Reading and Listening

/ Exercise 2

■ Write the names of the main characters (Holly Martins, Harry Lime, Anna Schmidt, Major Calloway) on the board. Play the recording once or twice for students to listen and read for general understanding of the story. Check that students have understood the relationship between the main characters by asking: Who were old friends? Who was Harry's girlfriend? Who was a British military policeman? Add the information to the names on the board: Holly Martins and Harry Lime (old friends), Anna Schmidt (Harry's girlfriend), Major Calloway (policeman).

■ Read through the sentences (a-h) with the class and check that students understand the vocabulary. Students work individually, reading the story and putting the sentences in the correct order. Monitor and help if necessary. Students can compare answers in pairs before checking answers as a class.

■ Ask two or three students to write their lists (a-h) on the board. The rest of the class can see if the three lists on the board are the same and can compare their own answers. Play the recording, pausing it after each event for students to check the answer.

■ After checking answers, ask students to look again at the text and try to guess the meaning of any new words or phrases that they think are important for the story, e.g. cemetery, (her papers were) forged, diluted penicillin, pressed the trigger.

Answers

bedgcfah

Exercise 3

■ Students work individually or in pairs, reading the questions and referring to the text to answer them. Tell students they may have to infer and 'read between the lines' to answer some of the questions (if your students have done Lesson 21, refer them to the Reading Strategies there).

■ When checking students' answers, ask them to read out the sentences in the text that support their answer.

Answers

1 He had been invited by an old friend, Harry Lime. 2 He had been kilted by a truck as he was crossing the street outside his flat. 3 It would give him a chance to stay in Vienna for a few days and find out what had happened to Harry. 4 Because people told him very different versions of what had happened. 5 He had to escape from the porter's lodge because the porter had been murdered and the porter's son accused Holly of the murder. He had to escape from the lecture hall because there were three men left in the hall - Popescu and two other men. 6 Calloway told him in detail about Harry's crimes - he had sold diluted penicillin that had caused the deaths of thousands of innocent victims, especially children. 7 Because when Holly met Harry on the big wheel, Harry showed no regrets for his crimes and even threatened to kill Holly. 8 Because Calloway told him to and Harry nodded to him to kill him.

Exercise 4

■ Read through the questions with the class and check that students understand the adjectives. Students discuss their answers in pairs or small groups and then as a whole class. Encourage students to refer back to the story to support their answers.

Answers

a Anna b Harry с Holly

Option

■ Give students a minute to work individually, reading through the story again.

■ Students cover the story on page 135. In pairs or small groups, students retell the story, taking turns to say a sentence. Advise students to follow the correct order of the sentences (a-h) in Exercise 2. Monitor and help students correct any errors in language or in the events of the story.

■ Students then retell the story as a whole class.

Talkback

Exercise 5

■ Read through the questions with the class. If you wish, elicit one or two examples of thrillers from the class.

■ Students work in pairs, discussing the questions. Tell students to make a note of their answers to refer to later in the class discussion. Monitor but do not interrupt students' fluency. Make a note of any general language problems to go over with the class afterwards.

■ Students then discuss the questions as a whole class and see how much general agreement there is about the answers to questions 1 and 2. It may be appropriate to broaden the discussion to a more general consideration of situations in which students would (or would not) end a friendship or refuse to protect a friend, e.g. if a friend had hurt somebody, stolen something.

■ Some of the students may like to prepare a short class presentation about a thriller they have seen or read. Give them time to research and prepare their presentations. They can then give their presentations to the class or a group of students in a future lesson.

Дата добавления: 2015-10-26