1 CULTURE London with a difference

1 Work in pairs. Answer 3 Read the article again. Answer the questions.
the questions. 1 How many plaques are there?
1 How can we celebrate the 2 Which famous person is named on two houses?
lives of famous people? 3 When did the design change?
2 What kind of people 4 Who were the first plaques for?
should we remember? 5 Who can suggest a name?
2 Read the article quickly. 6 What is special about the plaques on the London
Then match headings 1–5 to Underground?
paragraphs A–E.
4 THINK & SHARE Discuss in pairs.
1 Organise a blue plaque tour
1 What do you think of the blue plaque scheme?
2 Five fun plaque facts!
2 Do you have similar schemes where you live?
3 Who can get involved in the scheme? If yes:
4 Blue plaques: what are they? A Which famous people are remembered?
5 When did it all begin? B How are they celebrated?
5 Imagine you are on a committee to introduce
THE BLUE PLAQUE SCHEME a blue plaque scheme in your town. Discuss these
questions in groups or pairs and present your ideas
A Next time you visit London, look out for a to the class.
blue plaque on the wall of a building. There 1 How will you choose the people?
are more than 900 such plaques, celebrating 2 How many plaques will you have?
important people in history who lived in 3 How will you advertise the scheme?
each place. 4 What design will your plaques have?
B The first two plaques appeared in 1867, one
6 Present your ideas to the class. Agree on the
for the poet, Lord Byron, on the door of
best ideas.
his birthplace and the other on King Street
for Napoleon III. Some plaques remember 7 Visit the website and find information about three
events, such as an 1820 plan to kill the Prime blue plaques. Make a note of the name of the person,
Minister. The plaque design changed a few the dates they were born and died, their job, the
location of the plaque and any other interesting
times until 1984 when they introduced the
information.
blue circular plaques with white letters.
https://www.english-heritage.org.uk/visit/
C Anyone can suggest a name for a plaque. blue-plaques/
Send your idea to plaques@english-heritage.
org.uk. There is advice about researching
your candidate on the website. You can also
support the scheme by donating money.
D Plan a blue plaque walking tour. The website
has information on every plaque as well
as lists like Plaques for Women or Artists of
London. Download a blue plaque app with
walks or create your own.
E 1 Some houses have two plaques, such as a
house celebrating the lives of father and
daughter, Sigmund Freud and Anna Freud.
2 The former Indian leader, Gandhi, has
plaques on two houses.
3 Some plaques celebrate people in
unusual jobs. For example, Luke Howard.
He named different types of clouds and
his plaque calls him ‘namer of clouds’!
4 Not all plaques are blue. Some are plaque (n) a sign on a wall with names and
brown or green, but they are all called dates on to remember someone special
candidate (n) a person or group that is likely
‘blue plaques’.
to get something or to be something
5 Four plaques on the Underground namer (n) someone who names things
have special letters, used today by
London Transport but nowhere else.

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 2 CULTURE Is it art?

British street art 3 Read the article again. Then answer the questions.
1 THINK & SHARE Look at the photos on this 1 How is Paul Curtis’s street art different from other
page. Then discuss the questions. graffiti artists?
1 What do the photos show? 2 What difference does Paul Curtis try to show with
this graffiti?
2 How are the photos similar and different?
3 How do we know that Paul Curtis cares about
3 What is your opinion of the street art in each photo?
the environment?
4 Can you describe some street art you have seen?
4 Which two features of Curtis’s wings does Nancy think
5 Which piece of graffiti do you think was created by makes them difficult to miss?
Banksy? Why?
5 Who is Lawrence thinking about when he says that art
2 Read the text quickly. What do Nancy and Lawrence doesn’t belong in the street?
disagree about?
4 2.13 Listen to three people talking about other works
by Paul Curtis. Listen and write Abbey Road (AR), Giant
Paul Curtis: Octopus (GO) or Helping Hand (HH).
Not a typical street artist 1 This mural is going to be removed.
2 This mural was inspired by a pop group.
Most street artists look for a nice, clean
wall to paint or write a message on. Not 3 This mural is inside a building.
British street artist Paul Curtis, called 4 Paul only used one colour to paint this mural.
‘Moose’. He does things in a different 5 This mural contains some written text.
way. He looks for dirty walls with lots 6 This scene is similar to a famous image.
of dust and pollution. Then he creates 5 Your head teacher says you can paint an outside wall
art by removing bits of dirt to show a in your school. It must be about the environment. Work in
difference between the clean parts and pairs and discuss the questions.
the dirty parts. Sometimes he paints on 1 Where will you do the painting?
top of the dirty wall. The important thing 2 What message are you trying to send?
is to have a difference between the lovely
3 What will your painting show?
painting and the ugly space around it.
Optional: Present your ideas to the class. Have a class
His art sends a strong message. It says
vote on the best ideas. You can draw a design of your
‘Stop destroying our beautiful world’.
street art and make a classroom display of your designs.

“
dust (n) very small pieces of dry dirt
I think Moose is brilliant! I love his art and his
message. In 2017 he painted two very big wings on a
wall in Liverpool. People like to stand between the wings
for a photo. I’ve got a photo of myself doing that. It’s
great! In the space around the wings you can see the
dirty wall with older graffiti and writing. When you walk
down the street it’s impossible not to see the wings.

“
They are bright blue and really big. ­— Nancy

I don’t like street art. I think we should keep the

walls in our towns clean. Those wings by Paul Curtis
are OK but they don’t belong on a public wall. I think
art must stay in galleries and museums and on the
walls of our homes. I love art and we’ve got posters
and postcards of famous paintings in every room but
art must be inside, not outside. When I see street art,
I think, ‘What about all the people who don’t like this
picture? Why must they see it every day on their way to
work or school? ­— Lawrence

Life Vision Pre-Intermediate Culture worksheet 2  PHOTOCOPIABLE © Oxford University Press
 3 CULTURE Parks in Perth and London

