A “PEOPLE’S STORIES” APPROACH
TO COUNTRY STUDIES
Country-studies form an essential part of any foreign language course. It is commonly accepted that apart from conventional areas of study (pronunciation, vocabulary, grammar) teachers should introduce their students to various aspects of the country of the language they are mastering.
It is beyond any doubt that country-studies broaden the mind but it also can be very stimulating for our students and give them motivation for learning the foreign language. It is one of the basic teaching principles: students must be motivated. Time and again I have noticed that even the students who do not seem to be inclined to study English are generally very enthusiastic about learning new things and discussing them if the topic under consideration is another country.
I usually devote three or four classes a month to what is often termed as “Britishness”. Over the past few years I have worked on developing this part of the syllabus and have come up with a set of texts to use as supplementary material in my class. These texts are mostly about famous and important Britons who made an outstanding contribution in their professional field and shaped the image of the UK abroad: writers (the Nobel Prize in literature winners Harold Pinter and William Golding), scientists (Steven Hawkins), and travellers. I find this “study the country through its people’s stories” approach very efficient and while preparing this material I was having as much fun as my students are having now when working on it.
These texts are suitable for upper-grade students who have mastered the tense-system, passives and certain conditional types as well as the indefinite forms, hence it is not necessary to control the language of the text. The rest is simple: use an interesting story that can capture the reader’s imagination.
Every text has practice exercises for oral and written work. The way I use this material is as follows:
Translating the text is given as a home assignment. In class we discuss some points of interest: was this text really interesting? (if the answer is “no”, it is a good idea to ask why) Have you learned anything new from this text? Have you ever heard anything about these people, places? etc.
Referring to the first text I am giving as an example I usually give one of the students an assignment to prepare a short report on Francis Drake, since he is mentioned in the text and some knowledge of his biography is required to fully understand this material. In short, we are trying to bring the text alive.
Then, worksheets with exercises are handed out. Some exercises can be done individually, some are for work in groups.
Read the biography of Sir Francis Chichester – a famous British businessman, aviator, and yachtsman. His greatest achievement is a solo circumnavigation of the world, which he completed in 1967 in his yacht Gipsy Moth IV.
Text 1
Sir Francis Chichester
Chichester was born in Devon in 1901. After school he decided not to continue his education and went to work in New Zealand instead. Chichester proved to be an exceptionally successful businessman, without a high school diploma or any theoretical knowledge of management he set up a land agency which turned out to be very profitable. The agency was so successful that in 1927 Chichester, having become a millionaire in his early 20s, formed an airline. By his 30th birthday, Chichester was one of the richest people in the world. But it was not his achievement in business that made him famous worldwide. Chichester spent the rest of his life setting new travelling records – an ambition he had been longing to fulfil for a long time.
Chichester returned to England in 1929 and, only three months after gaining his pilot’s license, made a solo flight from London, England to Sydney, Australia in a Gipsy Moth biplane. His next flight was across the Tasman Sea from Australia to New Zealand. He attempted a round-the-world solo flight in 1931 but this ended in disaster when his plane hit telegraph wires in Katsuura Harbour, Japan. This accident resulted in Chichester having been heavily injured. It took him two years to fully recover. Nevertheless, he did not lose a single minute, in these two years he collaborated with the British Air Ministry and contributed to improvements in navigation technique. After World War II he expanded his business empire setting up Francis Chichester Ltd to publish maps and guidebooks.
The spirit of adventure returned to Chichester in 1953 when his first yacht, Gipsy Moth II, was launched. In 1960 he won the first Trans-Atlantic Race, in a record time of 40 days, 12 hours, 30 minutes.
He entered the second Trans-Atlantic Race in 1964 but was beaten into the second place by a French yachtsman.
The sea was also to provide him with his next and greatest challenge, a solo circumnavigation of the world. He left Plymouth, England, on August 29, 1966, and arrived in Sydney 107 days later, by way of Cape of Good Hope. It took him 119 days to return via Cape Horn to Plymouth on May 28, 1967. For this achievement, Francis Chichester was knighted by Queen Elizabeth II and was presented with the sword of Sir Francis Drake; this part of the voyage – more than 24,000 km in length – was at that time the longest single cruise made by a small vessel without stopping.
He made one further solo trans-Atlantic voyage in 1971 and was going to participate in the 1972 Trans Atlantic Race but ill health forced him to abandon his plans. Sir Francis Chichester died on August 26, 1972.
