T E A C H E R

’ S N O T E S A N D K E Y

May 2009

© Pearson Longman 2009

- 1 -

S

TARTING OFF

The initial discussion should allow all the students to contribute - everyone will have at least one book or film to say

something about - so try to encourage everyone to participate. You might start with an example from your own

experience.

B

EFORE YOU READ

/

F

IRST READING

There is likely to be a range of ability here, with some students possibly familiar with most of the information.

Key:

Doctor Watson -

Holmes’ friend and companion

221b Baker Street - the address where Holmes rented rooms

Professor Moriarty -

a criminal genius, Holmes’ greatest opponent

Scotland Yard - the headquarters of the police in London (a real place)

Reichenbach Falls -

the waterfalls in Switzerland where Holmes ‘died’ fighting Professor Moriarty

Sir Arthur Conan Doyle - the creator of Sherlock Holmes and author of the stories.

S

ECOND READING

The prediction part of this task (before they look at the text a second time) is important.

Key:

1. F (over 260)

2. F (Doyle killed Holmes because he was too popular)

3. T

4. F (he worked with them but was not a policeman

5. T

6. F

7. F (only twice)

8. T

V

OCABULARY

1

Key:

1. elementary

2. catchphrase

3. baffling

4. (his) nemesis

5. a (public) outcry

6. forced (to)

7. superhuman

8. deal with

9. supernatural

10.arch-

11.mundane

12.investigate

13.cases

14.verdicts

15.fully

V

OCABULARY

2

Key:

1. baffling

2. verdict

3. outcry

4. fully

5. mundane

6. elementary

7. supernatural

8. forcing

9. investigating

10.superhuman

11.nemesis

12.deal with

T E A C H E R

’ S N O T E S A N D K E Y

May 2009

© Pearson Longman 2009

- 2 -

V

OCABULARY

3

Key:

1. forgery

2. fraud

3. kidnapping

4. blackmail

5. robbery

6. murder

S

PEAKING

The discussion here is an open one in which a range of opinions are likely to feature. Your role, aside from monitoring

and noting down interesting language points as the students talk, is to play devil’s advocate somewhat, encouraging the

students to justify their answers and explain their points of view.

E

XTENSION

The text is a description of a fictional character and his creator; the obvious extension, therefore, is for the students to

produce a similar text about a different character - perhaps the character they talked about at the start of the lesson.