Académique Documents
Professionnel Documents
Culture Documents
Peter Stork
British Studies
Reading, Writing, Listening and Speaking Topics For Intermediate ESL
Learners.
Student's Textbook (with VCD’s and CD)
Acknowledgements
1. The work and benefits of this textbook are in dedication to the commitment, perseverance
and sacrifice of all volunteers who work diligently to help people and organisations achieve
more of their potential and well being.
2. The production of the textbook, CD and DVD was made possible by the generous support
of Australian Volunteers International (AVI) to Nha Trang University, Khánh Hoà
Province, Vietnam. The work of AVI is made possible by funding from the Australian
Government through its agency AusAid.
3. The contents of the textbook were researched, edited and written from select material from
the following sources:
The BBC, Britain Close-Up (Longman), Britain, England Scotland and Wales (Analytical
Software Inc.), The Country and the City (British Council), Discovering England (Quesar)
Education in England: a brief history (Gillard D; 2007), Google Images, Listening Extra
(Cambridge), MSN Encarta, YouTube, What's It Like (Cambridge) and Wikipedia - The
Free Encyclopedia.
Notes
1. Copyright laws are not recognised in The Socialist Republic of Vietnam.
2. This textbook, CD and DVD are a 'not for profit' production. They are not to be traded or
used for any commercial gain and should be made freely available to anyone seeking
educational or teaching materials on the subject matter.
Author
Peter Stork, PhD (Science), BSc (Agr.), Grad. Dip. Ed.
ESL Teacher-Trainer
Faculty of English,
Nha Trang University, Nha Trang,
Khánh Hoà Province, Vietnam.
http://www.ntu.edu.vn/default.aspx?lang=1
>Faculty>General Sciences>Major-English>Introduction>Personnel
December, 2009.
Dear Student,
The following pages outline the reading, writing, listening and speaking topics and materials for British
Culture studies in your third or fourth year at Nha Trang University. I hope you enjoy this textbook, CD and
DVD. They are designed to help you improve your English skills while learning about the culture of the
British and their country. The CD has fifteen topics and the DVD has thirty five topics relevant to each
chapter. They provide you with exercises in listening and will also give you a greater understanding of the
readings in each chapter.
All important words and phrases in each chapter of this textbook are in bold font to help you focus on
learning the meaning of unfamiliar words and phrases. You have to understand all the words and phrases in
all the reading material by using a dictionary. You must do this before a lesson in British Culture.
In Chapter 1, six listening exercises describe and explain many historically famous places, events and people
in Britain. Before you listen to these exercises, you must learn the meaning of words and phrases used in the
dialogue of each exercise. Therefore, first use a dictionary to fully understand the vocabulary in each
exercise. An online dictionary such as http://dictionary.reference.com/ can also help you with the meaning
of most words and their pronunciation. Similarly, you must understand the meaning of words and phrases in
the readings in Chapter's 2 to 10.
If you are not successful in understanding the meaning of words and phrases in these texts, then ask your
teacher at your next lesson. If you do not follow this learning method, you will not understand the reading
and listening exercises. Therefore, you will not be able to fully appreciate or comprehend the culture of the
British.
You must also try to answer all questions in each section of this book to test your knowledge and
understanding of each topic. You should ask your teacher for help after doing this homework. Finally,
remember to bring your dictionary to class for all lessons.
If you follow all the above instructions diligently, you will learn well from this textbook. In addition, the
exercises in this textbook will also help you improve your communication skills in other tourism and
translation topics.
Wishing you the very best in your studies and in your future career!
Page
CD
DVD
Exercise
Chapter
R W L S
i
Contents of Textbook
Title Section Skill
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CD
DVD
Exercise
Chapter
R W L S
ii
Contents of Textbook
Title Section Skill
Exercise
Page
CD
DVD
Chapter
R W L S
iii
1. Sightseeing Britain
This video is your one-stop guide to the pageantry, the majesty and beauty of G_____B ______. It
includes B ________ best cities and stunning countryside. And, you will see why it is A________ top
tourist destination. We will start in L______ to watch the C_______ o_ t__ G_____. In E______, see
magnificent churches such as the M_____in Y____. In W____, see charming sites such as C_____ C_____.
And, in S_______ you will see E________ C_____ which stands majestically perched on an ancient
volcano. We will also visit the R____ M____, tour famous battle fields in S_______ plus you will get a
taste of S________ famous whisky. B______ has a rich heritage including S__________, the world’s
greatest playwright and the B______, one of the world’s greatest musical groups. Finally, you will see
B_______ beautiful countryside from the mountains in W____ to the white cliffs of D____ which you see
If you only have a week to visit B______, first see L_____ its capital, then spend a few days in E_______ to
get a taste of S_______. If you have more time, explore other great sites in E______, S_______ and
W____.
