Upper-Intermediate
1A
English – a global language
Background
Bill Bryson was born in Des Moines, Iowa in the USA in
1951, and now lives in Britain. As well as writing books on
the English Language, he has also written a large number
of travel books, which are full of humorous anecdotes
about the people he has met on his travels. His books are
well-known and popular in Britain.
Pronunciation
lingua franca /"lINgw@ "fr&Nk@/
Pasteur /p&s"t3:/
Randolph Quirk /"r&ndQlf "kw3:k/
Lincoln /"lInk@n/
Notes on the unit
4 Ask students to read both extracts again and answer
the questions.
Answers
1 they need to have a single language to avoid misunderstandings;
most planes are made in the US or Europe; early aviation was
pioneered in the US.
2 They both use English, although none of their members are
native speakers of English.
3 Staff could not communicate in either German or Chinese.
4 Neither of the country’s main languages was used in advertising,
only English.
5 It is a well-known organization in the country that has done
most to resist the spread of English.
6 He does it to highlight the huge number of Chinese students of
English
7 330 million
8 44
9 1,600 million / a third of the world’s population 10 English is used in most scientific papers and many European
business deals.
1 Ask students to do the quiz individually or in pairs,
then check their answers (the answers are at the
bottom of page 4 in the student’s book).
What do you think?
2 Discuss the question as a class. Ask students to read
the extracts quickly to check their answers.
Discuss as a class, or first in pairs/groups, and then as a
class.
Answer
the use of the English language (in aviation, between people of
different non-English speaking nationalities, in Chinese schools, in
scientific papers)
PROJECT
Students can do this as homework, but could also prepare
it in class, working in pairs.
3 Ask students to find the words in extract 1 and choose
the correct meanings.
Answers
1 shared language of communication
2 communication 3 people who started it
4 ironically
5 large advertisements in the street
6 language
7 gradual takeover
8 from now on
New Headway Upper-Intermediate Culture and Literature Companion Teacher’s Guide 1 Upper-Intermediate
1B
Multicultural Britain
Background
As discussed in the text, modern Britain is very
multicultural, although this is more obviously the case
in some parts of the country than others. Immigrants
who have arrived in Britain since the Second World
War have tended to settle in the major cities such as
London, Manchester and Birmingham, and rural areas
of Britain still remain much less multicultural than the
cities. Immigration, and the extent to which it should
be restricted, remains an important political subject in
Britain.
When immigrants began to arrive in Britain from India,
Pakistan and Bangladesh in the 1950s, many of them
started restaurants. For many Britons, this was their first
opportunity to taste food from other countries, and the
highly-spiced dishes on offer soon became popular with
British diners. Curry, mentioned in the text, is a general
name for any spicy dish of meat, fish or vegetables.
Notes on the unit
1 Put students in pairs to discuss the questions, then
have a class discussion.
2 Ask students to do the quiz, either individually or in
pairs.
3 Ask students to read the text quickly to check their
answers.
Answers
1b 2c 3b 4b 5a 6b 7c 8a
5 Ask students to find words in the text which match the
meanings.
Answers
1 diverse
2 races
3 settle
4 prejudice
5 famine
6 immigration
7 ethnic
8 flow
9 refugees
10 persecution
11 community
12 descended from
What do you think?
Discuss as a class, or first in pairs/groups, and then as
a class. You could point out to students that in Britain
the debate over integration often centres on religious
issues, with questions such as: Should Muslim girls be
allowed to wear traditional clothing at school? Should
children of other faiths learn about Christmas traditions
at school in Britain? Should the government fund faith
schools specifically for children of other faiths in Britain?
Language is another issue, with questions such as: Should
the health service and other government departments
fund interpreters for immigrants who are unable to speak
English? Should immigrants to Britain be obliged to take a
test in English?
PROJECT
Students can do this as homework, but could also prepare
it in class, working in pairs.
4 Ask students to read the text again and match the
ethnic groups to the reasons for immigration.
Answers
1d 2c 3b 4h 5a 6f 7g 8e
New Headway Upper-Intermediate Culture and Literature Companion Teacher’s Guide 2 Upper-Intermediate
2A
Three tourist sights
Background
Many famous prisoners have been held in the Tower
of London over the centuries, including Guy Fawkes,
who plotted to blow up the Houses of Parliament, and,
perhaps most famously, two young claimants to the
throne, Edward V of England and his brother Richard of
Shrewsbury, known as the ‘Princes in the Tower’. The Tower
of London attracts around 2.5 million visitors a year.
Sydney Harbour Bridge was in fact designed and built by
a British firm from the north east of England. As well as
BridgeClimb, visitors can also do the Discovery Climb, in
which they ascend the lower chord of the bridge and view
its internal structure. On New Year’s Eve there is always
a spectacular display of fireworks on the bridge, and the
bridge itself is lit up with a different display of lights each
year.
During its 29 years of operation, the penitentiary of
Alcatraz claimed that no prisoners had successfully
escaped. There were fourteen attempts, involving 31 men.
23 were caught, six were shot and killed during their
attempt, and two drowned.
Pronunciation
William the Conqueror / "wIlj@m D@ "kQNk@r@/
Yeoman Warders /"j@Um@n "wO:d@z/
Cullinan /"kVlIn&n/
Sydney /"sIdni/
Paramatta River /p&r@"m&t@ "rIv@/
UNESCO /ju:"nesk@U/
Alcatraz /"&lk@tr&z/
Al Capone /"&l k@"p@Un/
3 Ask students to find the words in the texts and work
out their meanings.
Answers
A: chamber – a room, traitor – a disloyal person, beheaded – had
their head cut off as a punishment, axe – a heavy tool normally
used for cutting wood, ravens – large black birds, clipped – cut a
little bit
B: interlocking – joining neatly, traverse – to cross on foot,
dusk – the period in the evening between light and dark,
overalls – a long single garment worn over clothes ,
catwalks – narrow paths, breathtaking – amazing
C: penitentiary – a prison (US), notorious – famous for something
bad, inmate – a prisoner, portrayed – shown in a book, film etc,
maritime – relating to the sea, sanctuary – a place of safety
What do you think?
