Exam (elaborations) TEST BANK FOR Insight Intermediate Teachers Book

Introducing insight A note from the author I’m reading a book called The Element by Ken Robinson. On a table nearby, a few teenagers are chatting with their friends after a long day at school. ‘Our task is to educate (our students’) whole being so they can face the future,’ I read. ‘We may not see the future, but they will and our job is to help them make something of it.’ I look at the kids and think: ‘That’s quite a big task!’ It’s a challenge we all face, whether we’re teachers, parents, educational writers or youth workers. Our short-term objectives may be different: we may help teenagers or young adults pass school-leaving exams, understand maths formulae, or take part in community projects. But ultimately our long-term objectives are the same: to help young people develop a passion for and curiosity about life, to give them confidence in their own ideas, to help them become open-minded, global citizens. When I started writing insight I immediately understood that the course was trying to satisfy these two objectives: a rigorous syllabus would help students develop their language skills, but it also had its eye on long-term objectives, too. Today’s students are very sophisticated. They have an amazing ability to multitask, and they often have a broad knowledge of other cultures and countries. They also have a point of view, and in insight we value that and seek it out – we also challenge it. We constantly ask students to question, evaluate and make cross-cultural comparisons: What do you think? Do you agree? What would you do? Speaking helps develop their confidence as language learners, but it also develops confidence in their own opinions and beliefs. In insight we’ve added a special ingredient, too: in many texts and topics there is a fact or point of view students may not have come across before, something surprising or thought-provoking, something they may want to tell their friends in a café after school. The aim of this extra ingredient is to inspire curiosity, and a passion to discover and learn. It might help them think about an issue in a different way, and make a lesson more memorable. That’s what insight is all about. It strives to create the right conditions for students to grow, learn and develop their ideas and experience. To become lifelong learners. ‘You cannot predict the outcome of human development,’ adds Ken Robinson, wisely. ‘All you can do is like a farmer create the conditions under which it will begin to flourish.’ Jayne Wildman 5 To encourage autonomous and lifelong learning insight prepares students for further study and life outside the classroom environment by developing their skills for lifelong learning and encouraging autonomous learning. Strategy boxes in every unit offer step-by-step guides on how to improve core skills. Students apply the strategy immediately in a series of exercises to allow them to see how the strategy can benefit them. The strategies are relevant to students’ studies now and in the future, so they will be able to use the same strategy again and again. Writing preparation covers extensive practice and development of key skills, such as brainstorming, planning, checking, paraphrasing, avoiding repetition, etc. These skills will also help students beyond the classroom environment. The use of authentic texts builds students’ confidence by showing them that they can tackle these kinds of texts outside the classroom, in real-life situations. The accompanying activities teach students how to think critically – question ideas, analyse, rationalize, synthesize, and make reasoned judgements – skills that students will need in all areas of their lives, especially in higher education and the workplace. Autonomous learning is also encouraged by developing dictionary and thesaurus skills. Students gain a better understanding of how dictionaries and thesauruses look, the information they provide, and how and when to use them. Learning how to use these reference sources will help students with their learning now and in their future life. These are all skills that teach self-reliance and foster autonomous learning, equipping students for life after school or university. To help students explore the rules of grammar The guided discovery approach to grammar in insight allows students to work out grammar rules for themselves and furnishes them with a better understanding of how grammar works. This approach actively engages students in the learning process making them more likely to understand and remember the grammar point. New structures are always presented in the context of a reading or listening text, so that students become familiar with the usage and meaning of the grammar, before manipulating its form. The guided discovery approach means students analyse examples from the texts before they deduce the rules. If necessary, the rules can be checked in the