M01 BODY REA 05GLB 2378 U01 - Pearson

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level 5Teacher’s notesTeacher Support ProgrammeThe BodyStephen KingAbout the authorStephen King is the highest-earning author in the world.Since selling his first book in 1973, he has published overthirty novels, of which there are more than 150 millioncopies in print. He earns 2 million a month from booksales and film returns. All this was achieved from poorbeginnings and King’s is a success story that could itselfhave come from the pages of fiction.King was born in 1947 in Portland, Maine, the Americanstate where The Body is set. His father, a merchant seaman,deserted the family in 1950, and Stephen and his brotherDavid were raised alone by their mother. Early on in life,King became addicted to radio horror tales and sciencefiction films. According to one report, he was ‘oversizedand ungainly’ as a boy and ‘predictably chosen last’ in teamgames. At high school, he began to write stories, and atthe University of Maine took creative writing courses.After college, King worked in a launderette until he founda teaching position. From 1971 to 1973, while he taughtat a secondary school in Hampden, Maine, he continuedto write, often in the school’s boiler room, with a child’sdesk against his knees. By then he was married, had a childand was weighed down with bills. But in 1973 he sold hisfirst novel, Carrie. When his publishers, Doubleday, toldhim that paperback rights to the book had been sold for 400,000 he was freed from teaching and able to devotehimself full-time to writing.SummaryThe Body is quite different from most of Stephen King’sother work, in that it is not a horror story, although itdoes contain one or two nasty moments. It was originallypublished as part of a collection of tales called Differentpearsonenglishreaders.com Pearson Education Limited 2015Seasons (1982), a book in which King wished to show thedifferent side of his imagination.The semi-autobiographical story concerns four youngboys, growing up in a poorer area of 1960s Maine, inthe northeast corner of the United States. The boys,Gordie Lachance,Vern Tessio, Chris Chambers and TeddyDuchamp, are all about to turn thirteen. When theyhear about the death of another boy, who was walkingin the forest miles from his home, they cannot resist thetemptation to go and look for his body, though they knowthe journey will be long and dangerous. The adventurebecomes a turning point in all their lives as they face thedangers and wonders of the forest and some of thebigger questions of their lives to come.Full of the atmosphere of a teenage summer, The Body isboth an adventure story and a portrait of four boys onthe first step of their journey into adulthood.Chapter 1: The narrator of the story (Gordie Lachance)remembers seeing a dead person when he was twelveyears old. That memory stays with him today.Chapter 2: Gordie (Gordon) is in a tree house withTeddy Duchamp and Chris Chambers on the last Fridayof the summer holidays.Vern Tessio, the fourth memberof their club, arrives. He has news about a body that hasbeen found in the forest. He suggests they go see it.Chapter 3: Gordie recalls hearing that a boy their age(Ray Brower) has been missing for three days. He hadbeen picking wild fruit in the forest.Chapter 4: We learn how Vern found out about thebody. He overheard his older brother Billy (who is partof a gang) talking about the body to a tough guy namedCharlie. The two had been out in the forest when theyaccidentally came across the body of a boy. They did nottell the police because they had driven out to that locationin a stolen car.Chapter 5: The boys think they will need to walk aboutthirty miles to find the body. When they find the body,they will report it to the police and become famous. Theyplan to leave that day (Friday) and camp overnight in theforest. They will tell their parents they are camping inVern’s back field.Chapter 6: Gordie has no problem getting permission.His older brother died five months ago, and his parents donot pay much attention to him.The Body - Teacher’s notes   1 of 5