Discuss as a class, or first in pairs/groups, and then as a
class.
ROLEPLAY AND CLASS DISCUSSION
Put students into pairs to prepare their questions. Put
students into different pairs to act out the dialogue.
Discuss the questions as a class, encouraging students to
express their opinions and agree and disagree with each
other.
Notes on the unit
1 Ask students to read the texts quickly. Discuss the
questions as a class.
2 Ask students to read the texts again and answer the
questions.
Answers
1B 2C 3A and C 4C 5A 6C 7A and C 8C 9B 10A and C 11B 12A 13B 14A 15B
New Headway Upper-Intermediate Culture and Literature Companion Teacher’s Guide 3 Upper-Intermediate
2B
Gulliver’s Travels
Background
Jonathan Swift (1667–1745) was born in Dublin and
attended university there before moving to London in
1688. Although Gulliver’s Travels is a satire, intended for
adults, simplified versions of it are often read by children
in Britain, and there have been many film and stage
versions aimed at young and family audiences.
Pronunciation
Lemuel Gulliver /"lemju:@l "gVlIv@/
Blefuscu /"blefUsku:/
Brobdingnag /"brQbdINn&g/
Laputa /l@"pu:t@/
Houhynhms /"hu:InImz/
1 Discuss the question as a class.
2 Ask students to read the Factfile and complete it.
Answers
1 satire 2 early 1770s 3 Lilliput 4 inhabitants 5 rejection 6 society
3 Ask students to read the extract quickly and answer
the question.
Answer
They were about ten times bigger than ‘normal’ humans.
4 Ask students to find words in the extract to match the
meanings.
Answers
1 stile 2 uppermost 3 endeavouring 4 hedge 5 spire-steeple 6 stride 7 whence 8 whereupon 9 hook 10 scythe 11 well clad 12 reap
5 Ask students to read the extract again and answer the
questions.
Answers
1 The steps were too high.
2 one of the people who live in the country
3 the man who had chased his boat
4 The man was enormous; he took huge steps.
5 He ran away and hid in the corn.
6 the man’s voice
7 a device for amplifying the human voice; a loud-hailer (used at
public meetings)
8 He is the boss; they were more poorly dressed than him and did
what he told them to do.
9 agricultural/farming work
10 nine
6 Ask students to read the second extract and answer the
questions.
Answers
1 why countries go to war; the concept of war is unknown there
2 greed by rulers for more territory or people to rule; politicians
trying to divert attention from their failed policies; conflicting
points of view
3 the details that cause conflict between different religions and
cultures (‘whether flesh be bread, or bread be flesh; whether
the juice of a certain berry be blood or wine’ refers to the
disagreements between Catholics and Protestants over Christ’s
message at the Last Supper); ‘whether whistling be a vice or
a virtue’ refers to the use of music in church; ‘whether it be
better to kiss a post, or throw it into the fire’ refers to the use
of objects such as the crucifix. He makes these differences of
opinion sound completely ridiculous by taking them out of any
context
4 the most unimportant (‘indifferent’) matters
5 to satirise the causes that lead to war between nations
6 The satire is still relevant because in modern times we still see
the continuing desire for conquest by powerful leaders (e.g.
Napoleon, Hitler); the use of foreign wars to distract people
from problems at home (arguably the reason behind Mrs
Thatcher’s war with Argentina in 1982, and the first American
invasion of Iraq in 1990); ridiculous reasons for declaring war
(e.g. the sovereignty of the Falkland Islands, nearly 13, 000km
from the UK, with a population of less than 3,000 people), and
the non-existent weapons of mass destruction in Iraq 2003.
What do you think?
Discuss as a class, or first in pairs/groups, and then as a
class.
PROJECT
Students can do this as homework, but could also prepare
it in class, working in pairs.
New Headway Upper-Intermediate Culture and Literature Companion Teacher’s Guide 4 Upper-Intermediate
3A
The British Press
Background
As discussed in the texts, traditionally British newspapers
used to be divided into the ‘serious’ newspapers, printed
in a large format and known as ‘broadsheets’, and the
sensational gossip-rich newspapers, printed in a smaller
format and known as ‘tabloids’. In recent years, most
of the serious newspapers have switched to a smaller
format, which has made the linguistic distinction
between broadsheet and tabloid more blurred, although
the two types of newspaper still remain as far apart as
ever in terms of their content. The ‘serious’ newspapers
are: The Daily Telegraph, The Times, The Guardian and
The Independent. The ‘tabloids’ are: The Sun, The Daily
Express, The Daily Star and The Daily Mirror. The Daily
Mail falls between the two groups, with some serious news
reporting but also a large amount of sensational news.
Pronunciation
The Daily Telegraph /D@ "deIli "tel@grA:f/
The Guardian /D@ "gA:di@n/
Notes on the unit
1 Discuss the question as a class.
2 Ask students to read the texts quickly to understand
the general meaning, without worrying if they don’t
understand every word. Discuss the questions as a
class, or ask students to discuss in pairs and then
follow up with a class discussion.
Answers
left-wing: Guardian, Independent;
right-wing: Telegraph, Times.
No, the analysis is not objective, as the writer has strong views on
these newspapers and their readership and expresses them freely.
5 Ask students to answer the questions.
Answers
1 It suggests they are old, conservative and affluent, living in rural
areas.
2 It means the newspaper is not afraid to show what it stands for.
The writer suggests that the Guardian makes no attempt to be
neutral, and perhaps it should do.
3 The range of political opinions, from extreme left to extreme
right.
4 People who profess to be upset by the suffering of the poorer
members of society, and believe in slightly left-wing political
solutions (‘socialist’ views have traditionally been labelled as
red, so ‘pinko’ or ‘pink’ means ‘slightly socialist’). The writer is
contemptuous of these people.
5 Using the Internet to report news items.
6 refuse to believe all of it
7 The name of the paper is The Independent. It means it is also
independent by nature, and asks whether the reader is, too.
8 Not honest enough to say something openly. Tabloid.
9 It rhymes with ‘newspaper’, and suggests a newspaper that
prints opinions rather than facts.
10It shows that common perceptions of the newspaper are
no longer valid. The writer equates these perceptions with
a description of workers in the City of London as they were
several decades ago.