1 Work in pairs. Look at the photos and answer 5 Choose the correct answer: A, B or C.
the questions. 1 Why is Hyde Park well known?
1 What kind of places are these? What are the people A It was built by Henry VIII.
doing? B There are many debates in the park.
2 What are the health benefits of these places? C It has been in lots of books, series and films.
3 Why do you think these people are here? How do 2 How does the writer think about the lake?
you think they feel? A She thinks it is amazing.
4 Would you like to spend time in a place like this? B People should not swim in it.
Why? / Why not?
C It does not look like a snake.
3 Why does the writer say the debates ‘might not be
suitable for children’?
A Speakers’ Corner is only for adults.
B The debates might be on topics children
shouldn’t hear.
C The debates are always boring.
4 What does the author think of the striped
2 3.13 Listen to someone talking about a park in deckchairs?
their city. Which activities are mentioned? A The deckchairs are better than blankets.
baseball basketball cycling football ice-skating B They are cheap to rent.
running skating swimming tennis volleyball C They are a symbol of Hyde Park.
5 Which activity is free to do in the park?
3 3.13 Listen again. Are the statements true (T), A sailing on the Serpentine
false (F) or not stated (N)? B music concerts
1 The speaker does exercise in the park every day. C using a deckchair
2 The speaker does not want to move away from
the park. 6 THINK & SHARE Work in small groups. Imagine
you are sitting in a park. Discuss the questions.
3 You can go swimming in the park at any time of
1 What sounds can you hear?
the year.
2 What can you smell?
4 Mainly adults play team games in the park.
3 How do you feel?
5 The ‘Shakespeare in the Park’ festival lasts for
a month. 4 What can you see around you?
6 You don’t have to pay to watch the plays. 7 Imagine you are one of the people in the photos in
Ex 1. Write a blog post (100–150 words) about your
4 Read this description of a park in London. What do
experience.
you find most appealing about Hyde Park?
8 Work in small groups. Imagine you have
permission to organise an event in your local park.
Hyde Park Discuss the questions.
There are 3,000 parks in London but Hyde Park
1 What kind of event will you organise?
is the most famous because it has appeared in so
many films, TV series and novels. It is in the centre 2 Who will be welcome at the event?
of London and was built by King Henry VIII in 1536. 3 How will you advertise the event?
The park has woodland, grassy areas, gardens and a
lake called ‘The Serpentine’ that is out of this world, 9 Work in groups. Design a poster to advertise
where people swim or rent small boats. Speakers’ your park event. Use it to present your ideas to the
Corner is a place where anyone can stand and speak class. Then make a classroom display of your posters.
to the public about anything they like. Sometimes
the debates get very lively and might not be suitable
for children. Hyde Park has several statues. The most
famous is the Wellington Arch, a big stone arch,
which people often take photos with. Lots of people
use the park to do exercise. There are football
pitches, a large ice rink, a tennis centre and paths
for cycling and horse-riding. In the summer you can
enjoy one of the free concerts with
music to suit everyone. Take a blanket rent (v) pay money to use something
or do as I do and rent one of the park’s debate (n) a formal discussion
famous striped deckchairs. Then you’ll suitable (adj) right
really feel like you are in Hyde Park. blanket (n) a large cover normally used
on beds to keep people warm

Life Vision Pre-Intermediate Culture worksheet 3  PHOTOCOPIABLE © Oxford University Press
 4 CULTURE Helping the environment

1 THINK & SHARE Look at the photo. Then 3 Read the article again. Then order the stages in
discuss the questions. Kaluki’s life from 1 to 6.
1 What does the photo show? A Kaluki helps with the animals at home.
2 Why is it important to save water? B Kaluki starts Green Treasures Farms.
3 How can you save water (a) at home, (b) in school C Kaluki decides to help his community.
and (c) in your town? D Kaluki travels to Nairobi to study further.
E Kaluki Paul Mutuku is born in Kenya.
F Kaluki finishes school in his village.
4 4.13 Listen to someone talking about the five
bucket goals of Green Treasures Farms. Complete the goals.

tap Green Treasures Farms’ five goals

1 To train women how to
and water in a safe way.
2 To train women how to grow
and .
3 To find the right trees and plants for
.
4 To show women how to grow and
their own .
5 To help women look after the .

5 THINK & SHARE Read these comments. What

do they mean? Do you agree or disagree? Why?
• A beautiful environment starts with you.
2 Read the text quickly. Which two groups of people • There is no Planet B.
receive training from Green Treasures Farms? • Take care of Earth and she will take care of you.
6 Work in pairs. Make a poster to show how you
can save water. Use it to present your ideas to the class.
Green Treasures Farms
Kaluki Paul Mutuku lives in Kenya. He grew up in
a small village in the countryside with his mother
and three brothers. The family lived a simple life.
They kept a few farm animals and spent the time
enjoying nature. Kaluki loved trees, plants and
animals. He enjoyed going for walks in the forest
to collect wood for the fire, he helped his mother
look after the animals and he played with the other
children of the village.

But village life was not always perfect. Like many

other villages in Kenya, they had a problem with
water. They weren’t rich and they didn’t have taps
inside their homes. They had to collect water
When Kaluki grew up and left school, he went to
from the river in buckets. This was always a job
university in Nairobi. He studied science and became
for women and children — a hard job. It was
very interested in the environment. He realised he
important not to waste water. Every drop of water
wanted to help the people in his community. He wanted
was important.
to teach them about water and how to make their lives
more comfortable. In 2014 he decided to start Green
Treasures Farms, an organisation that trains women and
waste (v) to use more of something
than is needed or useful young people how to look after water.

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 5 CULTURE The Duke of Edinburgh’s Award

1 Work in pairs. Look at the photos and answer

the questions.
1 Describe in detail what you can see in each picture.
2 Would you do these activities? Why? / Why not?
3 What kind of training do you need for each activity?
4 Which activity would you prefer? Why?
2 Read the fact file and answer the questions.
1 How many levels are there in the Duke of
Edinburgh’s Award?
2 How many different parts does each award have?

The Duke of Edinburgh’s

International Award
The award is for young people from the age
of 14. It is for great things they do outside the
classroom. There are three levels of award,
bronze for 14-year‑olds, silver for 15-year-
olds and gold for 16-year-olds. To win an
award you have to develop skills by doing
well in four areas: 3 Read the fact file again. Then match headings A–D to
sections 1–4.
1
A Exercise
Here you give back something to the B Adventurous journey
community where you live. For example, C Community service
helping in a library, reading to old people who D Skill building
live alone or cleaning up a local park. 4 5.13 Listen to five speakers talking about the
Duke of Edinburgh’s Award. How many speakers have
2 already achieved the gold award?

Here you find something you want to be good 5 5.13 Listen again Then read the statements
at and you develop the skills to get good at it! and answer Anna (A), Leo (L), Fiona (F), Nick (N) or
For example, computer programming, learning Maya (M). Which person …
a language, cooking or playing chess. 1 is happy about learning a musical instrument?
2 continues an activity they started for the award?
3 3 enjoyed working with young children?
4 went on a trip with an animal?
Here you have to do well at a sport or other 5 chose her future job while doing an award?
outdoor activity where exercise is key. Some 6 talks about carrying something heavy?
examples are playing tennis, running, mountain 7 formed friendships during the award?
climbing, cycling or sailing. 8 mentions a need to be physically strong?
4 6 THINK & SHARE Discuss the questions.
1 Why do you think people do these kinds of
In this section you develop skills in the natural challenges?
world, staying outdoors for one to three nights. 2 Are there any similar challenges in your country?
You can study insects on a beach, go camping in 3 Would you like to do a challenge like this?
a forest or study birds at the top of a mountain. Why? / Why not?
7 Imagine you are going to do the Duke of Edinburgh’s
If you do the Duke of Edinburgh’s Award, you Award. What would you like to do for each of the
make your own plan and choose challenges four sections?
in areas that interest you.
8 Visit the website and find out the differences
challenge (n) a new or difficult task between the bronze, silver and gold awards.
that tests somebody’s ability and skill https://www.dukeofed.org