Grammar reference section in the Workbook. The practice exercises are topic-based, so students are required to understand the usage and meaning of the grammatical structures, as well as the form. The free speaking activities allow students to use the new language in a personalized, productive and creative way. To encourage students to reflect and take responsibility for their learning Self-reflection plays a key role in developing active, directed and responsible learners. Learners who are able to look to themselves for solutions to problems rather than always seeking out the help of others will be better equipped for later life in academic or professional environments. insight encourages students to reflect on their learning in a variety of ways. The Review sections in the Student’s Book are an opportunity for them to see what they already know and where more work is needed. Students get marks for completing the Reviews, so they can self-monitor their progress through the book. The Progress checks in the Workbook help students to identify gaps in their knowledge and skills, and encourage students to rely on themselves when seeking ways of improving. The self-check feature in the Writing sections teaches students how to evaluate their own work against a set of criteria. The corrected writing assignments can also be a record of their progress. 6 Components of the course The Teacher’s Book contains: teaching notes for the Student’s Book and answer keys for both the Student’s Book and Workbook. ideas for optional extra activities for greater flexibility. background notes, cultural information and language notes. suggestions for teaching further vocabulary from reading texts and questions for discussions. the scripts for the audio from Student’s Book and Workbook. The three Audio CDs contain: all the listening material for the Student’s Book and Workbook. the Workbook audio is also available at The Workbook contains: further practice of everything taught in the Student’s Book. Plus Challenge exercises for stronger students. ten Progress check pages which provide an opportunity for student reflection and self-evaluation. five Literature insight lessons based on classic works of English literature. five Exam insight sections with typical exam tasks and strategies to help students become better exam takers. a twenty-page Grammar reference and practice section containing comprehensive grammar explanations and further practice. ten Pronunciation insight points with activities to develop students’ pronunciation skills. a Wordlist with dictionary-style entries giving students more information about core vocabulary. The Student’s Book contains ten topic-based units divided into clear sections that logically follow on from one another. ten Vocabulary insight pages that develop a deeper awareness of how language works and build students’ dictionary skills. ten Review pages that test of all the grammar and vocabulary points from the unit. five Cumulative reviews which review all the language taught up to that point in the Student’s Book through a series of skills-based activities. a ten-page Vocabulary bank section with twenty additional topic-based vocabulary sets. 7 Websites Student’s website ( Teacher’s website ( The Classroom Presentation Tool contains: a digital version of the Student’s Book and Workbook with integrated audio and video. answer keys for all exercises. synched audio scripts which highlight text as it is played. The Test Bank MultiROM contains: unit tests and mid- and end-of-course tests available as PDFs and editable Word files which you can adapt according to your students’ needs. A and B of each test versions to help with classroom management. audio for all the listening tasks. This can be played on a CD player. audio scripts for all the listening exercises. answers to all exercises. The Teacher’s Resource Disk contains: additional communication worksheets to practise key language from the Student’s Book. Documentary video clips linked to each Student’s Book unit plus accompanying ready-to-use video worksheets and lesson guides. How to guides which tackle key teaching issues and provide ideas and suggestion for activities to use in the classroom. Functional language bank – compilation of key communicative phrases from throughout the book. Writing bank – a compilation of the key writing formats practised throughout the course with notes and tips on how to write them. 8 A – Reading and vocabulary • an information-rich text establishes the topic of the unit. • the reading text also contextualizes two vocabulary sets which are recycled and practised through the rest of the unit. One of these is a Vocabulary insight (V insight) set which explores language in greater depth. • the text previews grammatical structures that students will study in the next section. Students are not expected to engage actively with the new grammar at this point. • there is a link to the