Page 50 - Think 3. Teacher's Book B3+

Unit 3
What’s in a name? Fiction; Reading

Warmer
In pairs, give students three minutes Fiction
to brainstorm different genres of
books. Write their ideas on the board 1 Read the introduction. What kind of story is this?
to refer to later. Then ask students How I Met Myself
to swap pairs and give them another by David A. Hill
three minutes to think of a book title John Taylor is an Englishman living in Budapest with his wife
for each genre. and daughter. One day he is knocked over in the street by a
man who looks exactly like him – his ‘doppelgänger’. He starts
to look for more information about the man, and learns that
he is a Hungarian called János Szabó. But he also learns that
Szabo died in the 1956 Hungarian Revolution.
1 Check/Clarify: doppelgänger.
Before reading the introduction, 2 3.07 Read and listen to the extract. What does
focus attention on the cover the Hungarian word szabó mean in English? Why is this
important for John?
of the book and ask students
what type of story they think it
is and what they think it’s about. The next day, I was walking home from work. […] As I went I felt myself getting very hot.
along a street I saw some men putting up a new sign on an
‘Mrs Fischer, I came to ask you something different,’
Ask them to read the introduction old shop. There was the owner’s name in red, and below it I said. Then I went on very slowly, because I was so
the word szabó in green. In the window there were suits,
to check. jackets and trousers. Szabó. Tailor. The tailor’s was getting afraid of her possible answer. ‘Can you remember
the names of the wife and daughter who were killed
It’s a mystery story. a new sign. ‘Szabó,’ I thought. Then I said ‘János Szabó’ out in the cellar?’
loud. Then I thought, ‘Janos the tailor. John the tailor. John
Taylor.’ I stopped in the street. János Szabó was John Taylor! ‘Well, I know the wife was called Andrea,’ she
started, and I felt my face go white, ‘but as for the
2 3.07 Tell students not to worry My doppelgänger and I shared a name. John Taylor was little girl … let’s think …’
the English for the Hungarian János Szabó. My hair stood
about difficult vocabulary at this up. Here was something new and important: we shared the I waited for a moment. She didn’t seem able to
stage and encourage them just to same name! remember.
‘It wasn’t …’ I waited, and then said, ‘It wasn’t Kati,
find the answers to the questions. I […] thought about what I had discovered. I tried to decide was it?’
what to do. Should I tell Andrea about this? Perhaps it would
If students are struggling, go help her to believe me? I didn’t know. […] I decided to go and Mrs Fischer looked at me and smiled. ‘Yes, that was
see Mrs Fischer again. I walked quickly round to […] her flat.
it,’ she said. ‘Quite right. Andrea and Kati. The poor
through the first paragraph with ‘Do you remember I came to ask you about János Szabó, Mrs young things.’
them line by line to make sure Fischer?’ I asked when she let me in. I thanked her and left as quickly as I could. My head
was turning round and round. I felt sick. Outside
they understand the significance ‘Oh, the poor young man,’ she said, looking at me sadly. ‘And in the cold street, I stood against the wall of the
do you know something – you look so like him, too.’
of Szabó. This was quite a surprise. ‘Really?’ I asked. building. There were too many new things inside my
head to understand at once: my doppelgänger had
Szabó means ‘tailor’. It’s important ‘Come here under the light,’ she said. the same name as me – Szabó, or Taylor – I looked
for John because his surname is I moved under the strong light in the hall. like him, and his wife and daughter had the same
names as mine!
‘Yes,’ she said, looking at me carefully. ‘You look very much
Taylor. the same. The eyes, the nose, the mouth. Very much the same.
I didn’t look at you carefully when you came last time. Oh, the
poor young man.’

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Activity idea Extension
In pairs, ask students to think of a famous book that other students are likely to
know and ask them to write down five words that are key to describing the plot
of the story. Collect these and read some out to the class; for example, ‘Boy and
grandad visit factory’. The rest of the class guess which book it is (Charlie and
the Chocolate Factory). If your students are struggling, you can give them some
of these ideas:
‘A giant hears Sophie’s dreams.’ The BFG
‘Spider makes friends with pig.’ Charlotte’s Web
‘Boys trapped on an island.’ Lord of the Flies
‘Doctor plays God, creates monster.’ Frankenstein
‘Girl falls in rabbit hole.’ Alice in Wonderland.
‘Teenager with autism turns detective.’ Curious Incident Of The Dog In The
Night Time.
‘Poor man fights with windmills.’ Don Quixote.
‘Oh yikes! A hungry dinosaur.’ Jurassic Park.
‘Man is huge then tiny.’ Gulliver’s Travels.

T36 What’s in a name? | Unit 3