Life Vision Pre-Intermediate Culture worksheet 5  PHOTOCOPIABLE © Oxford University Press
 6 CULTURE Memoirs from the USA

1 Work in pairs. Read the dictionary definition. 2 What is I Know Why the Caged Bird Sings about?
Then discuss the questions. A It is about childhood in America.
B It is about Maya Angelou’s early life.
Memoir /ˈmemwɑː(r)/ (n) A book that a person writes
C It is about learning to read.
about their life or an episode of their life.
3 Why did the speaker find the book difficult to read?
1 What kind of people write memoirs? A because she was too young
2 Why do some people enjoy reading memoirs? B because she didn’t go to school
C because it was sad
A B
4 Which event changed Maya Angelou’s life when she
was a young girl?
A She decided to write her own memoir.
B She learned to love school.
C She met Mrs Bertha Flowers.
5 How does the speaker describe the book?
A sad and clever
B sad and funny
C sad, funny and clever
6 Read the review of a memoir. Would you like to read
this book? Why? / Why not?

C D
Book review By J. Lyons
I don’t normally like memoirs but I read a brilliant
one recently. It’s by the American travel writer, Paul
Theroux. It’s called The Pillars of Hercules and it’s
about a trip he made around the Mediterranean,
through Spain, France, Italy, Greece, Turkey and
Morocco. It’s a kind of travel‑memoir. What I like
is the way he travelled and all the adventures he
has on the way. It’s really entertaining. He gets
buses and boats, he rides a bike, he walks. He
meets lots of interesting people everywhere he
goes. He makes you want to go on the same trip.
I laughed out loud in lots of bits. What makes the
2 Match the book titles and captions to the photos book great is that Theroux isn’t a typical tourist.
above. He doesn’t like tourist attractions or typical tourist
1 Becoming Michelle Obama: From her childhood in places so the book is more about him than the
Chicago to becoming the First Lady of the United places he visits. It’s about how he feels and what
States he’s thinking. It’s interesting and unusual.
2 Marley & Me: The ups and downs of life with a puppy
3 Open: The inspiring story of one of tennis’s 7 Answer the questions.
greatest legends 1 What does J Lyons think about memoirs in general?
4 Maiden Voyage: Two-and-a-half years sailing around 2 What kind of a memoir is The Pillars of Hercules?
the world alone (with a cat).
3 Why did J Lyons describe the book as
3 Work in pairs. Which of these memoirs looks ‘entertaining’?
most interesting? Why? 4 How do we know the book was amusing?
4 6.16 Listen to a girl talking about a memoir 5 What do you think J Lyons’s opinion of typical tourists
she read. Would you like to read this book? Why? / is? Why?
Why not? 8 THINK & SHARE Work in pairs. Discuss the
5 6.16 Listen again. Choose the correct answer: questions.
A, B or C. 1 Which of the two memoirs mentioned in the audio
1 Why did the speaker read this book? and the book review would you prefer to read? Why?
A It was homework. 2 Whose memoirs from your country would you like to
B It was for a project. read?
C She thought it looked interesting. 3 Which interesting events would you include in your
memoir?

Life Vision Pre-Intermediate Culture worksheet 6  PHOTOCOPIABLE © Oxford University Press
 7 CULTURE Ada Lovelace

1 Do the quiz. What do you think the answers are? 2 Check your answers. How many did you get right?
Choose A, B or C.
3 7.14 Listen to someone talking about Ada
Lovelace. What is she famous for?

Famous women
in history
1 Marie Curie was the first woman in history
to
A become Prime Minister.
B win a Nobel Prize.
C sail around the world.

2 Fatima Al Fihria opened the first

A cinema in the world.
B hotel in the world.
C university in the world.

3 Kathrine Switzer was the

first woman to Kathrine
A run the Boston Marathon.
4 7.14 Draw a timeline in your notebook. Then
B win the Tour de France cycle race.
listen again and write these events on the timeline in
C become a professional football player. the order in which they happened.

4 Coco Chanel invented • Ada lives with her grandmother.

• Ada becomes ill.
A the handbag.
• Ada writes the first algorithm for a machine.
B sunglasses. • Scientists and mathematicians use Ada’s ideas.
C the ‘little black dress’. • Ada helps Babbage with his work.
• Ada lives in London with her mother.
5 Maria Teresa De Filippis • The US military name their computer language ‘Ada’.
was the first female
• Ada meets Charles Babbage.
A chef on TV.
• Ada dies at a young age.
B Formula 1 driver. • Ada studies maths, science, music and French.
C news reader on TV. Maria Teresa
5 THINK & SHARE Read these quotations
6 Amelia Earhart was the first woman to by famous women and choose one you think is
interesting. Work in pairs and explain why you have
A fly solo across the Atlantic. chosen that one.
B win a Nobel Prize for Literature.
No one ever became poor by giving. Anne Frank
C travel to the North Pole without help.
What you do makes a difference, and you have to
7 Ellen Johnson-Sirleaf was the first woman to decide what kind of difference you want to make.
A host a televison game show. Jane Goodall
B kayak the length of Britain. Success isn’t about how much money you make.
C be elected as head of state in Africa. It’s about the difference you make in people’s
lives. Michelle Obama
8 Junko Tabei was the first The eyes of all future generations are upon you.
woman to
And if you choose to fail us, I say – we will never
A travel to space.
forgive you. Greta Thunberg.
B climb Mount Everest.
One child, one teacher, one book, one pen can
C conduct the Vienna
change the world. Malala Yousafzai
Philharmonic Orchestra. Junko
6 Choose one of the famous women in history from the
1A, 2C, 3A, 4C, 5B, 6A, 7C, 8B. quiz. Find a biography online and read about her life.