Vocabulary bank at the back of the Student’s Book where another lexical set is presented and practised. • the section closes with a speaking activity which allows students to react to the text and demonstrate their understanding of the issues raised. B – Grammar and listening • section B picks up on the grammatical structures that students met, but may not have recognized, in the reading text in section A. • the new language is presented in a meaningful context – either a reading or listening text. • the listening or reading text also establishes a new topic for the section and contextualizes some of the vocabulary from section A. • the guided discovery approach to grammar ensures that students actively engage with the new language. • students analyse examples, complete rules or answer questions about the grammar which help them to focus on the new structures, their meaning and use. • a final speaking activity allows students to use the new language in a personalized and productive way. This happens throughout the book. • there is a link to Grammar reference and practice in the Workbook where students can find further practice activities and explanations of the grammar for reinforcement. Student’s Book at a glance There are ten units in the Student’s Book. Each unit is divided into five sections (A–E), with a Vocabulary insight page and a Review. After every two units, there is a Cumulative review. At the back of the book, there is a ten-page Vocabulary bank. 9 C – Listening, speaking and vocabulary • section C offers students opportunities to practise the grammar and vocabulary from the previous sections. • one or more listening activities contextualize a new vocabulary set which is recycled through the rest of the unit. • through carefully selected text types and tasks, students learn a variety of strategies for developing listening skills. • students are encouraged to react to the topic of the listening and exchange ideas and opinions. • the section also presents functional language through several model dialogues, as well as controlled and free practice. D – Culture, vocabulary and grammar • section D introduces students to the culture of the English-speaking world through a text on the customs, traditions and history of English-speaking countries. • there is a cultural comparison element, which encourages students to think about similarities and differences with their own culture. • the culture text contextualizes a new vocabulary set and models the key grammar of the section. • students learn about the grammar in a guided inductive way. • there is a link to Grammar reference and practice in the Workbook. E – Writing • section E always presents a model text which students analyse for the language, structure and format used. • a language point illustrates and practises useful writing language and structures. • a writing strategy develops key elements of the writing process, for example, planning, brainstorming, deciding on register, etc. • every section includes a step-by-step writing guide which takes students through the process of generating ideas, planning, writing and checking their work • the writing task lets students use the language taught throughout the unit in a personalized, productive and creative way. 10 Vocabulary insight • this page raises awareness of how language works by developing a deeper understanding of a language point introduced earlier in the unit. • there are also activities building students’ study skills, including ways of recording vocabulary, using a dictionary or a thesaurus. • through a series of strategies students learn how to use reference sources that can help them with their learning now and in their future life. Review • the review gives students another opportunity to recycle and check how well they know the vocabulary and grammar they have learned in the unit. • students get marks for every completed review, so it is easy to monitor progress through the book. • there is a link to Pronunciation insight in the Workbook, which introduces and practises a pronunciation point relevant to the unit. Cumulative review • there is a two-page cumulative review at the end of every two units. This reviews key language and skills from the Student’s Book up to that point through a series of skills-based tasks. Each Cumulative review includes listening, speaking, reading, use of English and writing exercises. • there is a link to the Literature insight and Exam insight sections in the Workbook. Strategies • in every unit, there is a writing strategy and either a listening or reading strategy. • each strategy develops students’ language skills and helps them to become more confident and autonomous learners. • the strategies are practised through a number of activities, so that students can immediately apply the skills they have learned. DVD extra • there is a link from every unit to a documentary video clip. • each documentary clip builds on