level 5Teacher’s notesTeacher Support ProgrammeThe BodyChapter 7: Gordie meets Chris. Chris shows Gordie thathe is taking along his father’s gun. Chris says his father isdrunk and will not miss it.Chapter 20: The boys find the body in the midst of aterrible thunderstorm. It seems the boy was trying to getout of the way when a train hit him.Chapter 8: The boys start on their journey. They realisethey will need water and food. They plan to go to thedump for water. Teddy tries to play a dangerous game bystepping in front of a train but Gordie stops him.Chapter 21: Ace Merrill, the leader of the gang, and fiveothers (including the brothers of Chris and Vern) arrive.They plan to take the body but the boys talk back. Chrispulls out the gun and threatens Ace.Chapter 9: The dump is closed and the boys climb thefence to get water. They worry about meeting MiloPressman, the manager of the dump, and his dog, Chopper.(The dog has as a reputation for being fierce.) They flipa coin to decide who will leave to buy food. Gordie losesthe toss.Chapter 22: Vern and Teddy run off and leave Chris andGordie to face the gang. Ace and the gang leave with thethreat that they will get the four boys later.Chapter 10: Gordie returns with food. He enters thedump and gets chased by Chopper and an angry Milo.Teddy teases Chopper. Milo insults Teddy by talking aboutTeddy’s father’s psychiatric problems.Chapter 11: Chris tries to make Teddy feel better aboutMilo’s comments.Vern says they are going to see a deadbody, so maybe they should not have a good time.Chapter 12: The boys cross a railway bridge that was notmade for walking across.Vern and Gordie narrowly avoidgetting hit by a train.Chapter 13: Chris tells Gordie that changes are comingat school as Gordie starts taking courses that will preparehim for college while the others take shop courses. Christalks about his family’s bad reputation and about beingbetrayed by a teacher. He says that friends can drag aperson down.Chapter 14: The boys set up camp and Gordie tells astory. Gordie thinks about the body alone in the forest.Chapter 15: The boys wake up to the sound of loudscreaming. They are not sure what it is and take turnsguarding the camp. Gordie dreams about Chris beingdragged under the water by Vern and Teddy.Chapter 16: The sun comes up and Gordie has a specialmoment when he sees a deer alongside the railway tracks.A train goes by and wakes up the other boys.Chapter 17: The boys jump into a pool of water to cooloff. It is full of leeches.Chapter 18: The boys realise they still have a long way togo before they will get to the body.Chapter 19: While the boys continue their journey, a gangof six (including Billy and Charlie who saw the body first)are travelling by car to that same location. They also planto be heroes by discovering the body.pearsonenglishreaders.com Pearson Education Limited 2015Chapter 23: Chris decides they should leave the body inthe forest. Gordie wonders about Ray Brower and themissing bucket of fruit.Chapter 24: The boys get back to town early Sundaymorning. Chris worries that Teddy and Vern will tell othersbut Gordie suggests this will not happen for a long timeand that Teddy and Vern will almost forget everything thathappened.Chapter 25: Gordie sees his mother on Sunday morning,She only talks about missing his dead brother.Chapter 26: The police get an anonymous call from Aceabout the location of the body. Neither group gets creditfor finding it. All four boys are beat up at different timesbut the story about their meeting the gang in the forestnever gets out. Teddy and Vern find new friends.Chapter 27: Gordie thinks about the deaths of his threefriends.Vern is killed in a fire at a house party. Teddydrives drunk and dies in a car accident. Chris studies hardalongside Gordie and goes on to graduate school. Chrisdies trying to break up a fight between two strangers.Meanwhile, Gordie becomes a writer and writes this book.About the filmThe Body was filmed in 1986 as Stand By Me with the lateRiver Phoenix as Chris Chambers.Background and themesMany of the ingredients that now characterise what wethink of as a Stephen King novel can be found in King’sfirst novel Carrie: small-town New England, usually thoughtof as a quiet, conventional part of America, becomes thearena for a battle of good versus evil. Psychic powers orsome supernatural creature – or both – cause a series ofhorrible events in what was an ordinary, sleepy town.The Body - Teacher’s notes   2 of 5