Life Vision Pre-Intermediate Culture worksheet 7  PHOTOCOPIABLE © Oxford University Press
 8 CULTURE UK bank notes

Student A 4 8.16 Listen again. Make notes and complete the

1 Work in pairs, A and B. Read the fun facts below. table. Then use your notes to write a summary.
Take turns to ask and answer questions to complete Bank note 1
the fun facts.
Date 2016
Colour 2
How much do you know
Person Sir Winston Churchill
about UK bank notes? Famous 3
4

Background 5

image Westminster Bridge

6

Quotation ‘I have nothing to offer but blood, toil,

7
and
sweat’, from his first speech as PM.
STUDENT A
10 fun facts about UK bank notes Bank note 8

1 The Bank of England made the first Date 2017

banknotes in .
2 The Bank of England is in Threadneedle
Colour Brown and 9
Street in London. The building known as Person 10
‘The Old Lady of Threadneedle Street’.
3 appears on all banknotes in Famous Author
the UK. Background 11
4 The first historical figure to appear on a bank image an illustration of one of her
note was the writer, William Shakespeare.
characters, Elizabeth Bennett.
5 The governor of the Bank of England said,
“Money is for a country and Quotation ‘I declare after all there
its people.” is no enjoyment like
12
6 A five-pound note is sometimes called ’ from
‘a fiver’. her book, Pride and Prejudice.
7 A ‘quid’ is .
8 The engineer George Stephenson appeared 5 Use the internet to find out information about the
on a five-pound note. Millions of notes had twenty-pound note. Complete this table.
to be destroyed because his death date
was wrong. Bank note twenty pounds
9 Each UK banknote is . The Date
bigger the amount, the bigger the note.
10 There are four types of bank note in the UK, Colours
(five, ten, twenty and fifty). Famous
person

2 Who are the people in these photos? Why are they Images
famous? Quotation

6 THINK & SHARE Discuss. Which people and

buildings are on the bank notes from your country?
7 Work in pairs. Choose a historical figure for a
bank note.
1 Think of an historical figure you would choose.
2 Make a list of reasons why your person is ideal.
3 Take turns to share your ideas with another pair.
4 Have a class vote to find the three most popular
3 8.16 Listen to someone talking about money. ideas. You cannot vote for your own idea.
Which two bank notes are mentioned?

Life Vision Pre-Intermediate Culture worksheet 8  PHOTOCOPIABLE © Oxford University Press
 8 CULTURE UK bank notes

Student B 4 8.16 Listen again. Make notes and complete the

1 Work in pairs, A and B. Read the fun facts below. table. Then use your notes to write a summary.
Take turns to ask and answer questions to complete Bank note 1
the fun facts.
Date 2016
Colour 2
How much do you know
Person Sir Winston Churchill
about UK bank notes? Famous 3
4

Background 5

image Westminster Bridge

6

Quotation ‘I have nothing to offer but blood, toil,

7
and
sweat’, from his first speech as PM.
STUDENT B
10 fun facts about UK bank notes Bank note 8

1 The Bank of England made the first Date 2017

banknotes in 1695.
2 The Bank of England is in Threadneedle
Colour Brown and 9
Street in London. The building known as Person 10
‘The of Threadneedle Street’.
3 Queen Elizabeth II appears on all banknotes Famous Author
in the UK. Background 11
4 The first historical figure to appear on a image an illustration of one of her
bank note was the writer, .
characters, Elizabeth Bennett.
5 The governor of the Bank of England said,
“Money is memory for a country and its Quotation ‘I declare after all there
people.” is no enjoyment like
12
6 A five-pound note is sometimes called ‘ ’ from
’. her book, Pride and Prejudice.
7 A ‘quid’ is one pound.
8 The engineer George Stephenson appeared 5 Use the internet to find out information about the
on a five pound note. Millions of notes had twenty-pound note. Complete this table.
to be destroyed because his
was wrong. Bank note twenty pounds
9 Each UK banknote is a different size. The Date
bigger the amount, the bigger the note.
10 There are four types of bank note in the UK, Colours
(five, ). Famous
person

2 Who are the people in these photos? Why are they Images
famous? Quotation

6 THINK & SHARE Discuss. Which people and

buildings are on the bank notes from your country?
7 Work in pairs. Choose a historical figure for a
bank note.
1 Think of an historical figure you would choose.
2 Make a list of reasons why your person is ideal.
3 Take turns to share your ideas with another pair.
4 Have a class vote to find the three most popular
3 8.16 Listen to someone talking about money. ideas. You cannot vote for your own idea.
Which two bank notes are mentioned?

Life Vision Pre-Intermediate Culture worksheet 8  PHOTOCOPIABLE © Oxford University Press
 Culture lesson notes
• Have a class vote with a show of hands for students to
Lesson summary
choose the three most popular suggestions for plaques.
1 Culture: London with a difference
Exercise 7
SHORTCUT To do the lesson in 30 minutes, keep the
• Ask students to visit the website and choose three famous
people who have blue plaques. They should note down
warm-up and exercise 1 brief. Set exercise 7 as homework
the information in the task instructions.
for students to share with the class in a subsequent lesson.
• Working in pairs, students share the information they
found.
WARM-UP Focus attention on the photo, elicit the word
statue and ask students if they know who the person is Extra challenge
(Socrates) and why there is a statue of this person. Tell students that the blue plaque scheme has decided
• Ask if there are any statues of famous people in the that only two of the famous people they learned about
students’ home town or capital city. can have plaques. Ask them to discuss and decide which
two plaques to keep and why.
Exercise 1
• Working in pairs, students answer the questions. Lesson summary
• Elicit ideas from the class. You could ask them to give 2 Culture: Is it art?
examples of internationally famous people and how they
are remembered.
SHORTCUT To do the lesson in 30 minutes, omit the
Exercise 2 warm-up and exercise 4.
• Students complete the task.
• Working in pairs, students compare their answers. WARM-UP Write on the board: What kind of art do you like
• Check answers as a class. best and why? If necessary, brainstorm different types of visual
KEY art, e.g. photography, painting, street art, sculpture, drawing.
1 D  ​2 E  ​3 C  ​4 A  ​5 B • Put students in small groups to discuss the question.
• Elicit some ideas from the class.
Exercise 3
• Students complete the task.
KEY
Culture note
1 More than 900   ​2 Gandhi  ​3 1984 (and a few times Banksy is a famous British street artist. Nobody knows who
before)  ​4 Lord Byron and Napoleon III   ​5 anyone   he is. He uses stencils and spray paint to create street art
​6 They have special letters. in a recognisable style, which is often political or satirical.
He started out as an artist in the 1990s in Bristol, but his
Exercise 4 Think & share work has appeared in public places all over the world.
• Working in pairs, students discuss the questions.
• Ask a few students to share their answers with the class. Exercise 1 Think & share
• Give students time to read and think about the questions.
Exercise 5
• Working in pairs or small groups, students answer the
• Check students understand committee. questions.
• Working in pairs or small groups, students do the task. • Elicit ideas from the class.
• Give them plenty of time to discuss and plan their blue
plaque schemes. You can encourage them to sketch out KEY (SUGGESTED ANSWERS)
designs for how their plaques will look. 1 The photos show graffiti on walls.
2 The photo on the left shows an image of a rat with
Extra support a bow. The photo on the right is more colourful and
Students may benefit from being able to do some shows writing.
internet research into local people who have achieved or 5 The photo on the left could be an artwork by Banksy
contributed something special. because he does not use many colours.

Exercise 2
Exercise 6 • Students read the question and then read the text quickly
• Each group presents their ideas to the class. to find the answer.
• If you have little time, get two groups to present to each • Check the answer as a class. You could ask students if they
other. agree more with Nancy or Lawrence and why.