a topic of the unit. • each video is accompanied by a ready-to-use DVD worksheet which contains comprehension, language and speaking activities, along with teaching notes. Vocabulary bank • there are two cross-references to the Vocabulary bank from each unit. • each Vocabulary bank presents and practises two vocabulary sets that are topically related to the unit. 11 Workbook at a glance There are ten units in the Workbook. Each unit has a page to correspond with each Student’s Book spread. There is a progress check at the end of each unit. All Workbook audio can be found on iTools and on the Student’s website: • the Workbook contains grammar, vocabulary and skills activities which practise and reinforce the language covered in the Student’s Book. • the reading section presents and practises a new vocabulary set. • the reading text recycles grammar from the corresponding Student’s Book unit. • new subject matter is introduced in the texts to expand students’ knowledge. • there is a one-page Progress check after every unit with short tasks which prompt students to think how well they understand the grammar, vocabulary and skills taught in the unit. The Progress checks also serve as a record of what has been learned in each unit. • the self-evaluation feature encourages students to reflect on and monitor their own progress. • the How can I improve? feature encourages students to take responsibility for their own learning. • there are five two-page Literature insight lessons in each level of the course. • Literature insight introduces students to classic English literature and encourages reading for pleasure. • these sections contain shorter reading and listening extracts, but students are encouraged to read the complete works in their own time. • the literary extracts have been carefully selected to link with the topic and language covered in the Student’s Book. • each lesson presents information about the author, literary extracts to read and listen to, reading and listening comprehension activities, as well as speaking and writing tasks. 4 The way we are 1The way we are v Describing appearance 1 Choose the correct words. 1 Doctors say that 20% of fifteen-year-olds in the UK are trim / overweight and should eat less. 2 Amy likes American boys and thinks they’re the most handsome / unattractive in the world. 3 You’re looking very plump / trim and healthy these days! Have you been going to the gym a lot? 4 Some people think eyebrow piercings are attractive, but I think they’re really stunning / ugly! 5 Everyone looked round when Maria came in wearing that dress. She looked beautiful / handsome! 6 I like it when people are a bit plump / slender – I’m tired of this idea that we all have to be thin! 7 You don’t need to wear expensive clothes to look elegant / ugly and stylish. v insi ght Compound adjectives: appearance 2 Complete the compound adjectives, each with a different ending. Then use them to complete the sentences. blue- pale- blonde- middleshort- sun- broad- 1 Jack spent most of his summer holiday lying on the beach – look how he is! 2 Anna hasn’t got brown eyes and black hair – she’s and . 3 If both parents are , there is a 60% chance that their children will also need glasses. 4 It’s difficult to decide what is now. People work later and live longer these days. 5 The look is becoming more popular, because of the dangers of sunbathing. 6 Tom’s new jacket is a bit small, but he thinks it makes him look very ! v Describing hair 3 Complete the text with the words below. dreadlocks shaved head a ponytail a bun plaits curly hair a bob spiky hair 4 Choose the correct answers. 1 Many women like -shouldered, tall men. a plump b broad c big 2 My brother hates the images of thin models in magazines and says that women are much more attractive. a elegant b plump c fair 3 Western women sometimes eat less because they think that being is the same as being beautiful. a overweight b handsome c slim 4 For centuries, a sun- face indicated that someone worked all day in the fields. a skinned b cropped c tanned 5 These days, clear skin and eyes are important signs of healthiness. a bright b fair c broad 6 Hannah and her best friend have completely different ideas about what they find in a man. a beautiful b pale c attractive 7 You have to run around so much in your new job, you don’t need to worry about getting . a fat b trim c sun-tanned 8 Most - skinned people need to be careful about how much time they spend in the sun. a far b pale c medium 5 CHALLENGE! Use the adjectives for appearance and hairstyles to describe one of the people in the photographs below. Vocabulary The art of beauty and its opposite, 4 , which people always think means you’re a lively and happy character. 5 was once an old-fashioned, old lady-type hairstyle but it can look great on a young girl. 6 are traditionally connected with country girls and can give the idea of a tidy and organized person. 