London Overview
We will begin our tour in L_____ which is the capital of the U_____ K______ and its largest city. This is
the centre of E_______ culture and commerce and it is also one of the world’s most exciting cities. The
H_____ __ P_________ shown here is the heart of B______ democracy. This is where debates are held to
set B_______ laws. B__ B__ is a famous clock in the tower above the H_____ __ P_________. Across the
street is W__________ A____ where the M________ __ E______ are crowned. Nearby is a statute of
C________, the P____ M_______ who led B______ during W____ W___ _. There is so much to see and
1
1. Sightseeing Britain
do in L_____. You are watching the H_______ C______ these two horse-mounted sentries are marching
towards their posts. During the day they will not move as they silently stand guard.
At T________ S_____ there is a monument to L___ N______ victory against the F_____ in 1805. Nearby
is the N_______ G______ which offers stunning collections of W______ art including works from
L_______ d_ V____ and M____. Now let us take a quick tour of other famous sites of L_____. We begin
in P_________ C_____ where you can catch a bus or a train to explore the city. It is busy here day or night
because of the wide range of activities in this area including shopping, cafe, restaurants and theatres. The
famous T____ o_ L_____ was first built in the 11th century and it has served as a castle and later as a
prison. Today, it is home of the C____ J_____ and B_______ G_____ who serve as guides. Now let us
S_ P____ cathedral is one of the most famous churches in L_____. This magnificent structure was
completed in 1710 and its dome is over 350 feet tall. The church replaced another one which was destroyed
Now we are back at P_________ C_____. There is a lot to do here. You can shop, eat at great restaurants
or go to the theatre. However, there are some seedy nightclubs nearby, so watch yourself. The pulsating
lights of this square draw the crowds. Have fun, yah baby!
2
1. Sightseeing Britain
1.2. Scotland
Listen to the dialogue and fill in the blanks with the word you hear.
After exploring ______ spend a few days in ________ you will be glad you did. This is _________ capital
and it is one of the most popular places to visit in _______. ________ is famous for its fine w_______,
c______ and mysterious L___s and the best way to sample it, is to visit ________. The city is divided into
two parts. O__ T____n which you see below is where the city was formed in the eleventh century and
The most impressive sight is E_______ C_____ which is perched majestically above the city. It is at the
top of an ancient volcano. The castle was a military base for battles between ________ and _______
before they merged in 1603. C_nn__s guarded the castle and its famous resident was M___y Q____n o_
S____s. She tried to bring C___h___ism back to ________ and ______ but she failed. And she paid a
heavy price. They executed her. The main tourist attractions are located along the R____l M___e in the
centre of O__ T___. ________ ______ is at the top of the _____ ____ and the city grew down the slope of
this hill. Further down the street is S____t G____s C________l, Scotland’s most famous Pro_____t
C____h. This is where J___ K___ preached in the sixteenth century and his passionate sermons against
At the bottom of the _____ ____ is the palace of H_ly___d H_____. This is the official residence in
_______ of her majesty the _____. Inside there are portraits of S_______ K____. Most of the palace was
built in the seventeenth century and nearby are the ruins of a twelfth century abbey.
________ has a wide range of tasty food such as this s______ s_____ and g____ b____. Another famous
S_______ dish is a delicious meal of p_g___n and b____ p______. Of course, you also might want to try
These neo-classical buildings inspired __________nickname ‘t__ A_____ of the N____. At the top of this
hill you also get great views of _______which has many elegant G__g___ shops and homes. While
_________ is an integral part of _____ _______ it is also strongly independent and the S_______
P________ sets local policies. This is a very important point to remember. Just like in _____ they are very
proud of their heritage. So never, never say that someone from ________ or _____ is _______.
3
1. Sightseeing Britain
The royal yacht B_______a was used by the royal family to sail the world’s seas for over forty years. This
majestic ship has lavish interiors which include the state dining and drawing rooms. Also, see the ________
folk evenings which include b__p_p___s and traditional dancing. The S______ W______ H_______
C_____ has videos and a scale model of how whisky is made. It is distilled from grains such as r__ or
b_____y. Then it matures for a few years in w___ c____s. ______ _______ has a dry smoky flavour. At
this centre there is also a ride about the history of _________ national drink. Finally, you get a sample of
whisky. If you want a drink in a good time, this is a quaint place to visit.
