Scan the text and answer questions 1-4.
Scanning Remember that when you scan a text you are looking for specific information.
7 Read the text quickly and don't worry about unknown words. You don't need to read for detail.
2 When you have found the information, stop and underline it.
1 What did Kathryn have to do as a nineteenth-century teenager? Look for two things in paragraph 1.
She was forced to wear shapeless dresses and was sent to bed at 8 p.m. every night.
2 How did Kathryn feel a lot of the time? Look for an adjective that describes feelings in paragraph 2.
3 Which everyday items did Kathryn miss most? She mentions three things in paragraph 3.
hair gel, shampoo and make-up
4 How did the experience affect Kathryn? Look for an adjective which describes how she has changed in paragraph 4.
the past to life
1 Kathryn Bowler doesn't look like a teenager who's been to hell and back, but the 17-year-old has just spent three months in a dark and dirty nineteenth-century house with the rest of her family. For all this time, Kathryn
didn't have a hairdryer, CDs or her own clothes. She was forced to wear shapeless dresses and was sent to bed at 8 p.m. every night. Kathryn wasn't being punished, and she hadn't committed a crime. In fact she and her family were taking part in a television documentary called 1900 House. The documentary was an experiment to see how much everyday life has improved since the last century. For three months, the Bowlers agreed to turn back the clock and only use household appliances, cook food and wear clothes that were available in 1900. A film crew visited regularly to record how the family coped with their change of lifestyle.
2 So what was life like in 1900? 'It wasn't too difficult to be a child in the nineteenth century,' says Kathryn. 'My12-year-old twin sisters and 9-year-old brother had a great time - they just kept on being children. But it was more difficult for me. Girls didn't stay at home if they were old enough to find a job as a maid. If they did live at home, they were trying to find someone to marry.' Kathryn spent some of her time helping her mother with the household chores, but most of the time she was bored. 'In Victorian life I felt left out,' she explains. 'There just wasn't enough for teenagers to do. 17-year-old Victorian girls had a really tedious time.'
3 Then there were the clothes. Kathryn had to tie her hair back, wear no make-up and only had three outfits. 'All I could put on was a blouse that hadn't been washed in two months and a long skirt,' she says. 'You couldn't go through your wardrobe and think, I'll wear this or that today.' But most of all she missed her hair gel, shampoo and make-up. 'I feel stupid that those things were important, but I was used to using them everyday.' She also felt permanently dirty. The house was covered in a layer of coal dust from the coal fire, and they were only allowed one bath every other day. 'If you had a bath at night you'd wake up in the morning with dust on your skin. It was awful,' she said.
4 Fortunately, Kathryn has a strong character, so she didn't give up. But did the experience change her? 'When I look back, I think it made the family closer she says. 'We communicate better now because we couldn't run away from problems, we had to deal with them. And after the experience, my parents said how much more grown-up I had become. I think we all matured.'
The Independent on Sunday
*Victorian = period when Britain was ruled by Queen Victoria (1837-1901)
A summary sentence Before you choose a summary sentence read the whole paragraph carefully. Remember, the summary sentence must summarise the whole paragraph, not just part of it.
2 Summarising the paragraphs
Decide which sentence, a or b, is an accurate summary of paragraphs 1-4.
a The TV documentary showed how much everyday
life had changed since 1900. - correct
b The TV documentary showed how much the Bowlers missed modern-day life.
a Teenage girls were not welcome at home.
b There wasn't any teenage culture in Victorian times. - correct
a Kathryn never felt clean. - correct
b Kathryn had nothing to wear.
a The experience helped the family understand each
other better. - correct
b The experience helped Kathryn develop a strong character.
1 coped with (line 23)
These words and phrases are in the article. Choose the best meaning, a, b or c.