7 is a lively-looking, girlish hairstyle, often practical for sporty types with long hair. Women sometimes have very short hair these days and it makes a woman look very sure of herself. It can look a bit scary to some people though, so 8 is a better way for a woman to look elegant as well as strong – it’s very popular with businesswomen.’ ‘As a hairdresser, I know that different hairstyles go with different personalities. It’s easy to see with men. Some short hairstyles definitely give a tough military look, and obviously 1 show the opposite and suit a peace-loving reggae fan. A punk with 2 is showing how rebellious he is. Having no hair was once a way to shock people, too, but a 3 is now seen as stylish, suggesting a strong character. With women, the biggest difference is between straight hair, which often gives a more serious look, _Insight_Int_WB_B 4 22/05/2013 10:54 The way we are 5 Present simple and present continuous 1 Which tense will come next in these sentences? Write PS (present simple) or PC (present continuous). 1 A gorilla never … 2 At the moment, the weather … 3 Nearly half of UK teens said they hardly ever … 4 In your country this month, … 5 With the economic problems of today, the average person, … 6 On Saturday nights, in the US, drivers … 7 Old people often … 8 You can use the computer room now – no one … 2 Match sentence endings a–h with 1–8 in exercise 1. a don’t remember recent events, but have a fantastic memory of things long ago. b are most students studying for their final exams? c spends more than one night in the same place. d is using it at the moment. e isn’t finding it easy to save money. f under twenty-four cause nearly 50% of road accidents. g around the world is becoming more and more extreme. h talk to their fathers about important things. 3 Complete the phone dialogue between a vet and an animal owner. Use the present simple or present continuous form of the verbs in brackets. 4 Complete the text. Use the present simple or present continuous form of the verbs below. want drink not sleep not look know open watch feed live not live close come think seem work keep Grammar Appearance and survival 5 Complete the sentences. Use the present simple or present continuous form of the verbs in brackets. Use your own ideas to complete the statements. 1 We always (learn) a lot in our classes. 2 How (you / travel) to school this week? 3 I usually (believe) what my tells me. 4 I often (watch) on TV. 5 Right now, I (do) my homework in the . 6 I regularly (save up) money for . 7 I (eat) a lot of these days. 6 CHALLENGE! Write sentences about yourself using each of the verbs below. Use the present simple and the present continuous. write study wear feel My name’s Rob and I 1 at the zoo in Sydney. The zoo 2 from 9.30–5.00 every day, but today we 3 at 4.00 because it’s New Year’s Eve! It’s 8.00, and I 4 the rhinos because they always 5 their breakfast first! Rhinos are short-sighted but these rhinos 6 at me in a very friendly way today, so I 7 a safe distance from them! The giraffes 8 me from the next field – they hope that their breakfast is next, and it is. ‘It’s OK, I 9 now!’ Giraffes 10 to like being in zoos – a giraffe in the wild 11 for longer than fifteen years, but ours usually 12 for around twentyfive years. The giraffes are always ready for breakfast because they 13 much, only thirty minutes a day. Not like the koalas! 14 you how much they sleep? Twenty hours a day! And how much 15 you they drink? Well, koala means ‘no water’. They never 16 because they get all their water from the leaves they eat. Yes, I 2 (watch) her now through the window. I think she 3 (be) all right. She 4 (run) around the field! Oh good. And what about the other foals? 5 (make) friends with her? Well, they 6 (try) to, but she 7 (bite) them a lot, so they 8 (not like) her much at the moment. Hello, Jill. How’s the new foal? Is she better? 1 (walk) OK now? _Insight_Int_WB_B 5 22/05/2013 10:54 40 Rights and wrongs 1 Look at the title of the text. Why do you think students might visit a prison with the Prison! Me! No way! team? Choose the correct answer. Then read the article and check your answer. a To research an article for a school newspaper. b To do voluntary work. c To take part in an educational programme. d To visit friends or family in prison. 2 Read the text again. Match sentences A–E to gaps 1–5. What do the underlined words in the sentences refer to? A ‘He said that we were being stupid and messing up our lives.’ B Some people say that prison is a bit like a holiday camp, and it can be a bit of a laugh, but it sounded really awful in there. C For these, a stronger lesson is needed, and a visit to an actual prison has a better chance of deterring them from a life of crime. D I got an idea today of just how unrealistic they are, and how horrific it must be to be locked up in a tiny room for weeks and months. E Prison officers spend a day with them and try to show them the hard realities of prison life. 3 Are the sentences true (T) or false (F)? Correct the false ones. 1 Prisoners visit schools to show students what prison life is really like. 2 Students can learn important lessons during the Prison! Me! No Way! sessions. 