What do you think?
Put students into groups of three or four to discuss the
questions, then follow up with a class discussion.
PROJECT
Students can do this as homework, but could also prepare
it in class, working in pairs.
3 Ask students to find words in the texts which match
the meanings.
Answers
1 broadsheet 2 circulation 3 dailies 4 prospectus 5 stance 6 heavyweight 7 presses 8 editorials 9 tabloid 10 gazettes
4 Ask students to read the texts again and match the
statements to the correct newspapers.
Answers
1 I 2 G 3 T 4 DT 5 T 6 I 7 T 8 G 9 DT 10 G 11 DT 12 I 13 DT 14 T 15 G 16 I
New Headway Upper-Intermediate Culture and Literature Companion Teacher’s Guide 5 Upper-Intermediate
3B
The Clinging Woman
Background
Crime fiction is one of the most widely-read genres of
fiction in Britain, and Ruth Rendell is one of the country’s
most popular crime authors. She has written novels under
her own name and also under the pseudonym Barbara
Vine. The Inspector Wexford series was made into a
popular TV series. In recognition of her achievements,
Ruth Rendell was made a life peer (a title for her lifetime,
but which will not be passed on to her children) in 1997,
and sits in the House of Lords.
The two photographs on page 14 show two fictional
detectives who have appeared in popular TV series in
Britain: Inspector Morse, a detective created by the author
Colin Dexter, and Hercule Poirot, a Belgian detective
created by Agatha Christie.
Pronunciation
Ruth Rendell /"ru:T /"rendl/
1 Discuss the questions as a class.
2 Ask students to read the extract quickly and answer
the questions.
Answers
1 no 2 Lydia Simpson 3 she and the man met again
3 Ask students to find the expressions in the extract and
explain their meaning.
Answers
1 a tall residential building
2 a dangerous action done as part of a film
3 a model of the human body
4 holding onto something secure
5 became less brave
6 a conversation about other people’s private lives
7 being the centre of attention
8 it became less interesting because it was no longer new
9 a hero (patron saint of England)
10 extreme
11 arranged
12 to walk away
4 Ask students to read the extract again and answer the
questions.
Answers
1 the city: high-rise blocks, car park, paved courts
2 He had heard a low-flying aircraft overhead.
3 the sky and the plane
4 that he was dreaming
5 that it was part of a film scene; there was nobody filming from
below
6 desperately, clutching, trying to kill herself, trying to stay alive
7 They treated him as if he were a hero; he was uncomfortable
with this.
8 She was not the sort of person he would imagine would try to
kill herself.
9 He was worried what the neighbours might say if they saw her
on the doorstep.
10 relieved that she had gone
5 Ask students to work individually or in pairs to answer
the questions about how the text is written.
Answers
1 Yes. It begins with action, a mystery and the possibility of a
developing relationship between the two main characters, even
though they are very different.
2 To begin by focusing attention purely on the dramatic action,
rather than introducing distracting details about the individuals
involved.
3 It has the effect of making the scene more dramatic, and also
gives the feeling of someone who has just woken up and isn’t
thinking properly yet, jumping from one thought to another.
4 ‘arrow’ – because it moves very quickly, and from that distance
looks shaped like an arrow
5 l.7 dreaming, l.13 unbelievable, l.27 come (to thank), l.29 what
anyone else would have done, l.41 meet again
What do you think?
Discuss the questions as a class, or first in pairs/groups,
and then as a class.
PROJECT
Students can do this as homework, but could also prepare
it in class, working in pairs. Allow students to read each
other’s summaries, and ask which book they are going to read.
New Headway Upper-Intermediate Culture and Literature Companion Teacher’s Guide 6 Upper-Intermediate
4A
Great British Myths
Background
The photographs show Stonehenge, Leeds Castle, the
White Cliffs of Dover, and Hadrian’s Wall.
Stonehenge is a prehistoric monument located in the
county of Wiltshire in England. There has been much
speculation by historians as to how the huge stones were
brought to the site and lifted into position. The site was
made a UNESCO World Heritage Site in 1986.
Leeds Castle, which is close to the village of Leeds in the
south of England, dates from the 12th century.
The White Cliffs of Dover are the first parts of England
that can be seen when crossing the English Channel from
France, and have therefore become symbolic of England.
Hadrian’s Wall was a long defensive wall built by the
Romans along what was then the border between England
(which was occupied by the Romans) and Scotland (which
was hostile to the Roman occupation).
There has been much debate in Britain in recent years
about the poor level of general knowledge, especially
among young people, and whether this is due to failings
in the education system. It is also true that many British
families spend as many of their holidays as possible
abroad, seeking sunnier climates, and so are less familiar
with the famous landmarks at home.
Pronunciation
Stonehenge /st@Un"henDZ/
Hadrian’s Wall /"heIdri@nz "wO:l/
Heligan /"helIg@n/
Mevagissey /mev@"gIsi/
Cornwall /"kO:nwO:l/
Pennines /"penaInz/
Nelson’s column /"nels@nz "kQl@m/
Trafalgar Square /tr@"f&lg@ "skwe@/
Chequers /"tSek@z/
Scone Palace /"sku:n "p&l@s/
3 Ask students to read the text again, match the features
with the mistakes and correct the mistakes.
Answers
2g – It’s in Kent, not West Yorkshire.
3a – They’re chalk, not sandstone.
4c – They’re in Cornwall, not Babylon (Mesopotamia – modern-day
Iraq).
5i – They’re in England, not between France and Spain.
6d – They were built before 2000BC, not in Roman times.
7h – It’s in northern Britain, not China.
8j – It’s a rural area, not a theme park.
9b – It’s the Prime Minister’s country home, not the Queen’s.
10f – It’s the historic site of Scottish coronations, not a place
where scones (small round cakes) are sold.
4 Ask students to form the collocations and match them
with the definitions.
Answers
1 be well up on, g
2 a closed book, e
3 common misconceptions, a
4 a fascinating insight into, d
5 a close second, j
6 on shaky foundations, c
7 be under the impression that, f
8 along the lines of, i
9 sheds light on, h
10 failed to make it, b
What do you think?