level 5Teacher’s notesTeacher Support ProgrammeThe BodyIn fact, New England – where some of the first Europeansettlements in North America were established in theseventeenth century – is no stranger to the supernatural.When most of America was still the home of so-calledIndian ‘savages’, the fragile colonial settlements lived in fearof the wildness beyond their fences. The forests became asymbol of evil and the unknown – the horrorof untamed nature.23In 1960, the year in which The Body is set, the NewEngland forests were still quite extensive. Since then, thecity suburbs and roads have forced them back, but in 1960,according to King ‘it was still possible to walk into thewoods and lose your direction and die there’.The mysteries of these forests play a large part in TheBody, since it is there that the four young heroes of thebook decide to go to undertake their life-changing quest.As they travel further from civilisation, the boys have torely on their own personal resources, and must growup to face what comes. However, as well as terrors andthe harsh realities of life, the wilderness reveals its secretwonders. Their journey to see another boy’s dead bodybecomes a journey out of innocence.The Body is set at the beginning of a decade in whichAmerica, too, was shaken out of its innocence. 1960 wasthe year that John F Kennedy was elected president, on awave of optimism. But only three years later, the youthfulpromise that he symbolised to so many was ended whenhe was shot. The shock of Kennedy’s assassination wastremendous. Many Americans were confused by theseeming irrationality of the event. From 1962 onwards,the American military increased its presence in Vietnam.But at the same time protests against the war grew instrength as America’s youth grew in a new self-confidence.Those who entered their teenage years in the sixties wereentering an era when the culture and values of the youngwould be totally different from those of the parents.Discussion activitiesBefore reading1Discuss: Ask students to look at the picture on thecover of this book. What can you see? What do youexpect to see? What kind of feelings do you get from thispicture? Write the students’ ideas on a chart.I see I expect to see I feel pearsonenglishreaders.com Pearson Education Limited 2015Guess: Have students look at the title of the story(The Body). Ask them to imagine what might happenin the story. Have them share their thoughts in agroup. (Have them look at the extended name on thetitle page, Fall from Innocence: The Body. Does this givethem further ideas?) Write down possible story ideason the board.Group work: This story is about four twelve-year-oldboys. In groups, have students think back to whenthey and their friends/classmates were twelve yearsold. What words can you use to describe a twelve-yearold boy? What do twelve-year-old boys like? What dotwelve-year-old boys hope for? Have them write downtheir ideas in a chart.I am a 12-year-old boy.I am I like I hope Have students share their ideas in class. Do they seelots of differences among boys at this age? How mightthey compare the characteristics, interests and hopesof boys at this age to girls?IntroductionBefore reading4Guess: Stephen King is famous for writing horrorstories. This story has elements of horror and isbased on King’s childhood. Put students into groups.Have them discuss what things may have happenedin King’s childhood that made him into a writerof horror stories. Then have students read theIntroduction.In groups, have them list important facts they havelearned about King. Have them share their ideas withthe rest of the class.Chapters 1–6Before reading5Discuss: The opening sentence of the book is:‘The most important things are the hardest thingsto say.’ Is this the same for children and for adults?What kind of ‘important things’ might be hard for atwelve-year-old boy to talk about?After reading6Pair work: In pairs, have students research one of theboys. Have them complete a chart outlining the boy’srelationship with his family. Have them consider howthis might affect the boy’s behaviour during the story.Name of boyFamily members (andcharacteristics)Relationships (How doesthe family get along?)Thoughts about boy(relating to story)The Body - Teacher’s notes   3 of 5

level 5Teacher’s notesTeacher Support ProgrammeThe Body7As a class, complete a chart that outlines the mainpoints of all four boys. Have pairs of students providetheir ideas for each boy.Guess: Think about the boys’ plans to see the body.What problems could they have on this journey?Discuss ideas as a class. Write them down on a chartthat can be referred to later.Chapters 7–9While reading8Role play: Read Chapter 7. Think about Chris’s planto bring along the gun on the journey. Get students toplan and dramatise a role play between Chris andGordie.Student A: You are Chris. Give reasons why you wantto bring along the gun.Student B: You are Gordie. Explain to Chris why itmight not be a good idea. What could happen?After readingDiscuss: Talk about the significance of ‘that moment’from Chapter 8 on page 15 when Gordie is lookingdown the railway track with the town behind him.What might Gordie be thinking about? Why will he neverforget that moment?10 Write and discuss: As a class, discuss Teddy’smoment on the railroad tracks and Gordie’s response.Do you remember a daring/exciting/scary experiencefrom your childhood? (It could be something youexperienced or observed.) What happened? How did youfeel?Have students write a paragraph describing an event:I’ll always the remember the time I Let students know they will have a short time towrite their paragraph and they will be sharing it withothers. Teachers may want to read aloud a paragraphthat they have written as an example.After writing, have students place their paragraphson desks around the classroom. Have studentsgo from desk to desk and read each other’s work.They can write a short response at the end of theparagraph before moving onto the next. At the end,have students collect their paragraphs and read thecomments. Have them share their thoughts andexperiences with the class.11 Pair work: Think about Gordie’s statement onpage 19: ‘I never had any friends later like the onesI had when I was twelve. Did you?’ Have studentsremember a special friend they had when they wereyoung.Write down a few things you remember about yourfriend. What did he or she look like? What are somecharacteristics about your friend? What did you like todo together? Are you still friends with this person today?Do you know what this friend is doing?Have students complete a chart and talk about thefriend with a partner.9pearsonenglishreaders.com Pearson Education Limited 2015AppearanceCharacteristicsMy friendActivitiesToday ?Chapters 10–11After reading12 Artwork: Read the line that begins Chapter 10 onpage 20. ‘Words mean different things to differentpeople.’ Gordie describes what the word ‘summer’means to him. Choose a word that has meaningto them, such as school, family, my hometown,my grandma’s house. Have them write that word inthe centre of a page and then draw pictures and/orwrite words or expressions that represent that wordto them.13 Discuss: At the end of Chapter 10 on page 25,Gordie says he looked at Milo Pressman ‘andI suddenly felt sorry for him. He looked exactlylike a schoolboy locked in the school playground bymistake ’ As a class, discuss what Gordie means bythis comment. What kind of advice could they giveMilo Pressman?Chapters 12–14After reading14 Write: Imagine you are Gordie. You are writing inyour diary that night about crossing the railwaybridge. What would you write? Thinking back onit, how would you feel?Dear Diary,Today I 15 Role play: Think about Chris and his future studies.Have students imagine a conversation between Chrisand a guidance counsellor (or teacher) who wants tohelp him plan his upcoming classes at school and hisfuture career.Student A: You are Chris. What concerns do youhave? What do you see happening in your future?What do you want to happen?Student B: You are a school guidance counsellor(or teacher). What do you know about Chris? Whatquestions do you want to ask him? What kind ofadvice can you give him?Write down your thoughts. Present your dialogue tothe class.Chapters 15–18Before reading16 Guess: The boys are sleeping in the dark forest.What could happen in the night? Have students sharetheir ideas. Write their suggestions on the board.The Body - Teacher’s notes   4 of 5

