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The Teacher's Book

Double Identity Teacher's Book

Teacher's Book page 18

Sample 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.


The Story So Far, episode 1
The notes also give guidance on activities, including further classroom weork with silent viewing, sound only, paired description of a silent sequence and so on.

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:

Teacher's Book page 18

Various notes from Episode 2

2 Look at the body language. Imitate the actions. Match the sentences. Then replace 'he' and 'his' with the correct names.
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 opinions.
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

2 Are they using the British or American meaning of 'professor'?
British. 'professor' just means 'teacher' in many languages, but in Britain it is a very senior position in a university.
You could check other items in the definition - pronunciation, [C] for 'countable', 'noun', 'AmEng'

Check '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.

Talk 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 things.

Fact and Fiction (from the introduction):

General notes

"Double 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!
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 latter role.
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 Weekend Away').
This was filmed at the 18th century Kirtlington Park, near Oxford. It is not open to the public.
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 location.
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.


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