Discuss as a class, or first in pairs/groups, and then as a
class.
PROJECT
Students can do this as homework, but could also prepare
it in class, working in pairs.
Notes on the unit
1 Discuss the questions as a class.
2 Ask students to speculate on the questions, then ask
them to read the text quickly to check their answers.
Answers
1 2500BC – 2000BC (18% wrong)
2 running down the centre of England (21% wrong)
3 in Trafalgar Square, London (5% of London’s population wrong)
New Headway Upper-Intermediate Culture and Literature Companion Teacher’s Guide 7 Upper-Intermediate
4B
The Importance of Being Earnest
Background
Oscar Wilde (1854–1900) was an Irish playwright, poet
and author. He is known for his lively wit, and many
quotations from his works are known by British people.
Wilde spent two years in prison for his homosexuality,
which was a crime in Britain until the 1960s. After
his release, he moved to France and never returned to
England or Ireland. His other works include the novel
The Picture of Dorian Gray and the poem The Ballad of
Reading Gaol, written while he was in prison.
Pronunciation
Oscar Wilde /"Qsk@ "waIld/
Lady Bracknell /"leIdi "br&kn@l/
Algernon /"&ldZ@nQn/
Cecily /"sesIli/
tragicomedy /"tr&dZi"kQm@di/
1 Ask students to read the short extract and say whether
they think the play is a comedy or tragedy.
Answer
a comedy
2 Ask students to match the types of comedy to their
definitions.
Answers
1d 2a 3b 4c
5 Ask students to read the extracts again and answer the
questions.
Answers
1 coolly, in a matter-of-fact way – she starts taking notes
2 she is probably not as naïve as she may seem (she is already
thinking about books sales)
3 further compliments like ‘absolute perfection’
4 possibly because she is not well educated and has not spent
much time reading and writing
5 of the adverbs ‘wildly’, ‘passionately’, ‘devotedly’ and
‘hopelessly’, she only finds the last one inappropriate. Also, as
she is busy writing down every word he says, his stated love for
her hardly seems hopeless (at this stage).
6 She has always dreamt about falling in love with someone of
that name; she feels it inspires complete confidence.
7 He is pretending not to be called Algernon, so talks
hypothetically about having a name other than Ernest – such as
Algernon.
8 to ask him to change Algernon’s name to Ernest
9 Algernon says his name is rather aristocratic and that is the
name of many bankrupt men, which is an unexpected link
between the nobility and poverty. Cecily asserts that Dr
Chasuble is extremely knowledgeable because he is not a writer,
implying that the two are mutually exclusive.
10 darling, my dear child, my own dear, sweet, loving little darling
What do you think?
Discuss as a class, or first in pairs/groups, and then as a
class.
PROJECT
3 Ask students read the background and the extract and
decide what type of comedy the play is.
Students can do this as homework, but could also prepare
it in class, working in pairs.
Answer
a comedy of manners
4 Ask students to find words in the extracts to match the
meanings.
Answers
1 offend 2 frankly 3 does you great credit 4 pray 5 devotedly 6 pity 7 object to 8 chaps 9 bankruptcy 10 rector 11 rites 12 christening
New Headway Upper-Intermediate Culture and Literature Companion Teacher’s Guide 8 Upper-Intermediate
5A
British Youth and the Future
Background
Demographically, the number of young people in Britain
is declining. At the same time, the number of retired
people is increasing each year, which means that today’s
young people may have to work harder and longer than
previous generations to support the ageing population.
As the text suggests, recent surveys seem to suggest that
Britain’s young people are moving away from seeing
material wealth as their most important goal in life, and
tend to value human relationships and quality of life as
more important.
Notes on the unit
1 Discuss the questions as a class.
5 Ask students to read the text again and decide if the
statements are true, false or not stated.
Answers
1 F 2 NS 3 F 4 T 5 F 6 NS 7 T 8 F
What do you think?
Discuss as a class, or first in pairs/groups, and then as a
class.
PROJECT
Students can do this as homework, but could also prepare
it in class, working in pairs. You might want to revise the
use of the linking expressions with the class, focusing on
the positions were expressions can be used in sentences,
and the use of commas. You could teach the following as
pairs with similar usage: although / whereas, in addition /
moreover, nevertheless / however.
2 Ask students to discuss the questions in pairs, then
read the text quickly to check their answers.
Answers
1 Girls are more likely than boys to choose being happy as their
main ambition.
2 16- to 19-year-olds are more likely than 12- to 15-year-olds to say
that their main ambition is to be happy.
3 Young people from wealthy families are more likely to choose
being happy as their main ambition than young people from
poorer families.
3 Ask students to read the text again and complete the
figures.
Answers
1 50 2 10 3 33 (1/3) 4 25 5 20 6 25 7 8 8 3 9 18 10 9
4 Ask students to find expressions in the text to match
the definitions.
Answers
1 a substantial proportion
2 respectively
3 the latter
4 fulfilment
5 contrary to what might be expected
6 significant factor
7 quarter / quartile
8 conversely
9 household
10 respondent
New Headway Upper-Intermediate Culture and Literature Companion Teacher’s Guide 9 Upper-Intermediate
5B
Louis MacNeice – Prayer Before Birth
What do you think?
Discuss as a class, or first in pairs/groups, and then as a
class.
PROJECT
Background
Louis MacNeice has inspired many other poets since his
death, particularly in Northern Ireland. He once wrote,
‘Poetry in my opinion must be honest before anything
else.’
Students can do this as homework, but could also prepare
it in class, working in pairs.
Pronunciation
Louis MacNeice /"lu:i: m@k"ni:s/
1 Discuss the questions as a class.
2 Ask students to read the text about Louis MacNeice
and complete it with the missing words.
Answers
1 playwright 2 lecturer 3 producer 4 dictator 5 masterpiece 6 democracy 7 totalitarianism 8 height 9 fears 10 death
3 Ask students read the extract quickly and match each
stanza to its summary.
Answers
1D 2F 3A 4C 5E 6B
4 Ask students to read the extract again and answer the
questions.
