from Episode 2
The Teacher's Book gives model answers (in a
different colour) for all the exercises, plus a
general introduction on using the video. This
covers techniques and practical questions.
The model answers for "The Story So Far" sections
are particularly important. We have listed
questions and possible answers which should help
steer students into using the target language in
these important post-video open exercises. We say
"steer" not "push" or "force" because this is
designed to be an open fluency activity as well as
maintaining awareness of the plot.
Story So Far, episode 1
also give guidance on activities, including further
classroom weork with silent viewing, sound only,
paired description of a silent sequence and so
The Teacher's Book gives extensive background
information for the teacher. We feel that this best
comes from the teacher, not the book. Natural
classroom explanation is more interesting and
realistic than a text. Here are some examples of
information given to the teacher:
from Episode 2
2 Look at the body language. Imitate the actions.
Match the sentences. Then replace 'he' and 'his' with the
If students are not used to discussing non-verbal
communication, this might appear to be an intimidating task
(!). However, it's easier than it appears. Have students
physically imitate the actions in column 1 and ask them how
they feel while they're in the relevant poses.
intimidating is just 'frightening' in a basic
dictionary, but more accurately it's 'trying to make someone
feel small, or powerless.'
defensive means you feel you are under verbal attack
or criticism, and you're trying to protect yourself and your
tense is the opposite of relaxed - have
students tense and relax their hands.
ready for action - he is able to jump to his feet and
start doing things in a second if it becomes necessary
Are they using the British or American meaning of
British. 'professor' just means 'teacher' in many
languages, but in Britain it is a very senior position in a
You could check other items in the definition -
pronunciation, [C] for 'countable', 'noun',
'sincere' / 'insincere' (For some languages, 'sincere' is
something of a false friend, but the slight difference in
meaning should not affect their ability to do this
exercise). It's best to leave this to their speculation -
some may think that Alan is lying.
about the picture.
As one theme is forms of address and degrees of
formality, you could expand on the communication topic of
stance and position. Ask what it shows about status. This is
the first place where students learn that the policeman in a
blue raincoat is a sergeant.
ich case, how did he get there?
The extension in this unit focusses on a communication
skill- the appropriate choice of forms of address and names.
This may seem radical to some students who will be expecting
a grammar or function-based topic, or information.
Dr Burbage said:
'I shall have to call the police.'
'Unfortunately, I have to say this.'
Dr Burbage's two remarks demonstrate the use of have to
for an "external obligation" in contrast to an internal
obligation, where must is generally preferred. There
is an aspect of additional politeness in using have to.
If you say, I must go this means it is an
internal obligation, so it is probably your choice.
If you say I have to go you are implying an
external obligation, i.e. it is not your choice, but
something imposed on you from outside.
Obviously, Dr Burbage is being polite (and probably quite
insincere) in saying that he has to do these
Fact and Fiction (from the introduction):
Identity" is a fictional story which takes place in a real
location in and around Oxford. It is important to be aware
of the border between fact and fiction in the story,
particularly where students may go on to study literature.
We would not want students to cite 'The Falcon of Malta' as
a Shakesperean play in exams.
General facts about Shakespeare, The Civil War and the
University of Oxford are true. We do not suggest
communicating the information below to your students unless
they are particularly interested!
THE FALCON OF MALTA
Not only did Shakespeare not write this play, but no similar
play is known. The title echoes real plays like 'The
Merchant of Venice,' 'Timon of Athens,' 'The Merry Wives of
Windsor,' and 'Two Gentlemen of Verona'. As we hint on the
INFORMATION page our actual inspiration was the classic film
noire, 'The Maltese Falcon.' The information given about
Maltese falcons being given as tributes is accurate - though
in the movie there are mistakes. For example, they refer to
the Holy Roman Emperor who received tributes of falcons 'The
King of Spain' and date the tributes from 1539. They date
from 1530, and at that time Charles V was both King of spain
AND Holy Roman Emperor. The tribute was received in the
Ethelred College does not exist. For anyone visiting Oxford,
the exterior was filmed at the gateway (built 1509) to
Brasenose College. The interiors were filmed at the Oxford
Union Library (library scenes) and at Holywell Manor (Dr
Burbage's office- which dates back to 1516). The latter two
are not open to the public.
We named the college after the Saxon king, Ethelred the
Unready. The college's Latin motto, "Semper Paratus"
translates as "Always Ready.' This was a small in-joke. When
we were filming it was noticed (and understood) by most of
the Brasenose academic staff passing through the gate.
Newton College is fictional too. We wanted to give the idea
that this was a scientific place full of computers, so named
it after Sir Isaac Newton, the 17th century British
scientist credited with the discovery of the laws of
gravity. An apple fell on his head.
Newton College scenes were filmed in the modern part of St.
John's College (much of the college is far older and can be
seen in our video 'A
THE COUNTRY HOUSE
This was filmed at the 18th century Kirtlington Park, near
Oxford. It is not open to the public.
PLAYS AND THE CIVIL WAR
The story of the discovery of play should be reasonably
credible (though fictional). Elizabethan and Jacobean drama
was the golden age of English drama, and lasted only from
1576 to 1642. Shakespeare himself was only active as a
writer between about 1590 and 1613. When the Civil War
started, theatres were closed. The winning side, the Puritan
"Roundheads" or Parliamentary side, believed that theatre
was evil, and it was banned by the Puritans. (They also
banned Christmas and other holidays, and dancing). The
King's forces had fled to Oxford, where they established
their capital city. It seemed reasonable (at least to us)
that a play could have been hidden away in this period, and
that Oxford rather than London could have been the
OTHER PLAYS BY SHAKESPEARE
Apart from "Pericles" (the 37th play) other plays have
turned up which experts believe Shakespeare may have been
involved in (e.g. The Yorkshire Tragedy). It is true that
computers can help to establish date and authorship.
Analysis indicates that Shakespeare's two final plays,
'Henry VIII' and 'Two Noble Kinsmen' were co-written with
John Fletcher. A further play, 'Cardenio' by Shakespeare and
Fletcher was performed in 1613 but no copies have ever been
found. In 1998, researchers at Aston University revealed
that their research showed that the early plays, 'Henry VI
Part I' and 'Henry VI Part II' were actually co-written with
Christopher Marlowe. Shakespeare had never acknowledged
authorship of these.