3 People’s ideas about prison life are based on the way actors show it. 4 More than half of all crime in Nottinghamshire is committed by teenagers. 5 Some young offenders need a visit to prison to help them understand the harsh reality of prison life. 6 Most young offenders don’t continue their criminal activities after taking part in these projects. 4 Look at the highlighted words in the text. What do they refer to? 1 that 2 they 3 those 4 it 5 this 6 them Reading Prison! Me! No Way! On a really bad day in school, you might hear someone say that it feels a bit like being in prison. They wouldn’t say that if they had a visit from the Prison! Me! No Way! team, though. Prison! Me! No Way! is a UK organization which arranges one-day events in British schools to educate students about prison and the dangers of falling into a way of life that leads there. 1 The students are treated exactly like prisoners for part of the day, and spend some time in a mock-up prison cell inside a truck, so that they get an idea of the living conditions prisoners have to put up with. They also take part in workshops and role-play sessions, acting out situations in which friends might encourage them to get involved in criminal activity. It’s partly fun and partly serious, but the message is very clear. ‘People think they know what prison is like,’ says one student after the visit, ‘but it all comes from films and TV dramas, and can seem quite exciting. 2 I think it would soon drive me crazy.’ There are some young offenders whose misbehaviour has already made them wellknown characters in police stations and courts. 3 Nottinghamshire, where 45% of robberies are committed by young people under the age of seventeen, is one of the many areas of the UK which regularly organize prison visits for young offenders. They get to meet some of the long-term prisoners, who talk to them about life inside – the boredom, the violence, the bullying and all the restrictions on their behaviour. Most of all, they say how much they miss seeing their families, as everyone’s lives continue without them. ‘They made me really think about what would happen if I got stuck in a life of crime,’ says one young offender after his day in prison. ‘Of course everyone knows they’ll end up in prison if they go from petty crime to more serious offences. But it’s easy to think you’ll always get away with it if 5 10 15 20 25 30 35 40 Prison! Me! No Way! _Insight_Int_WB_B 40 22/05/2013 10:55 Rights and wrongs 41 v Compound adjectives 5 Match compound adjectives 1–6 to nouns a–f. Then match them to definitions A–F. Use the text to help you. 1 one-day 2 mock-up 3 role-play 4 well-known 5 long-term 6 wake-up a prisoners b call c prison cell d session e event f character A for a long period of time B imagining you are in a different situation C lasting from one morning until the evening D a model that looks like the real thing E bringing you into reality F very familiar, not new 6 Complete the sentences with the compound adjectives in exercise 5. 1 My brother had to repeat a year of his university course due to illness. 2 Belgium is for its high quality chocolates. 3 cricket matches are exciting to watch because you find out the final score by the same evening. 4 You can go inside a space shuttle at the Kennedy Space Center. 5 Frances enjoys lessons because she’s good at acting. 6 Failing my maths test was a call, and I started to work harder in maths lessons. 7 CHALLENGE! Your teacher has asked you to suggest other school visits where you would learn about the realities of life. Write some suggestions and give reasons for your choices. If we went to a homeless shelter, we would learn about … 45 50 55 60 you’re clever enough, and that even if you didn’t, a prison sentence would just make you hard and tough. 4 The prisoner I talked to looked at my trainers and said, “If you came in here, we’d steal those and you wouldn’t be able to do anything about it.” I really don’t want to go back in that place ever again.’ ‘One of the prisoners was pretty clear,’ said another. 5 He told us, ‘You really don’t want to end up in a place like this. It can happen more easily than you think, so stop it now.’ The visits are a wake-up call for many of the young people involved, and 65% don’t go on to reoffend after them. One of the organizers of the visits notices the difference on the coach going to the prison and coming back. ‘On the way there, they’re all joking and acting tough about what it must be like to be in prison. It’s much quieter on the return journey.’ _Insight_Int_WB_B 41 22/05/2013 10:55 Progress check Unit 1 11 Read 1–13 and evaluate your learning in Unit 1. Give yourself a mark from 1 to 3. How can you improve? 