Answers
1 possibly parents, humanity, God
2 vampire bats, rats, stoats (small mammals with sharp teeth),
deformed evil spirits; they give the poem an insistent rhythm
3 being imprisoned, drugged, tricked, tortured, killed; real world
events were the genocide, the concentration camps, the secret
police in the dictatorships of the 1940s
4 drugs dope, wise lies lure, black racks rack, blood-baths
5 natural things and purity (‘white light’); they were/are becoming
less common in the modern world
6 say evil things and carry out evil deeds, betrayal, killing (possibly
as a result of conscription), the death of his/her spirit
7 ‘rehearse me in the parts I must play and the cues I must take’
– the child feels it needs preparation and practice to be able to
do the right things in life
8 mountains frown, white waves call, desert calls; they are all
powerful forces that must be resisted; life is governed by
external forces – the individual can do no more than follow the
directions given by others
9 killers, tyrants who feel they should control the world, such as
Hitler
10 It gives the poem a momentum, a feeling of inevitability.
New Headway Upper-Intermediate Culture and Literature Companion Teacher’s Guide 10 Upper-Intermediate
6
Working hours in Britain
Background
Although Britain is part of the EU, it chooses to opt out
of the EU regulations setting a maximum of 48 hours
for the working week. Many people in Britain feel that
limiting working hours would be bad for businesses
and also bad for individuals, as many people on lower
incomes rely on extra overtime payments to increase their
weekly earnings. However, many people also accept that
the long-hours working culture in Britain is not good for
individuals or families.
Amicus, mentioned in the text, is a trade union which
represents skilled workers.
Pronunciation
EU /i: "ju:/
Amicus /"&mIk@s/
1 Discuss the questions as a class.
2 Ask students to read the text quickly and choose the
correct answer.
Answer
B
3 Ask students to find the words in the text and match
them with their definitions.
Answers
1g 2h 3a 4j 5i 6b 7d 8e 9f 10c
4 Ask students to read the text again and decide if the
statements are true or false.
Answers
1 T 2 T 3 F 4 F 5 T 6 F 7 F 8 T
5 Ask students to match the people with the points they
mention in the text.
Answers
1C 2B 3A 4C 5B 6A 7C 8D 9A 10C 11C 12B
What do you think?
Discuss as a class, or first in pairs/groups, and then as a
class.
PROJECT
Students can do this as homework, but could also prepare
it in class, working in pairs.
New Headway Upper-Intermediate Culture and Literature Companion Teacher’s Guide 11 Upper-Intermediate
7
A sonnet by William Shakespeare
Background
The plays of William Shakespeare are studied by all
children in British schools. His sonnets, which deal with
themes such as love, beauty, politics and morality, are
also popular and can be heard regularly on radio poetry
programmes.
A couplet is a group of two lines and a quatrain is a group
of four lines. Iambic pentameter is a rhythm used in
poetry, in which each line consists of ten syllables, made
up of five pairs of syllables.
In the first line of the second stanza, the word ‘fixed’
should be pronounced with two syllables /"fIks@d/.
Pronunciation
Shakespeare /"SeIkspI@/
Shakespearean /SeIks"pI@ri@n/
quatrain /kwQt"reIn/
couplet /"kVpl@t/
iambic pentameter /aI"&mbIk pen"t&m@t@/
1 Ask students to read the sonnet quickly, without
worrying if they don’t understand every word. Discuss
possible titles as a class.
Suggested answers
True love, What real love is, Love that lasts forever, etc
4 Ask students to read the sonnet again and answer the
questions.
Answers
1 what love is: 2
what love is not: 1, 2 and 3
narrator’s certainty: 4
2 It slows it down.
3 love: ‘that looks’; ‘mark’ refers to a ‘sea-mark’. These were
familiar rocks that guided sailors, and, like modern-day
lighthouses, they can be said to ‘look’ down on the stormy seas
and the ships on them.
4 It is the star to every wandering barque
5 time: within his bending sickle’s compass, love alters not with
his brief hours.
This is the traditional figure of Father Time, the old man with a
beard and a sickle. As the sickle was also used for reaping crops
when they are ready, he is also portrayed as the Grim Reaper,
the figure of Death who comes to take us when our time has
come.
6 ‘sickle’s compass come’
What do you think?
Discuss as a class, or first in pairs/groups, and then as a
class.
PROJECT
Students can do this as homework, but could also prepare
it in class, working in pairs.
2 Ask students to work in pairs to complete the text.
Check answers, and check understanding of quatrain,
couplet and iambic pentameter (see ‘Background’ notes
above).
Answers
1 fourteen 2 twelve 3 four 4 two 5 cdcd 6 gg 7 ten 8 five
3 Ask students to match the lines with their modern
equivalents.
Answers
1g 2e 3b 4h 5a 6f 7d 8c
New Headway Upper-Intermediate Culture and Literature Companion Teacher’s Guide 12 Upper-Intermediate
8A
The British weather
Background
The British weather is notoriously changeable and often
unsettled, and many types of weather can be experienced
in a single day. Western parts of the UK are generally
milder, wetter and windier than eastern parts. Eastern
areas are generally drier, cooler and less windy, and also
experience the greatest daily temperature variations.
Northern parts of the UK are usually a few degrees cooler
than the south.
Pronunciation
Benjamin Orlove /"bendZ@mIn "O:lVv/
1 Discuss the questions as a class.
2 Ask students to speculate why British people talk about
the weather so much. Ask them to read the text quickly
to check their answers.
Answers
Reasons given in the text: 2, 5, 6
3 Ask students to find the collocations in the text and
match the words, then match the collocations with
their definitions.
Answers
2 natural reserve, d
3 miss the point, i
4 global warming, b
5 weather patterns, j
6 cultural identity, g
7 daily routine, h
8 deeply embedded, a
9 come to light, f
10 diary keeping, c
4 Ask students to read the text again and match the
writers with the points they make.
Answers
1C 2B 3E 4B 5A 6B 7D 8E
What do you think?
Discuss as a class, or first in pairs/groups, and then as a
class.
PROJECT
Students can do this as homework, but could also prepare
it in class, working in pairs.