EXERCISES
1. Choose the right answer.
1. After school Chichester…
a. started working
b. went to college
c. started travelling
2. In 1927 Chichester set up…
a. a land agency
b. a publishing company
c. an airline
3. His attempt to fly around the world in 1931 ended in disaster in…
a. France b. Japan c. China
4. He crossed the Atlantic Ocean for the first time in…
a. 1954 b. 1970 c. 1959
5. When he got his pilot’s license, Chichester flew…
a. from Australia to England
b. from New Zealand to Australia
c. from England to Australia
6. It took him…months to circle the globe in his yacht.
a. 5 b. 9 c. 7
2. Answer the questions.
1. Why is Chichester described as an exceptionally successful businessman?
2. Apart from business, what was Chichester’s greatest ambition?
3. When did he fly from England to Australia for the first time?
4. How long did it take him to recover after his plane crashed in 1931?
5. How many times did Chichester cross the Atlantic Ocean?
3. Complete the sentences.
1. Although Francis Chichester can not be described as a well educated person…
2. His company Francis Chichester Ltd. published maps and guidebooks…
3. His involvement with the British Air Ministry led to…
a. …considerable improvements in navigation technique.
b. …he succeeded in building a business empire that made him one of the richest people in the world.
c. …reflecting its founder’s deep interest in travel.
4. Complete the sentences.
1. Chichester had to give up his idea of taking part in the 1972 Trans Atlantic Race because…
2. Chichester turned his attention to the sea and purchased his first yacht in 1953 after…
3. …not only made him famous but also brought him a knighthood and a precious gift from the Queen.
4. …because he had to recover from his injures.
5. Why do you think the British Queen chose to present Francis Chichester with the sword of Francis Drake? Did these two travellers have anything in common? The British consider strength and courage to be two main features of their national character. Can you say that Sir Francis Chichester embodied both these qualities? Give the sentences from the text that can prove it.
6. Answer these questions.
1. Have you ever heard about any other British travellers and explorers?
2. Do you know any famous Russian travellers?
3. Who was the first Russian to complete the solo circumnavigation of the world?
As a rule, I reserve exercises 1 (Multiple choice questions), 2 (Wh-type questions) and 5 (Discussion) for oral work. Then the class is divided into groups (from 2 to 5 students in each) to fulfil exercises 3 and 4 which implies interpretation of the text. When working with this particular text I sometimes make good use of the map asking the students to draw the route of Chichester’s round-the-world voyage – a task that never fails to puzzle them!
As a rule the text has only grammatical patterns that have already been mastered by the students. I use this opportunity to review some grammar points. It can be done in the following way:
Notice this sentence
This accident resulted in Chichester having been injured heavily.
This sentence contains a half-gerundial complex.
Assignment: Раскройте скобки и составьте из данных слов герундиальный комплекс.
Model: I am afraid of (she, to lose) the way – I am afraid of her losing the way.
1. I remember (he, to ask) for this CD last week.
2. I can not insist on (you, to stay) a little longer because you might miss your bus.
3. He does not like (we, to be late) for the lecture.
4. Do you mind (I, to close) the window?
5. She complained about the sound of (children, to play).
6. I do not remember (you, to say) before that you liked the film.
7. I was surprised at (my son, to finish) his homework so quickly.
8. My friend did not object to (I, to keep) his DVD two days longer.
9. I insist on (you, to phone) your uncle and (to borrow) some money.
10. He expressed astonishment at (we, to spend) our holiday in Scotland.
11. We did not go to the movie because of (my brother, to lose) our tickets.
12. For some time the idea of (primary school students, to be taught) two foreign languages has been discussed in our country.
This grammar drill exercise is also suitable for written work or as a home assignment.
Text 2
Harold Pinter
In 2005 The Swedish Academy awarded the Nobel Prize in Literature – the world’s most prestigious prize in this field – to British playwright Harold Pinter. The Academy said in its statement that “Pinter is the foremost representative of British drama in the second half of the 20th century”.
Harold Pinter was born to a working class family 1930. At school he joined the drama club and started writing short plays. His main interest was literature, with Ernest Hemingway being his favourite writer.
After school Pinter attended London’s Royal Academy of Dramatic Arts and in 1952 started working as an actor for BBC Radio. His first published play was “The Room” which appeared in 1957. The critics did not think highly of it. “The Room” received very bad reviews in the press. It was a story about a man who is threatened by strangers for an unknown reason. Pinter went on to write 29 plays, all of which follow the same pattern: they are set in a single room, where people are threatened by other people whose intentions the audience can not understand. The themes usually exploited by Pinter are: menace, jealousy, hatred and mental disturbance.