Life Vision Pre-Intermediate Culture lesson notes  1 PHOTOCOPIABLE © Oxford University Press
 KEY Exercise 5
They disagree on whether art belongs in the street or not. • Working in pairs, students do the task.
Exercise 3 Extra support
• Give students time to read the questions. Check they Have a class brainstorm about environmental issues
know the meaning of environment and feature. and make a mind map or list on the board. Also, remind
• Students answer the questions individually. students that street art can be based on words as well as
• Working in pairs, students compare their answers. pictures, which could help students who don’t think they
• Check answers as a class. are artistic.
KEY • Give them plenty of time to discuss and plan their murals.
1 Paul Curtis’s art is different because he likes to use dirty You can encourage them to sketch out designs for how
walls to paint on. their wall will look.
2 The contrast between a lovely painting and the ugly
space around it Extra activity
3 Because his art sends a message that says ‘Stop • Each pair presents their ideas to the class.
destroying our beautiful world’. • If you have little time, make small groups of three pairs
4 The size and the colour to present to each other.
5 All the people who don’t like the painting
• If you wish, have a class vote to choose the class
Exercise 4  2.13 favourite or top three choices. (Students can’t vote for
• Check the meaning and pronunciation of mural their own mural!)
/ˈmjʊərəl/ (a large painting done on a wall, sometimes on
an outside wall of a building). Students might also need Lesson summary
zebra crossing and waterfront, which are on the audio.
3 Culture: Parks in Perth and London
• Play the audio for students to answer the questions.

Extra support SHORTCUT To do the lesson in 30 minutes, omit the

If necessary, put students in pairs to compare their warm-up, keep exercise 1 brief and omit exercise 6. Set
answers. Then play the audio again. exercise 7 as homework and omit exercise 9.

• Check answers as a class.

WARM-UP Ask: When you want to spend time with friends
KEY
outdoors, where do you go and what do you do?
1 HH  ​2 AR  ​3 GO  ​4 GO  ​5 HH  ​6 AR
Working in pairs, students discuss the question.
Transcript • Elicit some answers from the class.
1 I like the Abbey Road painting on Grafton Street. It’s really
good. He’s taken the cover of the Beatles’ album, Abbey Exercise 1
Road – the one with the Beatles walking on a zebra crossing.
• Focus attention on the different photos on the page. Give
And he’s copied it on a big wall. But without the Beatles. So,
students time to read and think about the questions.
you’ve just got the zebra crossing and the background of the
road and the trees. He’s done it in such a way that you can • Put them in pairs or small groups to answer the questions.
stand on the zebra crossing and take a photo of yourself on • Elicit ideas from the class.
the album cover. Do you know what I mean? KEY (SUGGESTED ANSWERS)
2 There’s a restaurant on the waterfront in Liverpool called 1 Parks / Green spaces in cities
Cargo Restaurant. On the wall inside there’s a giant mural 2 You can do exercise, socialise and breathe cleaner air
that Paul did. It’s a giant octopus. It’s quite simple, really. than in the rest of the city.
The wall is black and the octopus is painted in white. Its 3 They want to relax or exercise and be outside. They feel
body is in the top corner of the wall and the legs stretch free, relaxed and full of energy.
out across and down the wall. Yes, it’s really something. On 4 Students’ own answers
Paul’s website you can watch a time lapse video of him
painting the mural. It’s good fun. Exercise 2  3.13
3 Have you seen the ‘Helping Hand’ mural? It’s really • Play the audio for students to tick the activities which are
colourful: yellow, red, purple, orange. I think the mentioned.
background represents the city. The main part shows • Check answers as a class.
a giant hand helping people step up and climb over a
wall. The actual wall that the painting is on. And there’s KEY
a sign painted on it that says ‘Anyone can be part of a Basketball, cycling, football, running, swimming, tennis
community’. That’s a really good message. Unfortunately,
Transcript
the painting is only temporary. It’s on a wall that they built
I live around the corner from Kings Park in Perth, Australia.
outside Liverpool Library. The wall is staying there while
It’s a beautiful park with something for everyone. I walk
they are doing building work on the library. Then they will
through the park every day on my way to work and at the
knock it down.
weekend I go to the park to do exercise. I either go running

Life Vision Pre-Intermediate Culture lesson notes  2 PHOTOCOPIABLE © Oxford University Press
 around the tracks or I play tennis with friends. I can’t imagine Exercise 7
living anywhere else in the city, to be honest. The park is an • Give students time to write their blog posts.
important part of my lifestyle. It really is a special place and • Circulate and monitor, reminding students to use present
there are lots of things you can do there. You can hire a bike tenses because they are imagining being in the park.
and go cycling. Or, if you want something less energetic, you Encourage them to use their feelings from exercise 6 in
can go on a walking trail. There’s an amazing botanic garden their blog posts.
and a big tower called the DNA Tower because the design
is like a piece of our DNA. You can climb up the steps to the
• Working in pairs, students read each other’s blog posts.
top, but there are more than a hundred so • Elicit from a few pairs which park experience seems the
you have to be fit. most positive or interesting.
I enjoy just sitting in the park sometimes. I watch groups of
children and teenagers playing team games like basketball or
Extra challenge
football. Ask students to give feedback on each other’s work.
The summer is the best time in the Things to think about could include spelling, punctuation,
park. When the weather is good, you can go swimming in grammar, use of interesting vocabulary, organisation of
an outdoor pool. The water is cold, but it’s fun. And there ideas and impression on the reader.
are lots of events in the summer too. My favourite is called
‘Shakespeare in the Park’. It lasts a whole month and they Exercise 8
have plays and performances every day. The best part is that • Working in small groups, students do the task.
everything is free so that means anyone can go.
Extra support
Exercise 3  3.13 You could conduct a class brainstorm of events which
• Point out that as well as True or False, some of the answers could take place in parks, e.g. exercise classes or fun runs,
are not given on the audio. team games, a fair with stalls and games, a dog show, a litter-
• Play the audio for students to mark each statement. pick, a music concert or festival, a food festival.
• Working in pairs, students compare their answers.
• Check answers as a class. • Circulate and monitor, encouraging students to make
some notes. Try and ensure a variety of events in the class.
KEY
1 F  ​2 T  ​3 F  ​4 N  ​5 T  ​6 T Exercise 9
• Students will need plenty of time to prepare their posters.
Transcript
• Encourage them in their groups to assign each member
See exercise 2.
one aspect of the event to write up and / or draw. If
Exercise 4 possible, they could also find images to add to their
posters online.
• Check the meaning of the phrase find most appealing (find
most interesting). • Set time limits to help the class finish the task together.
• Focus attention on the glossary. • Display posters around the room. Ask one person from
each group to stay with their poster in order to present
• Students read the text and answer the question.
it and answer questions. The other group members can
• Elicit answers from the class. move around the room and look at or talk about other
• Go through any unknown vocabulary students may want posters. Ensure students in each group swap roles so they
to know, e.g. woodland, grassy, out of this world, arch, each have a turn presenting their group’s ideas to their
pitches, ice rink, deckchair. classmates.
Exercise 5 • Do some quick feedback with the class, asking which
events the class particularly like and why.
• Students work individually to answer the multiple-choice
questions. Lesson summary
• Check answers as a class. 4 Culture: Helping the environment
KEY
1 C  ​2 A  ​3 B  ​4 B  ​5 B
SHORTCUT To do the lesson in 30 minutes, omit the
Exercise 6 Think & share warm-up and keep exercise 1 brief. Set exercise 6 as an
individual homework task to present in a subsequent
Extra support lesson.
To help students really visualise the park, you could ask
them to put their hands over their eyes, or even rest their
WARM-UP Working in pairs or small groups, students
arms and head on their desks, eyes closed. Then slowly
remember as much as they can about Lesson 4.3, which
read the questions aloud, leaving long pauses for students
was about getting water.
to imagine.
• Elicit from some students what they remember.
• Working in small groups, students share their answers.
• Ask a few students to share their ideas with the class.

