LITER ATUR E 2B

TEACHER’S NOTES
AUTHOR Henry Fielding 3 Students read through the questions. Check for
TITLE Tom Jones (Book 3, Chapters 2 & 8) understanding and remind them to refer closely to
the text to find the answers.
THEMES Being honest, apologising
WRITING A story Answers
THINK STYLE Significance of names 1 F  2 T  3 F  4 F  5 T  6 T

ABOUT THE AUTHOR 4 Students read the text again. They choose which
sentence cannot be true. Ask them to explain their
Henry Fielding (1707–1754) was born in Somerset, England. His
answer.
works include Shamela (1741) and Joseph Andrews (1742).
Fielding was interested in politics and wrote drama and political Answers
satire (criticising ideas in a funny way) which was performed on
stage. We do not know exactly how many works he wrote as he d  Mr Allworthy knows that Tom is guilty. (Mr Allworthy says
often wrote under a pen name. Fielding was also interested in ‘I am convinced, my dear child, that my suspicions have
the law. He was a magistrate and helped to create the first police wronged you; I am sorry that you have been so severely
force in London which was called the Bow Street Runners. These punished on this account.’)
interests are all evident in Tom Jones.

VOCABULARY
INTRODUCTION 5 Read through the sentences one at a time to check
Ask students if they have heard of Henry Fielding or comprehension of any unknown vocabulary. Working
Tom Jones. Write any ideas on the board in note form. individually, students circle the correct words. Ask
Use the information in the About the author box to individual students for answers to the questions.
provide an introduction. Ask if students know any of the
novels mentioned. Ask: What do you think life was like Answers
in the 1700s? Can you think of any important events that 1 compassion  2 confessed  3 betray
happened in that time? Depending on the class, it may be 4 concealing  5 whipping  6 injustice
appropriate to use L1 at this stage.

Optional extension
START THINKING … Ask students to make another sentence for each item in the
1 Find an illustration or image from the film of Tom glossary. Explain that writing new vocabulary items in context is
Jones and project it on the whiteboard. Ask students a good way to remember them.
to describe what they see and what they think the
story is about.
Optional extension
Organise the class into pairs or small groups. Explain,
Ask students to read the text again and to underline five more
if necessary, the meaning of ‘white lie’ (a lie that is words that are new to them. Ask them to write the words in
told in order to be polite or to stop someone from sentences. They then read their sentences in pairs and correct
being upset by the truth). Set a time limit of a few each other’s mistakes.
minutes for students to discuss the questions. Then
ask students for their opinions. Encourage them to
back up their answers with examples. For example, ROLE PLAY
‘I know if someone is lying to me because their body
language changes. They don’t look at me and have 6 Organise the class into pairs. Read the instruction
problems speaking.’ Encourage them to give reasons and check that students understand what they are
to justify their answers. going to do. Ask two students to read the first part
of the conversation. Brainstorm ideas and phrases on
2 Draw students’ attention to the text in the top right the board. Set a time limit of 5–10 minutes. Monitor
corner of the page which ‘sets the scene’ and clarify and offer support while students are preparing
understanding. Play the audio. When students have their role plays. Students should write their scripts.
read and listened to the text once, allow time to Encourage as many students as possible to perform
check unfamiliar words in the glossary. their role plays. Consider asking groups to perform
to each other. The ‘audience’ group can monitor
Optional extension language use and make corrections if necessary.
Ask some comprehension questions to check general This can also be done as a full-class exercise.
understanding of the text.

