a warning that a prisoner has escaped from the prison ship. Pip does not sleep well, but wakes up very early the next morning, takes some food from the kitchen and the file from Joe s (9) next door, and runs to meet the man. He finds another man at first, who runs away without speaking to him. Then he finds the one he is looking for, who eats the food hungrily. When Pip tells him about the other man, he stops eating and grabs the file to cut his (10). Pip is frightened of him and runs home. THINK 2 Books closed. What do you think happens to Pip when he gets home? Do you think the prisoner gets caught? 16 Great Expectations for ELT Photocopiable 2010 Heinle, a part of Cengage Learning

19 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 17 WORKSHEET 6 CONTINUED VOLUME I, CHAPTERS I VI A FATEFUL MEETING 3 Books closed. Listen to Chapters IV VI and decide whether the following statements are True (T) or False (F). 1 When Pip gets home, his sister has discovered that food is missing. T / F 2 When Uncle Pumblechook drinks some brandy, it tastes horrible. T / F 3 The soldiers come to arrest Joe. T / F 4 Pip tells the soldiers where to find the prisoner. T / F 5 The soldiers catch the prisoner. T / F DISCUSS 4 1 Books open. How do Joe and Pip seem to feel about the prisoners? Why? 2 What are your first impressions of the following characters? Discuss and make notes: Pip Joe Mrs Joe Gargery The prisoner 17 Great Expectations for ELT Photocopiable 2010 Heinle, a part of Cengage Learning

20 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 18 TEACHER S NOTES WORKSHEET 7 VOLUME I, CHAPTERS VII XIII UNSETTLING EVENTS The aim of this worksheet is to encourage students to form their own impressions of the key characters and express their ideas. 1 Books open. This is a comprehension exercise. Tell students they are going to listen to and read Chapters VII X. They should read through the questions and options. Play CD1, Tracks Students follow in their books. Allow them time to consider the answers to the questions. Play the tracks again so that they can check their answers. ANSWER KEY: 1 b 2 a 3 a 4 b 5 b 6 a 7 a 8 b 2 Books open. Students work alone. This task aims to encourage students to express their own ideas, without too much prompting. ANSWER KEY: Answers may vary, but expect the following. 1 Estella is very rude and condescending towards Pip. She treats him very badly because Miss Havisham has taught her to feel that she is too good for any man. 2 Pip is shocked at being treated this way but then feels ashamed. He does not feel good enough for Estella. We see that he lacks confidence and feels afraid and ashamed easily. He is concerned about what people think of him. 3 The last option to this question leaves it open to interpretation. Some students may choose, So that Estella can hurt him, but they may come up with some interesting ideas of their own. When eliciting the answer to this question, allow for some disagreement. Tell students to explain their choice in each case. 3 Tell students to think about Joe s character. Why can t he speak to Miss Havisham? Is Pip surprised by this? ANSWER KEY: Answers will vary, but expect the following. 1 Joe is happy with his low position in society. He has no expectations. He thinks Miss Havisham is too important to talk to him directly, and he is uncomfortable in her presence. 2 Pip seems surprised by Joe s behaviour and it lowers him in his eyes, as it makes him seem common. He doesn t realise that Joe is happy with his life as it is. 18 Great Expectations for ELT

21 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 19 WORKSHEET 7 VOLUME I, CHAPTERS VII XIII UNSETTLING EVENTS RESEARCH 1 Books open. Listen to and read Chapters VII X. Choose the best answer to the following questions. 1 Pip is taught to read by... a Mr Wopsle s great-aunt. b another orphan, called Biddy. 2 Miss Havisham is a rich old lady who knows... a Uncle Pumblechook. b Joe. 3 When Pip arrives at the house, Estella is... a rude to him. b quite friendly towards him. 4 Miss Havisham is dressed in... a a white nightdress. b an old wedding dress. 5 Estella makes Pip feel... a angry with her. b ashamed of himself. 6 At home, Pip lies about his visit because he... a is upset about it. b wants to trick his sister. 7 The man in the pub has... a something for Pip. b a message for Joe. 8 What is Mrs Joe s reaction to the appearance of the money? a Excitement. b Suspicion. THINK 2 Books open. Listen to and read Chapters XI XIII. Think about the following: 1 How does Estella treat Pip? Why? 2 Why does Pip react in the way he does? What does this tell us about his character? 3 Why has Miss Havisham asked Pip to visit Satis House? Choose the best answer: a To play with Estella. b So that Estella can hurt him. c To keep Miss Havisham company. d Another reason. DISCUSS 3 When Pip takes Joe to visit Miss Havisham, Joe does not talk directly to her. 1 Why? 2 How does Pip feel about this? 19 Great Expectations for ELT Photocopiable 2010 Heinle, a part of Cengage Learning