New Headway Upper-Intermediate Culture and Literature Companion Teacher’s Guide 13 Upper-Intermediate
8B
William Wordsworth – Composed Upon
Westminster Bridge
Background
William Wordsworth is one of the most popular and
widely-read British poets. Westminster Bridge is one
of the many bridges across the River Thames in central
London, close to the Houses of Parliament. The Lake
District, so-called for its landscape of lakes, rivers and
mountains, is in the north west of England and is a
popular destination for people wanting to go walking in
the countryside.
Pronunciation
Wordsworth /"w3:dzw@T/
ballad /"b&l@d/
limerick /"lIm@rIk/
elegy /"el@dZi/
1 Refer students to the photographs and discuss the
question as a class.
2 Ask students to read the text quickly and answer the
question.
Answer
The Lake District in Cumbria; a beautiful area of lakes, rivers and
mountains.
7 Ask students to read the poem again and answer the
questions.
Answers
1 ABBA, CDC, DCD
2 the notion that a city can be more beautiful than the natural
world
3 someone lacking the ability to appreciate beauty and splendour
4 between the splendour associated with majesty and the very
human associations of touching, reflecting the poet’s outlook
5 by not stating the subject until the fourth line
6 majesty, splendour, mighty; we associate these words with
royalty
7 doth like a garment wear, to compare the aura that envelopes
the city to an item of clothing
8 majesty, bare, steep, houses seem asleep, that mighty heart
9 that it took him by surprise; Dear God!
10 the use of to show with Earth; garment and wear with City; his
with sun; his own sweet will with river; houses seem asleep; that
mighty heart is lying still
What do you think?
Discuss as a class, or first in pairs/groups, and then as a
class.
PROJECT
Students can do this as homework, but could also prepare
it in class, working in pairs.
3 Ask students to read the text again and complete it
with the missing words and numbers.
Answers
1 1770 2 eight 3 Cambridge 4 Switzerland 5 France 6 1793 7 Romantic 8 1802 9 Coleridge 10 financial 11 Dorothy 12 1850
4 Ask students to match the sentence halves describing
different types of poetry.
Answers
1d 2e 3a 4c 5b
5 Ask students to read the poem quickly and answer the
questions.
Answers
sonnet, morning
6 Ask students to find the archaic forms in the poem to
match the modern equivalents.
Answers
fair/beautiful, doth/does, unto/to, ne’er/never, glideth/glides
New Headway Upper-Intermediate Culture and Literature Companion Teacher’s Guide 14 Upper-Intermediate
9
Social networking in Britain
Background
A large proportion of teenagers in Britain have their own
computer, usually in their bedroom. The use of social
networking sites by teenagers gives cause for concern
in Britain, with some parents worrying about the risks
teenagers face by giving out their personal details online,
and educationalists worrying that teenagers are spending
too many hours a week on their computers, at the expense
of their studies. Some health professionals have also
expressed concern about the number of young people
staying up until late at night on networking sites, and so
not getting enough sleep.
1 Discuss the questions as a class.
2 Ask students to read the text quickly and answer the
questions.
Answer
Bebo, MySpace, Facebook; using them on mobile phones
3 Ask students to complete the notes with the correct
percentages from the text.
Answers
1 90% 2 33% 3 19% 4 54% 5 50% 6 7% 7 49% 8 32%
4 Ask students to find words in the text to match the
meanings.
Answers
1 profiles 2 registered 3 posting 4 spammers 5 hackers 6 cyber doctor 7 static 8 session 9 navigation 10 faster connectivity
5 Ask students to read the text again and decide which
five statements are made.
Answers
statements 1, 4, 7, 8, 9
What do you think?
Discuss as a class, or first in pairs/groups, and then as a
class.
PROJECT
Students can do this as homework, conducting a survey of
young people they know. Alternatively, you could conduct
a class survey using the questions provided, and then ask
students to write a report using the results.
New Headway Upper-Intermediate Culture and Literature Companion Teacher’s Guide 15 Upper-Intermediate
10A
Binge-drinking in Britain
Background
Binge-drinking, especially among teenagers, is a serious
problem in the UK. Excessive drinking leads to fights,
accidents and health problems, all of which are expensive
for the country.
Throughout the UK the sale of alcohol is restricted. Shops
must have a special licence to sell alcoholic drinks, and
pubs, cafes and restaurants require a licence to serve
alcohol to customers. The hours during which alcohol
can be sold are also restricted. These strict ‘licensing laws’
were brought in during the nineteenth century, partly as a
result of pressure from Temperance Societies, which were
established by religious groups in response to the growing
problem of drunkenness and alcoholism among workingclass people. In recent years, the licensing laws have been
relaxed, in the hope that fewer restrictions and a more
relaxed attitude towards alcohol might lead to a reduction
in binge-drinking.
The ‘male-dominated boozer’ mentioned in the text is
a reference to the traditional British pub (‘booze’ is an
informal word for ‘to drink alcohol’). Until the 1960s,
pubs were very male-dominated, and women rarely went
into a pub if they were not accompanied by a man.
Pronunciation
binge-drinking /"bIndZ "drINkIN/
lager louts /"lA:g@ "laUts/
4 Ask students to find the words in the text and guess
their meaning.
Answers
1 a name used to describe something
2 new
3 invented
4 tradition
5 out of control behaviour
6 results of past events
7 created
8 intelligent
9 introduce
10 becoming more similar
11 drinking
12 showing signs of
5 Ask students to read the text again and decide whether
the statements are true, false or not stated in the text.
Answers
1 F 2 F 3 NS 4 T 5 T 6 F 7 F 8 NS 9 F 10 F
What do you think?
Discuss as a class, or first in pairs/groups, and then as a
class.
PROJECT
Students can produce their leaflet as homework, but could
also prepare it in class, working in pairs.
1 Discuss the questions as a class.
2 Ask students to read the text quickly and decide what
type of text it is.
Answer
B
3 Ask students to look in the text and match the words
to form collocations, then match the collocation with
their definitions.