2 left out (line 39)
a not included
3 tedious (line 42)
4 permanently (line 56)
a a little
c all the time
5 give up (line 64)
a get upset
b leave, abandon
coped with - managed
left out - not included
tedious - dull
permanently - all the time
give up - leave, abandon
Unit 1. BORN
TO BE BRILLIANT. Reading. In
the mind's eye. |
BORN TO BE BRILLIANT. Vocabulary. Phrasal
verbs with more than one
Unit 1. BORN TO BE BRILLIANT. Grammar. Modals. Remember + ing or to-inf.
Unit 1. BORN TO BE BRILLIANT. Writing
descriptions. Travel and sightseeing.
Unit 2. THE WRONG MAN. Reading. A
sense of identity.
Unit 2. THE WRONG MAN. Vocabulary. Crime.
Match the people with the definitions.
Unit 2. THE WRONG MAN. Grammar. Present
simple, present continuous and present perfect.
Unit 2. THE WRONG MAN. Writing a profile. Words
Unit 3. TIMES PAST. Reading. BRINGING
the past to life.
Unit 3. TIMES PAST. Vocabulary. TV
Unit 3. TIMES PAST. Grammar. Regular
and Irregular Verbs.
Unit 3. TIMES PAST. Writing
a Talk. The Millenium Dome.
Unit 4. SMALL BEGINNINGS. Reading. The
man who really founded New York.
Unit 4. SMALL BEGINNINGS. Vocabulary. Nouns, verbs, adjectives.
Unit 4. SMALL BEGINNINGS. Grammar. The
Unit 4. SMALL BEGINNINGS. Writing
a letter of complaint.
Unit 5. FAME AND FORTUNE. Reading. A
dream come true? How winning a lottery can affect your life?
Unit 5. FAME AND FORTUNE. Vocabulary. Prepositions. Money.
Unit 5. FAME AND FORTUNE. Grammar. Modals.
Language patterns: verb + noun/pronoun + infinitive with to.
Unit 5. FAME AND FORTUNE. Writing
a composition. The Lottery.
Unit 6. TAKING RISKS. Reading. GENERATION
Unit 6. TAKING RISKS. Vocabulary.
Phrasal verbs with take.
Unit 6. TAKING RISKS. Grammar. Relative
pronoun. Who, whom, which or that Quiz. Purpose and result.
Language patterns: verb
+ direct object + (to) do.
Unit 6. TAKING RISKS. Writing
Unit 7. MEANS OF COMMUNICATION. Reading. Getting your Message Across.
Unit 7. MEANS OF COMMUNICATION. Vocabulary. Adjectives ending in -ed an
-ing. Feelings. Body language.
Unit 7. MEANS OF COMMUNICATION. Grammar. Present
perfect and past simple; present perfect simple and continuous; the
Unit 7. MEANS OF COMMUNICATION. Writing
a report. ON THE IMPORTANCE OF THE INTERNET TO YOUNG PEOPLE.
Unit 8. WHAT IF ... ? Reading. Poets
and pop stars.
Unit 8. WHAT IF ... ? Vocabulary. Words
to do with poetry and music.
Unit 8. WHAT IF ... ? Grammar. Conditionals.
The verbs tell, talk, say and speak.
Unit 8. WHAT IF ... ? Writing
a discursive composition. An ideal job.
Unit 9. TRAVELLERS' TALES. Reading. A trip to America.
Unit 9. TRAVELLERS' TALES. Vocabulary. Describing a journey.
Unit 9. TRAVELLERS' TALES. Grammar. Past simple, past continuous or
past perfect? Reflexive verbs.
Unit 9. TRAVELLERS' TALES. Writing a story. My holiday
Unit 10. THE RIGHT CHOICE. Reading. DANGER: woman at work.
Unit 10. THE RIGHT CHOICE. Vocabulary. Negative prefixes. Phrasal verbs
give up • get on • turn down • take on
• fit in
Unit 10. THE RIGHT CHOICE. Grammar.
Reported Speech. Direct and indirect objects.
Unit 10. THE RIGHT CHOICE. Writing
a job application.