Life Vision Pre-Intermediate Culture lesson notes  3 PHOTOCOPIABLE © Oxford University Press
 Exercise 1 Think & share comes from plan B, which means ‘what you intend to do
• Working in pairs or small groups, students answer the if your first or main plan fails’. They need to know this to
questions. understand comment 2.
• Ask a few students to share their ideas with the class. • Give students time to think about the comments.
• Working in pairs, students discuss the comments.
Exercise 2 • Ask a few students to share their opinions with the class,
• Students read the text quickly to answer the question. encouraging them to explain their views and support
• Check the answer as a class. them with examples.
KEY Exercise 6
Women and young people
• Remind students that they discussed how to save water in
Exercise 3 exercise 1.
• Give students time to read the stages in Kaluki’s life and • Working in pairs, students produce a poster.
put them in order, re-reading the text.
Extra challenge
• Working in pairs, students compare their answers.
Make sure each pair is working at their ability level; tell
• Check answers as a class.
stronger pairs to include at least five ideas for saving water.
KEY
1 E  ​2 A  ​3 F  ​4 D  ​5 C  ​6 B • Each pair presents their poster to the class.
• If you have little time, make small groups of three pairs to
Exercise 4  4.13 present their ideas to each other.
• Give students time to read the gapped sentences. • During feedback, see which water-saving ideas were used
• Play the audio. most in the posters and discuss which ideas save the most
• Check answers as a class. water, which are easiest to do, etc.
KEY Lesson summary
1 collect, keep   ​2 plants, trees   ​3 different areas  ​
5 Culture: The Duke of Edinburgh’s Award
4 make, food   ​5 environment

Transcript SHORTCUT To do the lesson in 30 minutes, omit the

Green Treasures Farms has five main goals or objectives. The warm-up and keep exercise 1 brief. Omit exercise 3. Set
first one is to train women how to collect and keep water exercise 8 as homework to discuss in the next lesson.
in a safe way. This might seem obvious, but there are lots of
places where women aren’t collecting water in a safe way.
Sometimes this is because the place isn’t safe and it’s easy to WARM-UP Write on the board: What skills do you have
fall and have an accident, or because the water itself isn’t safe that you didn’t learn at school? How did you learn them?
because it is polluted. Working in small groups, students discuss the questions.
Training women how to grow plants and trees is another • Ask a few students to share their ideas with the class.
important goal for the organisation. This means teaching
them how to use seeds to grow plants so that they can have
food and shelter without depending on others. The third Culture note
goal is connected to the second goal. It is to find the right The Duke of Edinburgh’s award was started by Prince
trees and plants for different areas. You can’t just plant any Philip, the Duke of Edinburgh (Queen Elizabeth II’s
tree in any place. You have to think about the environment husband) in the UK in 1956. It was for boys at first, but in
and about what grows naturally in such an environment. If 1957, it opened to girls too. It went international in 1988.
you don’t think carefully about what you plant and where,
you can destroy the environment and make things worse,
Exercise 1
not better.
Goal number four is to show women how to grow and then • Working in pairs, students answer the questions.
make their own food. So, we start with growing the plants, • Ask a few students to share their ideas with the class.
but then the women need to know what to do with these
plants when they have grown. For example, cereals can be
Exercise 2
made into flour to make bread. • Students read the fact file quickly to answer the questions.
To help women look after the environment, the fifth If time is short, tell them they can find the answers to this
goal, is very important because all of the other goals are exercise in the introductory paragraph.
meaningless if they don’t look after the environment. But if • Check answers as a class.
they do understand the importance of sustainability, then KEY
they will be able to look after themselves and their families 1 Three  ​2 Four
for generations.
Exercise 3
Exercise 5 Think & share • Students work individually to do the matching task.
• Teach students what we mean by Planet B, i.e. we have no • Check answers as a class.
other planet except for the one we live on. The expressions

Life Vision Pre-Intermediate Culture lesson notes  4 PHOTOCOPIABLE © Oxford University Press
 KEY KEY
1 C  ​2 D  ​3 A  ​4 B 1 F  2 N  3 A  4 M  5 A  6 L  7 M  8 L