level 5Teacher’s notesTeacher Support ProgrammeThe BodyWhile reading17 Group work: Read the first section of Chapter 15to the line on page 41: ‘It was the sort of screamyou might expect from a woman who was dying inextreme pain and extreme fear.’Discuss in groups: What can be making this sound?What can the boys do? What will the boys do? What willhappen?Share your ideas as a class.After reading18 Check: Compare your thoughts in activities 16 and17 with what actually happened. Discuss the boys’response to the events the next morning.19 Discuss: Why doesn’t Gordie tell anyone about thedeer? Why does he think it was the best part of thetrip? Why does Gordie remember the deer atdifficult times in his life?20 Read carefully: In pairs, have students list what theyhave learned about leeches by reading Chapter 17.Have them share their facts together. How wouldthey feel if they were the boys? Have any of themseen leeches?Chapters 19–21Before reading21 Check: Think about what will happen from nowuntil the end of the story. Have students check theirguesses from activity 7 after reading Chapters 1– 6.Have their ideas changed?While reading22 Group work: After reading Chapter 19, discussGordie’s line from page 52: ‘The big things in lifeshould never be easy; they should be marked in someway as important’. What difficult events had turnedthis trip into ‘a serious matter’. Make a list of the boys’difficulties.After reading23 Guess: On page 51, we learn that Chris,Vern andTeddy are going to die young. (Note that they don’tdie in this story.) Ask students in small groups toguess what might happen to each of these boys. Alsohave them make guesses about the types of jobs orschooling the boys might have in the next few years.24 Role play: Put students into groups of four (witheach taking the role of one of the boys). Ask themto imagine a conversation the young boys have sixmonths later. Have them role play the conversationwith each of them taking the role of one of the boys.Have them discuss how they honestly felt when theydiscovered the body.Example:Student A (as Gordie): So,Vern, what did you thinkwhen you first saw the body?Student B (as Vern): At first, I felt excited! We walked along way to find it pearsonenglishreaders.com Pearson Education Limited 201525 Write: On page 60, Gordie says he could have hada ‘reasonable argument’ with Ace but instead he said,‘Go to hell, Ace.’ Imagine what Gordie could have saidto Ace. Write your thoughts in a letter to Ace fromGordie.Ace,I met you in the forest last Saturday. I wanted to writeyou a letter to explain my feelings 26 Check: Look again at your guesses from activities 7and 21. Check what you thought could happen in thestory opposite what actually happened.Chapters 22–27While reading27 Guess: Before reading Chapter 26, guess what willhappen: to the body of Roy Brower; to the four boys;to the friendship of the four boys.After reading28 Discuss: Look again at the conversation b

Stephen King is the highest-earning author in the world. Since selling his first book in 1973, he has published over thirty novels, of which there are more than 150 million copies in print. He earns 2 million a month from book sales and film returns. All this was achieved from poor beginnings and King’s is a success story that could itself

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