Answers
2 aggressive outbursts, k
3 road rage, b
4 loose boundaries, j
5 rapid expansion, d
6 licensed premises, h
7 cultural ambivalence, a
8 disinhibited behaviours, f
9 first-rate incentive, i
10 male-dominated boozer, l
11 drunken swill, c
12 vertical drinking establishments, g
New Headway Upper-Intermediate Culture and Literature Companion Teacher’s Guide 16 Upper-Intermediate
10B
The War of the Worlds
Background
H. G. Wells (1866–1946) was an English writer best
known for his works of science fiction. He was born in
Kent, in the south of England and when, at the age of 12,
he was bed-ridden with a broken leg, he developed a love
of reading novels, which later developed into a desire to
write. Wells studied science at university and was also
interested in politics, becoming a member of the socialist
Fabian Society. His best known works include The War of
the Worlds, The Time Machine, The Invisible Man and The
First Men in the Moon. His works are still widely read, and
there have been film and TV adaptations of several of his
novels.
Pronunciation
Martian /"mA:S@n/
1 Discuss the questions as a class.
2 Ask students to speculate on what kind of aliens they
expect to find in the novel. Ask them to read the
extract quickly to check their answers.
3 Ask students to match the groups of words with their
meanings.
Answers
1e 2d 3b 4h 5c 6g 7a 8f
4 Ask students to answer the questions individually or in
pairs.
Answers
1 by describing it little by little, keeping the reader guessing
2 They vary, sometimes very short and sometimes quite long. This
changes the pace and helps to increase the tension in the reader,
who doesn’t know what to expect next.
3 a) glistened like wet leather
b) like the fall of a great mass of leather
4 It creates the impression of an eye-witness account, giving the
reader the feeling of being present at the vital moments, and
able to imagine the fear he/she would feel.
5 Ask students to read the extract again and answer the
questions.
Answers
1 He assumed they would resemble humans.
2 They were like snakes; in Greek mythology, the Gorgons had
snakes for hair.
3 He moved backwards through the crowd, but still looking ahead.
4 Gravity on Earth was greater than on the alien’s planet.
5 the look in its (huge) eyes
6 He couldn’t stop looking at the aliens, rather than watching
where he was going.
7 the sound of a scream
8 He was too afraid.
What do you think?
Discuss as a class, or first in pairs/groups, and then as a
class. You might like to read the following quote to the
class, from chapter 1 of The War of the Worlds, which
suggests that Wells feels that humans can certainly be
taken as a model for how a technologically superior race
might behave aggressively and destructively towards a less
developed one:
‘And before we judge them [the Martians] too harshly, we
must remember what ruthless and utter destruction our
own species has wrought, not only upon animals, such
as the vanished bison and the Dodo, but upon its own
inferior races. The Tasmanians, in spite of their human
likeness, were entirely swept out of existence in a war of
extermination waged by European immigrants, in the
space of fifty years. Are we such apostles of mercy as to
complain if the Martians warred in the same spirit?’
PROJECT
Students could do the task for homework, or could do the
research for homework and then write the account in class,
working in pairs.
New Headway Upper-Intermediate Culture and Literature Companion Teacher’s Guide 17 Upper-Intermediate
11A
Great British Inventions
Background
Charles Babbage (1791–1871) is generally considered
to be the first person to have developed the concept of
a programmable computer. As mentioned in the text,
the Difference Engine was never completed. Recently,
a Difference Engine was made by the Science Museum
using Babbage’s original plans – and it worked!
The famous ‘Rocket’ was designed and built by the
company Robert Stephenson and Company in Newcastle.
It was innovative in that it could travel faster than
previous locomotives, while using less fuel.
As discussed in the text, early designs of the bicycle were
uncomfortable and not particularly safe. The development
of a safe and relatively cheap form of bicycle brought huge
social benefits to Britain, allowing people to travel further
to work and also allowing women to travel independently.
Pronunciation
Charles Babbage /"tSA:lz "b&bIdZ/
Stephenson’s Rocket /"sti:v@ns@nz "rQkIt/
1 Discuss the question as a class, then ask students to
read the texts quickly to check their ideas.
Answers
The Difference Engine was very similar in concept to the
modern computer, though of course it is totally dissimilar in its
construction.
Stephenson’s Rocket was similar to steam locomotives of the
1960s, but not to today’s trains.
The Rover Safety Bicycle was very similar to a modern bicycle.
2 Ask students to find the details in the texts and
complete the table.
Answers
1 London 2 1832 3 Charles Babbage 4 Newcastle 5 1929 6 Robert Stephenson 7 Coventry 8 1885 9 J. K. Starley
3 Ask students to find the words in the texts and match
them with their meanings.
Answers
1e 2k 3b 4l 5j 6a 7c 8d 9i 10f 11g 12h
4 Ask students to find the words in the texts and work
out their meanings.
Answers
1 refused to continue working
2 angry and disappointed
3 pull
4 keep following
5 get on and get off
6 production
5 Ask students to read the texts again and answer the
questions.
Answers
1 Joseph Clement
2 its size and number of working parts
3 the Analytical Engine
4 Clement refused to continue working because of a disagreement
with Babbage; it upset him deeply for the rest of his life
5 yes; money, political issues, the inventor’s personality and (poor)
management skills
6 it strengthened his position as a top engineer and contractor,
nationally and internationally
7 in a competition involving different designs
8 the idea of pulling railway carriages by cable, powered by a nonmoving steam engine; it was dropped
9 they followed the same basic design; it was better and faster
than earlier models; for over a century
10 It was dangerous; it was not stable, and was difficult to get on
and off.
11 Its wheels were both about the same size, it had a frame in the
shape of a diamond, the back wheel was driven, it used a chain
to transmit energy and the rider was nearer the ground.
12 using mass-production manufacturing processes
13 motor vehicles
What do you think?
Discuss as a class, or first in pairs/groups, and then as a
class.
PROJECT
Students can do this as homework, but could also prepare
it in class, working in pairs. Display students’ texts on the
classroom wall, and you could have a class vote for the top
invention of all time. Students might be interested to learn
that in a recent vote by listeners to BBC Radio, the bicycle
was voted the number one invention.