1 I can’t do this. 2 I have some problems with this. 3 I can do this well. A The art of beauty Mark (1–3) How can I improve? 1 Give three reasons why people might want to change their appearance. I can understand a text about ideal beauty in different cultures. 2 Name three ways of guessing the meaning of unknown words. I can guess the meaning of unknown words. 3 Name five adjectives or compound adjectives to describe appearance. I can use (compound) adjectives to describe appearance. B Appearance and survival Mark (1–3) How can I improve? 4 What is the difference between these sentences? a Tigers often swim in the lake near my house. b Tigers are swimming in the lake. I can use the present simple and the present continuous. 5 Which of the time expressions below do we normally use with a the present simple? b the present continuous? right now always every day at the moment sometimes this week I can use time expressions with the present simple and present continuous. C First impressions Mark (1–3) How can I improve? 6 What is the difference between an arrogant person and an assertive person? I know the difference between personality adjectives that are easily confused. 7 Name three things that often provide a positive first impression. I can understand an interview about first impressions. 8 Apart from might be, what other verbs can you use to speculate about the way someone looks? I can speculate about things I can see. D British fashion Mark (1–3) How can I improve? 9 Name four different fashion movements influenced by music. I can understand a text about the links between fashion and music. 10 What adjectives would you use to describe a styles of clothes b clothes shops? I can talk about the fashion industry. 11 Which of these verbs are followed by an infinitive and which are followed by –ing? consider shall choose decide I can use verb patterns correctly. E An informal email Mark (1–3) How can I improve? 12 Name four phrases to identify someone in a group photo. I can describe the position of people or objects in a photo. 13 Mark three mistakes in this sentence using correction marks. I am doing voleyball with my friends every Saturday. I can use correction marks to check my own work. Progress check Unit 1 _Insight_Int_WB_B 11 22/05/2013 10:54 84 Literature insight 1 4 Read what happens next. In the papers there is a map. What will Jim do now? Jim realizes that it’s the map to Treasure Island. The treasure on that island once belonged to a famous pirate called Captain Flint, who buried it in a secret place on the island before his death. Other pirates are searching for the treasure, including the most dangerous pirate of them all: Long John Silver. Jim wants to look for the treasure. He leaves England, with his friends Doctor Livesey and Squire Trelawney, in the ship Hispaniola. However, he soon learns that there are pirates on the ship. They plan to steal the treasure and kill Jim and his friends. Finally, they reach the island where Jim meets a strange man. read on 1 Read about Robert Louis Stevenson. How did he think of the idea for Treasure Island? 2 Read the background to the story on page 85. Where does Jim Hawkins live? before you read About the author Robert Louis Stevenson Born: 1850 in Edinburgh, Scotland Died: 1894 Important works: Treasure Island (1883), The Strange Case of Doctor Jekyll and Mr Hyde (1886), Kidnapped (1886) Did you know? From when he was a small child Robert Louis Stevenson’s health was not good. His mother kept him inside during the damp Scottish winter, so Robert spent a lot of time watching other boys play and he made up stories about them. Robert’s father wanted his son to study engineering, but Robert chose to study law. He passed his exams, but never practised as a lawyer. He had only gone to university to please his father – he really wanted to be a writer. Robert married an American woman called Fanny, who was ten years older than him and had three children. In 1881, the family went on holiday to Scotland. It rained for weeks. Fanny’s son Lloyd got bored and so he drew a map of an imaginary island. Inspired by the map, Stevenson began to write Treasure Island. Robert Louis Stevenson loved travelling. In 1887, the Stevensons moved to New York and then to San Francisco. In 1888, they sailed around the Pacific. The climate was so good for Robert’s health that they decided to stay. In 1889, he and his family arrived in the Samoan Islands. He built a house in Western Samoa and though he spent the rest of his life there, he continued to feel a deep love for Scotland’s traditions and history. 1 Read the extract from Treasure Island. Why do Jim and his mother open the chest? 2 Read the extract again. Answer the questions. 1 What sound can Jim and his mother hear on the frozen road? 2 What does Jim take from the Captain’s chest? 3 Where do Jim and his mother hide? 4 What do the pirates do when they reach the door of the inn? 5 What are they looking for? 6 Who do they think has taken the papers? 