1 Think Level 3  Literature 2B Teacher’s Notes © Cambridge University Press 2015

LISTENING   CRITICAL THINKING
7 Before listening, explain that students are going to
hear about what Tom did with his horse, and why Ask the students the questions: Why did Tom sell the
he did it. Ask students to predict what happened. horse? Did he have good intentions? Who did he upset?
Play the recording twice. The first time, encourage What could he have done instead? Working individually,
students to listen without taking notes. The students write notes for each question. When students
second time, they complete the sentences with the have finished, ask them to work in small groups to
correct names. compare their ideas. Bring their ideas together on
the board and discuss their ideas as a class. Students
Answers could then think about the other characters in both
1 Tom  2 Tom, Thwackum the reading and listening texts. Ask students to make
3  The gamekeeper  4  Allworthy, Tom a list of mistakes they made, who they upset, and how
they could improve the situation. As an extension, ask
8 Students read through the questions. Encourage students to say which character they dislike the most
students to answer from memory. Play the recording and give reasons why.
again for students to complete their answers and
to check.
WIT
WRITING: A STORY
Answers
9 Read through the Writing skills box. Elicit the
1  more than  2 won’t support  3  feeding PEN NAMES
structure and elements of a story that students learnt
4 a job  5 himself in Unit 5. Students can write their story in class or
MEMOIRS
for homework. Students then swap their story with
a partner. They read each other’s work and highlight
AUDIOSCRIPT (abridged from Chapter 8) any mistakes. They assess whether the student has
The reader may remember that Mr Allworthy gave Tom Jones a THEMES
answered the question fully and whether they have
little horse, as a kind of smart-money for the punishment which included all of the points. They then return the story
he imagined he had suffered innocently.
This horse Tom kept above half a year, and then rode him to a
SHAKESPEARE’S
to the original student who looks at the comments
and redrafts their work. Ask some students to read
neighbouring fair, and sold him. ENGLISH
their stories out loud to the class.
At his return, being questioned by Thwackum what he had done
with the money for which the horse was sold, he frankly declared
he would not tell him. STYLE
Mr Allworthy put the same question to him which Thwackum
had before asked him. Significance of names
Tom answered, he could in duty refuse him nothing; but as for
that tyrannical rascal, he would only ever answer him with a
10 Read the Think box and check that students
large stick in return for all his barbarities. understand. Discuss how sometimes names of
Mr Allworthy very severely reprimanded the lad for his indecent
characters in books have meanings and can give
and disrespectful expressions concerning his master; but much us information about the character’s personality.
more for his avowing an intention of revenge. He threatened him Sometimes the names can have a meaning. Scrooge
with the entire loss of his favour, if he ever heard such another in Ebenezer Scrooge, a character in A Christmas Carol
word from his mouth. He was, however, brought by Mr Allworthy by Charles Dickens, originally meant to squeeze or
to express a concern for his resentment against Thwackum; and press. This shows how he ‘squeezed’ money out of
then the good man permitted him to proceed, which he did as people and wasn’t generous. Today, Scrooge is used
follows:–
in English to describe someone who isn’t generous
‘Indeed, my dear sir, I love and honour you more than all the with money. Sometimes the sound of a name can tell
world. Could the little horse you gave me speak, I am sure he
could tell you how fond I was of your present; for I had more
us about a character. Salazar Slytherin, for example,
pleasure in feeding him than in riding him. Indeed, sir, it went to has ‘s’ or ‘z’ sounds which make us think of a snake.
my heart to part with him; nor would I have sold him upon any Students could either present their ideas to the class
other account in the world than what I did. You yourself, sir, I am or write a paragraph about their character’s name
convinced, in my case, would have done the same: there never which you could collate for them to look at later.
was any misery like theirs.’
‘Like whose, child?’ says Allworthy: ‘What do you mean?’ Additional reading or internet research topics
‘Oh, sir!’ answered Tom, ‘your poor gamekeeper, with all his
large family, ever since your discarding him, have been perishing ●● Britain in the 1700s
with all the miseries of cold and hunger: I could not bear to see ●● The life of Henry Fielding
these poor wretches starving, and at the same time know myself
to have been the occasion of all their sufferings. I could not ●● Rich / Poor divide in the 1700s
bear it, sir; upon my soul, I could not. It was to save them from
absolute destruction I parted with your dear present: I sold the
horse for them, and they have every farthing of the money.’
Mr Allworthy now stood silent for some moments, and before
he spoke the tears started from his eyes. He at length dismissed
Tom with a gentle rebuke, advising him for the future to apply to
him in cases of distress, rather than to use extraordinary means
of relieving them himself.

Think Level 3  Literature 2B Teacher’s Notes © Cambridge University Press 2015 2