Extra activity Transcript

• Encourage students to respond personally to the See exercise 4.
information in the text. Ask them which award they
Exercise 6 Think & share
would be eligible to do.
• Working in small groups, students talk about the four
• Working in pairs, students discuss the questions.
areas. Which part of the award do they think sounds • Ask a few students to share their answers with the class.
the most enjoyable and which sounds the biggest
Exercise 7
challenge for them? Why?
• Students read the instructions and think individually about
• Ask a few students to share their ideas with the class.
what they would choose to do.
• Working in pairs, students share their answers, or if time is
Exercise 4  5.13 short, elicit answers from just some of the students.
• Play the audio for students to answer the question.
• Check the answer as a class. Exercise 8
• Give students plenty of time to access and navigate the
KEY
website online.
One
Extra support
Transcript
1 My name is Anna. I did the bronze award last year. The best Working in pairs, students investigate just one aspect,
part for me was the community service. I helped organise e.g. What is different about community service across the
a music club for kids aged three to six. It was great fun. three awards? Then put them in groups to share different
Now I know I want to be a primary school teacher one day. aspects they’ve found out about.
2 Hi! I’m Leo and I’m doing my gold award at the moment.
• Ask a few students to share some information with the
I think it will look good on my CV. I’m going to do my
class.
adventurous journey part next week. First, we have four
days of training and then three days of camping and Lesson summary
walking: sixty kilometres with our rucksacks that weigh
6 Culture: Memoirs from the USA
about thirty kilos! You have to be fit and strong to do that.
3 I’m Fiona and I can’t wait to do my gold award. But first
I have to get my silver. I’m starting it next week. For the SHORTCUT To do the lesson in 30 minutes, keep the
skill-building section, I’m learning how to play the bass warm-up brief and omit exercises 6 and 7. In exercise 8,
guitar. I’ve got a teacher - my friend’s brother. I got the omit question 1.
guitar for my birthday last year, but I can’t play it so this is a
good chance to learn. I’m excited about it. This is all good
experience for when I go to university, I think. WARM-UP With books closed, brainstorm different kinds
4 Hi. I’m Nick. I did the gold award two years ago. The best of books you can read, e.g. non-fiction: history, geography,
bit was the exercise. I chose cycling. I used to ride a bike, nature, science, biography; fiction: comics, poetry, novels
but not seriously. I trained with a cycle club to get my (e.g. comedy, drama, historical, fantasy, horror, action /
award. It was really good, but hard. I stayed in the club adventure, mystery.
after getting the award. I enter competitions now and I • Working in small groups, students discuss what kind of
won my first race a few weeks ago. Employers love it when books they prefer and why.
they see that you did a Duke of Edinburgh Award. • Ask a few students to share their opinion with the class.
5 Hello. My name’s Maya. I did the silver award a couple of
years ago and I started the gold award, but didn’t finish it
Exercise 1
so I’m going to have another go next year. The best part
of my silver award was the adventurous journey. I did a • Students read the definition. Model and drill the
horseback trip. A hundred kilometres along a coast path. pronunciation of memoir. Students might be familiar with
It was amazing. I went with a small group and we became the noun (auto)biography.
best friends on that trip. • Working in pairs or small groups, students discuss the
questions.
Exercise 5  5.13 • Ask a few students to share their ideas with the class.
Extra challenge Exercise 2
Students might be able to remember some of the • Students do the matching task individually.
answers before listening again. • Check answers as a class. You could ask if any of the
students have read any of the books.
• Play the audio for students to answer the questions.
• Working in pairs, students compare their answers. KEY
• Check answers as a class. 1 B  2 A  3 D  4 C

Life Vision Pre-Intermediate Culture lesson notes  5 PHOTOCOPIABLE © Oxford University Press
 Exercise 3 • Ask a few students to share their opinion with the class.
• Working in pairs, students answer the questions.
Extra activity
• Ask a few students to share their opinions with the class.
• For homework, ask students to imagine one of
Exercise 4  6.16 the events from exercise 8, question 3, and write a
• Play the audio for students to answer the question. paragraph about it to go in their memoir. Remind them
to be careful to use past tenses and check their spelling
• Ask a few students to share their opinions with the class.
and punctuation before handing it in for marking.
Transcript Alternatively, you could put students in pairs or small
Last year, we had to read a memoir as part of a school groups and ask them to read their paragraphs to each
literature project about American writers. My English teacher other and comment on which might make the most
recommended this book. I really enjoyed it. It made me exciting, interesting, or funny memoir.
laugh and cry. And it made me think about how lucky I am
to be able to go to school and have a good education. The
Lesson summary
book is called I Know Why The Caged Bird Sings and it is by
the American author Maya Angelou. It’s the first book in a 7 Culture: Ada Lovelace
series of six. In this book, Maya talks about her early life. It
begins when she is about three and it finishes when she is SHORTCUT To do the lesson in 30 minutes, omit the
sixteen. It isn’t always an easy book to read because her life warm-up and exercise 5. Set exercise 6 as homework.
was difficult, especially when she was a child. Maya didn’t feel
loved or wanted and she was unhappy. But when she was
a teenager, she made a special friend, a woman called Mrs WARM-UP Working in small groups, students discuss
Bertha Flowers. And after that, everything changed. Bertha who the most famous woman is or was in their own
loved reading and she taught Maya how to love books too. country and in the world.
She gave her the idea of writing her own memoirs. Maya • Ask a few students to share their opinion with the class.
became more and more confident as she wrote. She’s a really
good writer. This book is sad, funny and clever at the same
Exercise 1
time. I’m going to read the other five books in the series.
They’re all in the school library. • Ask students to do the quiz and choose the correct
answers.
Exercise 5  6.16
• Play the audio again for students to answer the multiple- Extra support
choice questions. You could pre-teach or check vocabulary before students
begin: host (v), kayak, be elected, vote, conduct. Alternatively,
• Working in pairs, students compare their answers.
working in pairs, students do the quiz to support each
• Check answers as a class. other with unknown vocabulary.
KEY
1 B  ​2 B  ​3 C  ​4 C  ​5 C Exercise 2
Exercise 6 • Students check the answers.
• Students read the review and answer the question. • Find out how many questions they got right, which ones
• Working in pairs, students share their answers. they were sure about and whether they were surprised by
any of the answers.
• Ask a few students to share their opinion with the class.
KEY
Extra support 1 B  2 C  3 A  4 C  5 B  6 A  7 C  8 B
Go through any unknown vocabulary with the students,
e.g. entertaining, laugh out loud.
Exercise 3  7.14
• Play the audio for students to answer the question.
If students know before listening, ask them not to tell
Exercise 7 anyone.
• Students work individually to do the task. • Check the answer as a class.
• Check answers as a class.
KEY
KEY She wrote the first computer program in the world.
1 He doesn’t like them.
2 It’s a travel book. Transcript
3 Because the author has adventures as he travels. Today, Ada Lovelace is famous. But who was she? And
4 Because he laughed out loud as he read it. what exactly did she do? Ada was born in London in 1815.
5 He probably thinks they are boring or uninteresting Her father was famous. He was the poet Lord Byron. Her
because he likes the fact that Paul Theroux isn’t a typical mother was Anne Isabella Milbanke, a woman who loved
tourist. maths and the sciences. When she was a young child, Ada
moved out of her mother’s home and went to live with her
Exercise 8 Think & share grandmother. She studied hard and had lessons in science
• Working in pairs, students discuss the questions. and mathematics, music and French. At this time, girls in