New Headway Upper-Intermediate Culture and Literature Companion Teacher’s Guide 18 Upper-Intermediate
11B
Dr Jekyll and Mr Hyde
Background
Robert Louis Stevenson (1850–1894) was a Scottish
novelist, poet and travel writer. He is known especially
for his adventure stories, which include Treasure Island
and Kidnapped, and his collection of poems for children
entitled A Child’s Garden of Verses. There have been
several film versions of The Strange Case of Dr Jekyll and
Mr Hyde, and the term ‘Jekyll and Hyde’ has come into the
language to describe someone whose personality appears
to undergo an abrupt transformation from gentleness to
aggression.
Pronunciation
Dr Jekyll /"dQkt@ "dZekl/
Mr Hyde /"mIst@ "haId/
1 Discuss the questions as a class.
2 Ask students to read the extract quickly and choose the
correct summary.
Answer
C
3 Ask students to find the words in the extract and
match them with the meanings.
Answers
1e 2a 3j 4b 5c 6h 7f 8i 9d 10g
4 Ask students to find the words in the extract and work
out their meanings.
Answers
1 the top part of a building at the front, between the two sides of
the roof
2 for a long time
3 the doorway
4 notice
5 caught hold of (literally by getting hold of someone’s collar)
6 take advantage of
4 he felt it was a dangerous area
5 he shouted, started running, caught the man, and took him back
to where it had happened
6 she had not been seriously hurt, just scared
7 he instantly hated him, wanted to kill him – unusual for a doctor
8 destroy his reputation and finances; the women on the street
9 so there would not be any bad publicity
10 small; walking quickly but heavily; inhuman; gives very
unpleasant looks; scared but calm, with an air of evil around him
like the devil (Satan)
6 Ask students to answer the questions individually or in
pairs.
Answers
1 He introduces the fact that we are going to hear a ‘very odd
story’ in the opening dialogue, then slowly recounts the event
and the reactions of people to what happened; he describes the
scene in a way that makes us feel that something bad is going to
happen – the ugly doorway, the eerily quiet streets at night –
and only gradually gives more detail about the man. He lets us
know that something bad is coming (‘and then came the horrible
part of the thing;’) and just as the story seems to have become
something relatively ordinary, he keeps the reader interested by
announcing, ‘But there was one curious circumstance.’
2 street after street, street after street; all the folks asleep, all
lighted up, all as empty as a church; a man listens and listens
3 streets: as empty as a church – quiet, deserted
the man: like some damned Juggernaut – a powerful,
unstoppable force
the doctor: about as emotional as a bagpipe – cold, unfeeling
the women: as wild as harpies – dangerously angry
the man: really like Satan – evil, as bad as the Devil
4 That they would make … his name ‘stink’ throughout: literally
cause it to ‘smell bad’, but here it means destroy his reputation.
5 By having him speak in a way that does not match his
appearance: Hyde refers to himself as a ‘gentleman’ keen to
avoid repercussions, and apparently able to pay any amount of
money.
6 Suggested answers: All at once…, I gave a few halloa…, Well, the
child…, Well, sir, he was like…, And all the time…
What do you think?
5 Ask students to read the extract again and answer the
questions.
Answers
1 it was sinister, unfriendly, and in very bad condition; someone
who doesn’t take care of anything
2 the door; it had been neglected, used to light matches, cut with
a knife
3 Mr Enfield; because it reminded him of a strange series of events
Discuss as a class, or first in pairs/groups, and then as a
class.
PROJECT
Students can do this as homework, but could also prepare
it in class, working in pairs.
New Headway Upper-Intermediate Culture and Literature Companion Teacher’s Guide 19 Upper-Intermediate
12
Oscar Wilde – The Picture of Dorian Gray
Background
Students have already studied an extract from one of
Oscar Wilde’s plays, The Importance of Being Earnest. The
Picture of Dorian Gray is Wilde’s only novel, published
in 1890. In the story, Dorian Gray, an extraordinarily
handsome young man, remains youthful-looking, while
the portrait that Basil Hallward painted of him ages on his
behalf and reflects his inner moral corruption.
Pronunciation
Dorian /"dO:rI@n/
5 Ask students to find words in Extract B to match the
meanings.
Answers
1 started 2 buttonhole (because the flower is put through the
buttonhole of the jacket) 3 dusky 4 shuddering 5 linger 6 quivering 7 ardent 8 fancy 9 untarnished 10 burden 11 seared 12 bloom
6 Ask students to read the extract again and answer the
questions individually or in pairs.
Answers
personification: the light (struggled)
metaphors: flooded the room, swept the fantastic shadows, lay
shuddering, quivering, ardent
1 Discuss the questions as a class.
What do you think?
2 Ask students to read Extract A quickly and answer the
questions.
Discuss as a class, or first in pairs/groups, and then as a
class. Students might be interested to know that at the end
of the novel, Dorian, in a fit of rage, picks up a knife and
plunges it into the painting. His servants hear a cry from
inside the locked room and send for the police. They find
Dorian’s body, stabbed in the heart and suddenly aged,
withered and horrible, beside the portrait, which has
reverted to its original form.
Answers
1 that he will become ugly as he grows older
2 that the person in the picture would grow old, but he would not
3 he seems extremely vain, and given to fantasy
3 Ask students to read the extract again and answer the
questions.
Answers
1 wizen – become dried-up (similar to wrinkled); dim – no longer
bright (colourless); steal – be lost (same meaning as pass away);
mar – spoil (he would become dreadful, hideous etc); uncouth –
horrible (goes with dreadful, hideous); pang – strong unpleasant
feeling (of pain), amethyst – purple semi-precious stone (eyes
deepened, indicating change of colour)
2 like a knife
3 made each delicate fibre of his nature quiver; a mist of tears; as
if a hand of ice had been laid upon his heart
4 ‘were’ is the subjunctive form of ‘be’, used to express a
hypothesis within a second conditional structure (… I would give
everything).
PROJECT
Students can do their project as homework, but could also
prepare it in class, working in pairs.
4 Ask students to read Extract B and complete the
summary of it.
A000608
Answers
1 portrait 2 changed 3 light 4 expression 5 blind 6 sunlight 7 mouth 8 cruelty 9 doubt 10 think 11 wish 12 young 13 beauty 14 old 15 impossible 16 picture
New Headway Upper-Intermediate Culture and Literature Companion Teacher’s Guide 20