T E A C H E R

’ S N O T E S A N D K E Y

April 2009

© Pearson Longman 2009

- 1 -

S

TARTING OFF

This topic builds on the previous month’s topic (Leonardo da Vinci and the nature of greatness) but this time focuses on

people we admire in a more subjective way. The initial discussion introduces the concept of heroism and invites the

students to consider what it is to be a hero; ideally they would do this in abstract terms, without reference to particular

individuals, but it may be necessary for them to use examples to explain their thoughts. Possible key:

Dempsey suggests that being a hero is about never giving up, even if something is impossible.

Emerson suggests that heroism is about perseverance

Eco suggests that true heroism is unplanned and accidental

Twain suggests that heroism comes from ambition and a desire to better yourself

B

EFORE YOU READ

The matching task should be fairly straightforward, but thinking about what the quotes tell us about Darrow will not be

easy and will probably be best done in open class where you can direct as required.

Key:

When I was a boy I was told anyone c

ould be president; now I’m beginning to believe it [distrust of titles

and power]

The first half of our lives is ruined by our parents and the second by our children [a cynical sense of

humour]

Just think of the tragedy of teaching children not to doubt [a belief in the importance of scepticism]

History repeats itself, that’s one of the things wrong with it [a belief that man fails to learn from their

mistakes]

If you lose the power to laugh you lose the power to think [humour - satire, irreverence - is the key to

knowledge]

F

IRST READING

Though only a gist task, this is key to the whole lesson. It is vital that the students understand the nature of the text -

that it is an opinion piece, subjective and inviting the reader’s opinion. Key:

subjective

positive

to convince

S

ECOND READING

Though only a gist task, this is key to the whole lesson. It is vital that the students understand the nature of the text -
that it is an opinion piece, subjective and inviting the reader’s opinion. Key:

A. Darrow’s dishevelled
appearance

B. The scales of justice:
Darrow’s career in law

C. Darrow and William Jennings
Bryan at the Scopes Trial

T E A C H E R

’ S N O T E S A N D K E Y

April 2009

© Pearson Longman 2009

- 2 -

T

HIRD READING

Key:

1957 Clarence Darrow was born

...studies law at university

...moves to Chicago

...works as a railroad lawyer (British English - railway(

…defends Eugene Debs

...defends Ossian Sweet

...defends John Scopes

1938 Clarence Darrow dies

V

OCABULARY

1

Key:

1. lucrative

2. move

3. embark on

4. graduate

5. cross the barricades

6. struggle

7. consider

8. set fair for

9. dishevelled

10.sacrifice

11.hardship

12.rumpled

V

OCABULARY

2

Key:

1. hardship

2. set fair for

3. considered

4. graduated

5. moved

6. dishevelled

7. embarked on

8. rumpled

9. lucrative

10.struggle

S

PEAKING

Emphasise that it is not necessary for the students to agree on criteria here; the discussion will be more fruitful if they

have different view of heroism. The task would lend itself to a reporting feedback stage where you can ask prompting

questions designed to get them to elaborate on and justify their ideas.

W

RITING

There are many ways to group the students here: they could find like-minded colleagues, for example, or could be

grouped randomly and asked to find a common hero. It is important to provide plenty of time for preparation and, perhaps,

a structure for their writing (e.g. INTRODUCTION - EARLY LIFE - ACHIEVEMENTS - OPINIONS OF THE PERSON).

If you have access to resource facilities (a library, the internet etc.) then this would be of great use here in the preparation

stage; an alternative would be to set the writing task, or the preparation for the writing, for homework so the students can

do the research independently.

E

XTENSION

The writing task lends itself naturally to an oral presentation from each group, introducing their hero and explaining their

choice. The BBC ran a documentary series along similar lines which you might use as to help set up the presentations <

http://news.bbc.co.uk/2/hi/entertainment/2341661.stm

> or as a follow-up text for discussion, reflecting on how a similar

list for the students’ own country would look.