3 SPEAKING Work in pairs. Answer the questions. 1 Imagine you have just found a chest. Are you going to open it or leave it? Why? 2 If you found treasure, would you keep it for yourself or would you share it? Who would you share it with? What would you buy with your treasure? 3 Can you think of any famous pirates from books or films? What do they look like? Literature insight 1 Treasure Island – Robert Louis Stevenson 5 3.07 Listen to the next part of the story. Do you think that the man is a friend or an enemy? 6 3.07 Listen again. Complete the sentences. 1 I that I had a pistol. 2 The man moved very like an animal. 3 His was black from the sun. 4 He has been on the island for three years. 5 Pirates often left a man alone on an island to him. 6 If Ben can help Jim he will give him . 7 Jim thinks Ben is crazy because he tells Jim he’s . 8 When Jim speaks about Silver, Ben seems . 7 SPEAKING Work in pairs. Answer the questions. 1 Why do you think Ben was marooned? Who marooned him? 2 Do you think Ben is really rich? Why / why not? 3 Imagine a modern day Treasure Island. Where is it? How do you get there? What is it like? Writing 8 You are on a desert island and you want to tell people about your life there. Write a message in a bottle. The title of the message is Life on a Desert Island. Use your notes from the previous speaking exercise and include the following information: how you arrived on the island what food you are eating where you can find fresh water the house you are building how you tried to escape _Insight_Int_WB_B 84 22/05/2013 10:55 From Treasure Island, Oxford Bookworms. Text adaptation by John Escott. Literature insight 1 85 We were half-way through when I heard a sound that filled my heart with fear; the tap-tapping of the blind man’s stick on the frozen road. Then it knocked against the inn door and we did not breathe. But then the tapping started again and slowly died away. ‘Mother,’ I said, ‘take it all, and let’s go before the blind man comes back with his friends.’ But my mother went on counting until we heard a low shout coming from the hill outside. ‘I’ll take what I have,’ she said, jumping to her feet. ‘And I’ll take this for what I’m owed,’ I said, and picked up the cloth of papers. We ran from the inn and along the road to the village. It was dark but there was a full moon. We heard running feet coming towards us. ‘Take the money and run on,’ my mother said breathlessly. But I refused to leave her. Quickly, I pulled her off the road and down under a small bridge. There we hid, trembling. Not a moment too soon. Seven or eight men were running past us. Three men ran in front, and I saw that the one in the middle was the blind man. Silently, I climbed back up to the road and lay in the long grass to watch what happened. ‘Down with the door!’ the blind man shouted. Four or five of them broke down the door of the Admiral Benbow and ran inside. There was a shout: ‘Bill’s dead!’ The blind man swore at them. ‘Look upstairs and find the chest!’ he cried. I could hear their feet on the stairs, then a voice shouting down to the blind man in the road outside: ‘Pew! They’ve been here before us. The money’s here but Flint’s papers have gone!’ ‘It’s those people of the inn – it’s that boy!’ shouted the blind man Pew. ‘Search and find ’em.’ Just then there came the sound of horses and riders thundering along the road. It was heard by the men in the inn, and in a second they were out in the road, running into the darkness of the fields. They did not wait for blind Pew, who tried to follow them, tapping wildly with his stick. ‘Johnny, Black Dog! You won’t leave your old friend Pew, boys – not old Pew!’ He was still in the middle of the road when the horses thundered up to the inn. Pew turned with a scream, but he turned the wrong way, and ran straight into the first of the horses. The rider tried to save him, but failed. Down went Pew, under the horse’s feet, with a cry that rang high into the night. It was all over in a few seconds, and Pew didn’t move again. Treasure Island Jim Hawkins is an ordinary young boy. He lives with his parents at their inn, the Admiral Benbow, which is near the sea. Jim’s life is peaceful until an old sea captain called Billy Bones arrives. He stays for a long time but he doesn’t pay the money he owes them for the room. Visitors who come to the inn are afraid of the old sea captain, but Jim isn’t. Bones asks Jim to tell him if other sailors arrive. One day, a pirate called Blind Pew arrives at the inn and gives Billy a black spot – a circular card that is black on one side. Among pirates, the spot means approaching death, and as soon as Billy Bones looks at it, he falls down dead. When Jim and his mother open the sea captain’s chest to take the money he owes them, they hear pirates approaching. background to the story _Insight_Int_WB_B 85 22/05/2013 10:55