22 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 20 TEACHER S NOTES WORKSHEET 8 VOLUME I, CHAPTERS XIV XVIII PIP S EXPECTATIONS The listening and reading tasks have been separated into two parts to help students understand the developments. 1 Books closed. Tell students they are going to listen to Chapters XIV XVI. They should read through the quotes and match them to each character as they listen. Play CD1, Tracks Allow students time to make their choices. Then draw their attention to the second part of the question. Tell them they are going to listen to the piece again and that they should write down who each speaker is referring to. Play the tracks again. Check answers as a class. ANSWER KEY: 1 e Pip 2 c Orlick 3 b Mrs Joe 4 d Miss Havisham 5 a Mr Wopsle 2 ANSWER KEY: 1 Pip is talking about Joe. 2 Orlick is talking to Mrs Joe. 3 Mrs Joe is replying to Orlick s rude remark. 4 Miss Havisham says this to Pip about Estella. 5 Mr Wopsle says this to Pip at the pub, when Mrs Joe is attacked. Optional extension: You may wish to extend this, by asking such questions as: Who do you think attacks Mrs Joe? How does Pip feel about working in the forge? Do you feel sorry for Orlick? 3 Books open. Tell your students they are going to listen to and read Chapters XVII XIX, which brings us to the end of Volume I. Play CD1, Tracks Ask them to read the beginning of the summary. Tell them they should complete it in not more than 70 words. Explain that a summary simply gives the basic events, without details of conversations etc. ANSWER KEY: Answers may vary, but expect the following.... and tells Pip he has inherited a fortune. The man is Mr Jaggers, Miss Havisham s lawyer. Pip cannot believe his luck, but Joe is upset, as he realises he will lose Pip. Pip now believes he is really too good for Joe and Biddy as he is going to be a gentleman. He upsets both of them and the parting is difficult. 4 This task aims to get students thinking about Biddy s position. She obviously loves Pip but he is blind to her feelings. Try to place the students in her position. Tell them to open their books at page 46 and read the last two frames. They should imagine what Pip and Biddy are thinking while they are talking. ANSWER KEY: Answers will vary. 20 Great Expectations for ELT

23 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 21 WORKSHEET 8 VOLUME I, CHAPTERS XIV XVIII PIP S EXPECTATIONS 1 Books closed. Listen to Chapters XIV XVI. Match the quotations in column A with the characters who say them in column B. A B 1 I did not think he was good enough for me. a Mr Wopsle 2 You d be everybody s master if you could. b Mrs Joe 3 I know what to do with all kinds of lying, cheating men! c Orlick 4 She s learning to be a lady, far away. Do you feel that you have lost her? d Miss Havisham 5 Something s happened at your place, Pip! e Pip 2 Who are they talking about? Books open. Listen to and read Chapters XVII XIX. Complete the summary of what happens to Pip. Pip accepts life as a blacksmith s apprentice and notices some pleasant changes in Biddy, but cannot forget Estella. He tells Biddy of his feelings, not realising that he is hurting her. Suddenly, one evening, a man comes up to him in the pub... 4 We know what they say, but what are they thinking? Read what Pip and Biddy say on pages of your book. Then imagine what they are thinking and write their thoughts. 21 Great Expectations for ELT Photocopiable 2010 Heinle, a part of Cengage Learning