“The Homecoming” (1965) is the most famous and the most enigmatic of all Pinter’s plays. It has been produced around the world to wide critical acclaim. The plays tell us the story of Englishman Teddy who brings his American wife to London to meet his family. The plot centres around Teddy’s bizarre relations with his weird relatives.
Although his work for the theatre made Pinter famous, he did not benefit much from his popularity. For many years he had to live in a small cheap flat on the outskirts of London. To provide for his family he continued to act on stage in various London theatres.
Harold Pinter is also a noted political activist. His views are generally considered to be those of a convinced pacifist. He strongly opposed the 1991 Gulf War and the 1999 Kosovo War. In 2001 he condemned the United States war in Afghanistan and two years later Pinter strongly criticized the US Invasion of Iraq.
After being informed that he won the Nobel Prize, Pinter told the reporters: “I am going to abandon my career as a playwright and put all my energy into politics. After all, I’ve written 29 plays. Isn’t that enough?”
EXERCISES
1. Choose the right answer.
1. How many plays has Harold Pinter written?
a. 32 b. 19 c. 29
2. When did he start writing?
a. at school
b. after finishing Academy of Dramatic Arts
c. when he worked for BBC
3. When was his first play published?
a. in 1965 b. in 1957 c. in 1952
4. For many years Pinter worked as…
a. a bank manager
b. a teacher c. an actor
5. Besides writing, his biggest interest is…
a. politics b. human rights c. environment
2. Answer the questions.
1. What was Pinter’s biggest interest at school?
2. What was his first job?
3. Was his first play a big success?
4. When was his most famous play first published? What is its title?
5. Did his plays bring Pinter wealth and popularity?
6. How was Pinter described in the Swedish Academy’s statement?
3. Complete the sentences.
1. …are the main themes in Pinter’s work.
2. In Harold Pinter’s plays people are often…
3. “The Homecoming” is the most enigmatic and at the same time…
4. …drama club and wrote his first plays.
5. …he decided to abandon his career as a playwright and…
6. Making living by writing was very difficult and Pinter…
7. Pinter is noted for his…
8. Many people consider Pinter’s political views…
4. Answer these questions.
1. How many British writers were awarded the Nobel Literature Prize?
2. Have you ever read any works by any Nobel Prize-winner?
3. Do you know any Russian writers who were given this award?
5. Note this sentence.
His main interest was literature, with Ernest Hemingway being his favourite writer.
(the Nominative Absolute Participle Construction)
Translate these sentences into Russian.
1. The teacher having come, the students set to work.
2. The weather being bad, I stayed at home and watched TV the whole morning.
3. All questions having been settled, we went home.
4. Nobody being there, I decided to leave.
5. She went into the park, the dog running after her.
Supplementary Exercises
to the 7th Grade English Textbook
Happy English.ru
by M. Kaufman, K. Kaufman
The textbook contains a good many texts of historical nature, mostly dealing with the Roman conquest of Britain (The Ring of the Druids, p. 105), the Viking Raids (The Ring Crosses the Sea, p. 185) and the Norman Invasion in 1066 (The Battle of Hastings, p. 209).
In my class, I organize the work with this material in the following way:
1. The text is read and translated at home. Of course before giving homework it is important that the teacher explains to the students what sort of text they are going to read: the historical background, the events and their importance, and the impact they had on Britain. You may call it “a short trip in History”.
2. I usually do not make the students translate the text in class but I do make them read some extracts from it and if they had any difficulty translating the text, they are free to ask questions.
3. The worksheets to the text all have the same pattern:
a) vocabulary exercise – aimed at building up the students’ active vocabulary;
b) questions;
c) completion type exercise – requires the ability to use the information from the text in a new context;
d) translation from Russian into English, with special emphasize on recently-studied grammar points;
e) composition – requires the interpretation of the text from another person’s point of view. Experience shows that even 7th graders write compositions very enthusiastically using as many words and grammar patterns as they can.
I use exercise 5 for homework and a week or so after the text was studied I give the class a work dictation based on ex. 1.
The Ring of the Druids
EXERCISES
1. Find these words in the text:
oпасный, стена, остров, дорога, мост, свадьба, восстание, магия, помнить, улыбаться
2. Answer these questions:
1. How old was Patrick when his family moved to Britain?
2. Who lived behind the Wall?
3. Where did Patrick and Helori meet?
4. What did Helori tell Patrick about?
5. Were they happy?
6. What did Helori give Patrick before she died?
3. Complete these sentences:
1. Patrick was scared when he heard…
2. … and Boudicca started a revolt.