Life Vision Pre-Intermediate Culture lesson notes  6 PHOTOCOPIABLE © Oxford University Press
 the UK didn’t go to university so Ada’s education was very • Ask a few students to share their ideas with the class.
unusual.
When Ada was seventeen, she met an important Exercise 6
mathematician from the University of Cambridge. His name • Give students plenty of time to do internet research on
was Charles Babbage and besides teaching maths, he was an their chosen famous woman.
inventor.
He invited Ada to see the plans of one of his early machines, Extra support
a kind of simple calculator. Ada became very interested With the whole class, before starting the exercise, elicit
and started learning more maths and about Babbage’s some questions which students could find the answers to,
work. She started to help Babbage with his work and she e.g. When was she alive? What was her childhood like? Did
wrote mathematical papers to explain how his machines she study? What field(s) did she work in? How many things
worked. Later she wrote the first algorithm designed to be did she achieve? When did she achieve them?
understood by a machine. Today we understand that Ada’s
notes and algorithm were the very first computer program in
the world. Extra challenge
Ada realised that it was possible to invent a machine that Ask students as they do their internet research to note
could do more than work with numbers. She understood five to ten new words they think are helpful or important
that a machine could work with music, images and language when talking about their chosen woman. They can peer-
too. She never lived to see such a machine. But everybody teach these as they give their presentation.
agrees on the importance of her work in the history of
computing.
• Gives students time to prepare a paragraph or
mini-presentation on their chosen famous woman.
Ada died at the age of 36 in 1852, after being ill for many
years. In the years following her death, mathematicians and • Students present their internet research. Encourage those
computer scientists used her ideas to build code-breaking listening to ask questions. If the presenters don’t know the
machines and other computers. In the USA, the military and answers, they can do further research afterwards.
the Pentagon named their computing language Ada. • Encourage a brief classroom discussion, eliciting anything
new and interesting that students learned.
Exercise 4  7.14
Lesson summary
Extra support 8 Culture: UK bank notes
Help students draw their timelines by eliciting or telling
them the start and end dates (1815, 1852).
SHORTCUT To do the lesson in 30 minutes, omit the
• Play the audio. Students may need to hear this several warm-up and exercise 5. Set exercise 7 as homework.
times, or you may need to pause after one or two details
so they can add them to their timelines.
WARM-UP Provide some coins and bank notes or ask
• Ask students to come up to the board and add details to
students to look in their own purses or wallets. Allow
build the timeline together.
students a few minutes in small groups to look at the
KEY money and discuss what is shown on each side of the
1 Ada lives in London with her mother. coins and notes.
2 Ada lives with her grandmother. • Ask them how much they think they notice what is on
3 Ada studies maths, science, music and French. their money.
4 Ada meets Charles Babbage.
• Ask them if they know much about UK money.
5 Ada helps Babbage with his work.
6 Ada writes the first algorithm for a machine.
7 Ada becomes ill. Exercise 1
8 Ada dies at a young age. • Put students in A / B pairs. Give them time individually to
9 Scientists and mathematicians use Ada’s ideas. read their own fun facts.
10 The US military name their computer language ‘Ada’. • Tell them to ask each other questions to complete the
missing information.
Transcript
See exercise 3. Extra support
Exercise 5 Think & share • You could make A+A and B+B pairs to think of the
questions they need to ask to get the information to
• Students read the quotations individually and think about complete the sentences.
which they relate to.
• Then pair students again as A / B pairs to do the task.
• Working in pairs, students share their ideas and think
about situations which illustrate their choices. • Check answers as a class. Elicit from students any facts
which are new or particularly interesting.
Extra support
You might need to give your own example to illustrate KEY
what you want students to do. 1 1695  ​3 Queen Elizabeth II   ​5 memory  ​7 one
pound / £1   ​9 a different size

Life Vision Pre-Intermediate Culture lesson notes  7 PHOTOCOPIABLE © Oxford University Press
 Exercise 2 Transcript
• Elicit answers from the class. See exercise 3.
KEY
• Give students time to write a brief paragraph about each
Winston Churchill and Jane Austen bank note from the information. If time is short, ask them
Winston Churchill was a famous British politician. He was to just choose one note to write about.
British Prime Minister during the Second World War. • Circulate and monitor, encouraging students to
Jane Austen was a famous author. She wrote six novels self-correct any errors. You could also ask students to
including Emma and Pride and Prejudice. compare their paragraphs in pairs to look for similarities
and differences.
Exercise 3  8.16
• Play the audio for students to answer the question. Exercise 5
• Check the answer as a class. • Working in pairs, students research the twenty-pound
note on the internet.
KEY
The five-pound note and the ten-pound note Extra challenge
You could make this exercise a race if you have a class
Transcript who enjoy competition.
All bank notes in the UK have an image of Queen Elizabeth
II on the front. But on the back of each banknote, there • Elicit information from the class to complete the table.
is another image. There is a different person from history
KEY (SUGGESTED ANSWERS)
on each bank note. The images have a background and a
famous quotation from each person and of course, each Date: February 2020
note is a different size and colour. Colours: mainly purple
The latest five-pound note came out in 2016. The note Famous person: JMW Turner (painter)
is printed in shades of blue and the man on the back is Images: JMW self-portrait 1799, The Fighting Temeraire,
Sir Winston Churchill. He was a Prime Minister in the UK, painted by Turner in 1839
but he was also an author. The image shows a picture of Quotation: Light is therefore colour.
Churchill when he was an older man and probably at his Exercise 6 Think & share
most powerful. In the background, you can see the Houses
of Parliament, where he worked, as well as Westminster
• Working in small groups, students discuss the question.
Bridge. Look closely and you’ll see Churchill’s Nobel Prize for • Ask a few students to share their answers with the class.
Literature, which he won in 1953. The quotation on this bank
Exercise 7
note comes from the first speech Churchill made as Prime
Minister during the Second World War. It says: `I have nothing • Individually, students think of a historical figure they think
to offer but blood, toil, tears and sweat’. would be ideal for a bank note in their country.
The latest ten-pound note came out in 2017. It is printed in • Working in groups, students share their ideas and choose
shades of brown and yellow and is special because it was the one of the people to present later to the class.
first time a woman appeared on the back of a bank note. She • Circulate and monitor, checking that not all the groups
is the author, Jane Austen. There is a picture of the author have chosen the same historical figure!
as a young woman. In the background, you can see Jane’s • Give them plenty of time to list reasons why their person
brother’s house, where she lived. You can also see a picture is ideal. If possible, allow online research time so they have
of a woman writing at a table. This is one of the characters detailed information to use, including ideas for artwork
from Jane Austen’s famous book Pride and Prejudice. Her and a quotation if possible.
name is Elizabeth Bennett. The quotation is from Elizabeth • If time permits, students could sketch a design of their
Bennett too. It says: `I declare after all there is no enjoyment bank note.
like reading!’
• Each group presents their historical figure to the class and
Exercise 4  8.16 explains why they would be ideal for a bank note.
• At the end, have a vote to choose the three most popular
Extra support historical figures.
Encourage students to think about what is missing from
the tables before listening. They may even be able to
complete one or two gaps from memory before they
listen again.

• Play the audio for students to complete the tables.

• Working in pairs, students compare their answers.
• Check answers as a class.
KEY
1 five pounds   ​2 blue  ​3 prime minister   ​4 author  ​
5 Houses of Parliament   ​6 Nobel Prize for Literature   ​
7 tears  ​8 ten-pound note   ​9 yellow  ​10 Jane Austen  
1​ 1 Jane’s brother’s house   ​12 reading

Life Vision Pre-Intermediate Culture lesson notes  8 PHOTOCOPIABLE © Oxford University Press