24 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 22 TEACHER S NOTES OPTIONAL WORKSHEET THE NEWS 1 Hold a class discussion to elicit and generate ideas about the characters reactions and the reasons for them. Check students understanding of the words in the box. In particular, elicit their ideas for overlapping feelings. Then allow students time to fill in the Venn diagram. ANSWER KEY: Answers will vary, but expect the following. Biddy: disappointed, heartbroken, angry, insulted (by Pip s snobbish attitude) Joe: heartbroken, upset, disappointed (by Pip s attitude) Pip: excited, afraid, frustrated and insulted (by Biddy s disapproving attitude), lonely 2 ANSWER KEY: Pip is obviously excited, as this is his dream come true. However, he is a little afraid of the changes he is about to make and is frustrated by Biddy s disapproving attitude. He mistakes it for jealousy. He suddenly feels lonely, as he realises this separates him from both Joe and Biddy. Biddy is disappointed and heartbroken, as she realises there is now no chance of Pip being interested in her. Then she becomes offended and angry at Pip s snobbish attitude towards both her and Joe. Joe realises he will lose Pip completely. He loves him deeply, and so expresses his anger at the situation by getting angry with Jaggers. He knows Pip wants this, and so tries not to show his frustration at Pip s attitude. However, he cannot hide his sadness. Both Joe and Biddy realise this means the end of their close relationship with Pip. Pip doesn t fully realise this yet. 3 Elicit students impressions of Biddy s feelings here. Tell them to put themselves in her position and imagine how they would feel about the way Pip has treated them since hearing the news of his wealth. Encourage some heated reactions! ANSWER KEY: Answers will vary but expect the following. Expressions of hurt, bitterness, anger and possibly resignation. She knows he s gone for good and he ll never be hers. 22 Great Expectations for ELT

25 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 23 OPTIONAL WORKSHEET THE NEWS 1 Mr Jaggers s news of Pip s inheritance brings mixed reactions from the three characters below. Using the words in the box to help you, build a picture of their feelings in the Venn diagram. Where the circles overlap, place feelings that they share. angry upset heartbroken excited afraid snobbish disappointed insulted lonely frustrated Pip Biddy Joe 2 Why do they react like this? Pip: Biddy: Joe: 3 Imagine you are Biddy. Pip has just left for London. Write your diary entry for the events leading up to his departure. 23 Great Expectations for ELT Photocopiable 2010 Heinle, a part of Cengage Learning

26 28833_00_Great_ELT_P01-31.QXD 11/17/09 9:04 PM Page 24 TEACHER S NOTES WORKSHEET 9 VOLUME II, CHAPTERS I VI NEW EXPERIENCES 1 Books open. The aim of this task is to get students speculating about Pip s reactions to what he sees and experiences, by responding to the language he uses to describe them. The vocabulary box is there to generate vocabulary, but encourage students to extend this. Check that they understand unpredictable, distant and snobbish. Tell them to open their books to page 57. Ask them to pay particular attention to what Pip says about the items in the box London, Jaggers and Wemmick. Play CD2, Tracks 1 and 2. Allow students time to complete the table. Elicit answers as a class. ANSWER KEY: Answers may vary, but expect the following. London Jaggers Wemmick dark, unpleasant, frightening, dirty, ugly cold, distant, unpredictable, rude, snobbish, frightening polite, formal, distant 2 Books closed. Make sure students read the rubric carefully. The statements are all incorrect. They must listen to Chapters III and IV (CD2, Tracks 3 and 4) and then write correct statements in the spaces provided. Play tracks 3 and 4. Pause, then play them again. Allow students time to finish writing and then elicit answers. Encourage them to support their answers with examples from what they hear. ANSWER KEY: 1 Estella is Miss Havisham s adopted daughter. 2 Handel was a composer who wrote a piece of music about a blacksmith. 3 Miss Havisham had a (half ) brother, as her father secretly married his cook and had a son. 4 The man she fell in love with took lots of money from her. 5 Miss Havisham stopped the clocks when she received a letter from her fiancé breaking off the wedding. 3 1 Books open. Tell students they are going to listen to and read Chapters V and VI. They should compare Wemminck s behaviour at the office and at home. ANSWER KEY: Answers may vary slightly, but expect the following. Wemmick at the Office polite, but formal and distant Wemmick at Home friendly, relaxed, creative, talkative, caring towards his elderly deaf father 2 He has to deal with many unpleasant situations and characters in his work, and so is determined to keep his home life separate. He has built a kind of castle to protect himself and his father from all the unpleasantness in the world. 4 Elicit students responses to this question by encouraging discussion. If students are struggling, write the following on the board for them to consider: Jaggers wants people to be afraid of him. He doesn t like showing his feelings. As a lawyer, he doesn t like people to know what he is thinking. Encourage students to explore these possibilities. ANSWER KEY: Answers will vary. 24 Great Expectations for ELT