3. Their friends and parents did not know that Patrick and Helori…
4. … because Helori wore her father’s ring.
4. Translate into English:
Патрик был римлянином и его отряд служил в Англии. Там он встретил красивую девушку Хелори. Она любила его, но они не могли быть вместе, потому что она была из кельтского племени. Римляне ненавидели кельтов. Они тайно поженились, но их счастье было коротким.
5. Imagine that you are Helori’s father – the Druid. Tell Patrick and Helori’s story from his point of view. Alternatively some students (as a rule – girls) may prefer to retell this story as if they were Helori.
The Ring Crosses the Sea
Since this text is very long some teachers may prefer to split it into three parts (just the way I do, especially in classes with low learning skills).
Part I
EXERCISES
1. Find these words:
деревня, безжалостный, скучать, золото, ловить рыбу, готовить пищу, парус
2. Answer these questions:
1. Where did Bjorn live?
2. Did Bjorn miss his father?
3. Why were the Vikings the kings of the sea?
4. Did Bjorn like to help his mother?
5. What did Bjorn see when he was checking his nets?
3. Translate these sentences into English:
1. Викинги были сильны и безжалостны.
2. Отец Бьёрна нападал на другие страны и возвращался домой с золотом.
3. Бьёрн ловил рыбу, когда он увидел корабль.
4. Это был большой и быстрый корабль.
Part II
EXERCISES
1. Find these words:
подарок, монастырь, кричать, помнить, бедный, позор, голодать, змея, соседи, враги
2. Answer these questions:
1. Did the Viking bring much gold?
2. Where was Bjorn playing when he saw his parents?
3. What did the Vikings promise to King Alfred?
4. Did Olga want to stay in Norway?
5. What did Olaf give Bjorn?
3. Translate into English:
1. Король Альфред построил много хороших быстрых кораблей.
2. Он победил Викингов в море и те пообещали покинуть Англию навсегда.
3. Отец дал Бьерну большое красивое кольцо, которое он показал всем друзьям.
Part III
EXERCISES
1. Find these words:
туманный, весна, голос, атаковать, сокровище, ужасный, победить, тихо, палец, принадлежать, спасать
2. Answer these questions:
1. When did Bjorn see England?
2. How many English ships did Bjorn see?
3. Who killed Bjorn’s family?
4. Was Bjorn happy when he left the ship?
3. Translate into English:
1. Когда Бьёрн увидел свою семью, они плясали от радости.
2. Викинги нарушили своё обещание и отправились в Англию.
3. После того, как викинги убили семью Бьёрна, они сожгли английские корабли.
4. Бьёрн не остался в Англии. Он хотел жить в своей стране, в Норвегии.
4. Supply the information from the text.
a. Olga was not happy in Norway because…
b. The Viking could not kill the English and take their gold because…
c. Bjorn did not stay in England because..
d. Bjorn threw the ring to the ground because…
5. Composition.
Version 1 (usually preferred by boys) Imagine that you are Olaf. Describe how you sailed to England, how King Alfred beat you and you had to promise him to leave England forever.
Version 2 (usually preferred by girls) Imagine that you are Olga. Describe your life in Norway, why you did not like it and wanted to move to England. How did you react when your husband told you that he did not want to go to England?
The Battle of Hastings
EXERCISES
1. Find these words:
обещать, тайно, щит, телохранитель, холм, корабль, король, решить, родственник, оружие, гнаться, ловушка, забыть, могила
2. Answer these questions:
1. What did Elmer promise his father?
2. Where was Elmer hiding during the battle?
3. What had Elmer’s father done before he went to fight the Normans?
4. Who won the Battle of Hastings?
5. How did King Harold die?
6. Where did Elmer run after the battle?
3. Complete the sentences:
1. The Saxons were not ready for another battle because…
2. Elmer did not go home after the battle because…
3. …because King Edward promised his crown to him.
4. …when he saw the burnt ruins of his father’s house.
4. Translate into English:
1. Все хотели воевать с Англией, потому что это была богатая страна.
2. Элмер поговорил с отцом до того, как увидел норманнов.
3. Элмер вернулся домой после того, как нашел кольцо.
4. После того как Норманны убили короля Харольда, Элмер убежал в лес.
5. Composition.
Imagine that you are Elmer. Retell this story from his point of view. Alternatively some students may prefer to retell the story from the point of view of Sigurd (Elmer’s servant).
By Mikhail Vasiliev,
School No. 22, Khimki
|