S________g was at the centre of many famous events in ________. And, S_______ C_____ dominates the
surrounding countryside. This was the site of key battles between ________ and _______. On this side of
the castle there is a beautiful garden. Much of the castle was re-built in the fifteenth century and it is where
M___ the Q____ of the S____ was crowned in 1543. Some even say that the legendary K___ A____r lived
in _______ although other sites in Britain make similar claims. R_____ the B____ ruled as king of
________ from 1306 to 1329 and there is a statue of him in front of the castle. These are some of the
cannons which defended S_______ C_____. These guns dominated the valley below and they show why
this fort paid such an important role in ________ history. Across the plains there is a monument to the
________ folk hero, W______m W______e. In 1297, he led ________ in a famous battle against the
_______ army. During the battle of S_______ B_____ W______ re-captured ________ castle. The
bridge, which you see here, was a strategic point to cross this river. In the movie B____ H____, M__
4
1. Sightseeing Britain
1.3. Wales
Listen to the dialogue and fill in the blanks with the word you hear.
_______ is the capital of ______ and one of the most unusual sites here is C_______ C______. What makes
it so charming was the renovation in 1865 by a tycoon who had time and money to burn. Inside the castle
he created lavish interiors. Visitors to _______ will enjoy this tranquil oasis inside this bustling city.
Ducks and geese roam the castle ground. Watch as this beautiful peacock grooms itself. _______ is
______ largest city. This impressive building is ________ city hall which is located downtown. Nearby is
a beautiful park with fountains. And, down the street is the N_______ M______ and G______. This has a
vast array of paintings and sculptures. While _____ merged with _______ in 1536 they retained their own
customs and culture. In fact, almost one fourth of the population speaks their native language. A visit to
_______ is a great way to sample ______ on a day trip from ______. N_______ W____ has stunning
scenery and the best way to see its mountains and coastlines is by rail. You will enjoy riding these vintage
trains which have been fully restored. These s_____ e______ were first used in the eighteenth sixties to
carry slate from the mountains to the ports, but today they are used by tourists to explore the beautiful
countryside. This is ______ highest peak M____ S______ which is 3500 feet tall. In the surrounding
national park you can horseback ride or mountain bike. And, cattle graze in the valley below. This area has
breathtaking scenery. However, it is a long train ride from ______ so you might want to spend the night in
N_______ W____. While you are here take time to visit some of its famous castles. And, remember, if you
want to escape the hustle and bustle of the large cities, a train ride through ________ ______ is a refreshing
London
Now back to ______. During the changing of the horse guards, the n___ g____ relieves the o___ g____.
There are two regiments of cavalry, the L_________s and the B____ and R_____s. The __________ have
a white plume on their helmets and red tunics. On the other hand, the R____ H____ G_____ have a red
plume above their helmets with a blue tunic. The size of the guard varies. When it is larger it is known as
a L____ G____ while a smaller contingent is called a S____ G____. During these ceremonies remember
5
1. Sightseeing Britain
1.4. Oxford
Listen to the dialogue and fill in the blanks with the word you hear.
O_____is the oldest university in _______ and one of the best schools in the world. This is R__c____f
C_____a which serves mainly as a reading room for an adjacent library. This was filmed from the tower of
S____t M____ C_____ which offers some of the best views of ______. From this beautiful church you can
see most of the town including its shops and small streets. The __________ has grown since the twelfth
century into over thirty colleges the largest of which is C_____c____h. In the nearby river there are
majestic swans. The rustic settings in this university town make it a great day trip from London. This
area is filled with quaint villages and hamlets and you can also see W__w___ C_____, one of ________
best medieval castles. Traditions are very important in ______ and rowing is one of its greatest sports.
You can watch the crews practice and compete. And, the _____ C________ race which was first held in
1829 is one of the most famous in the world. This swan was a little messy cleaning its feathers with its
beak. Yet, it is very elegant as it majestically spreads its wings. And, on the other side of the river here
come more r_____s who are practicing for a race. In this streamlined path you can imagine how a d_____ at
imaginary world. He used his story to entertain the D_____ children. This is the bridge S___e named and
patterned after the famous bridge in V_____e. However, in ______, it is expensive to ride a gondola under
the bridge. Here you can walk under it for free. ______ is charming. It has beautiful buildings in a rustic
W______ S__________ was the world’s greatest playwright and S________-U___-A___ was his
hometown. This is the house in which he was born in 1564 and where he also grew-up. Throughout this
quaint town there are tributes to ___________. Along the banks of the river _____ is the Royal
____________ T_______ where you can see excellent performances of his plays. See ___________
famous tragedies such as R____ and J______, M______ and H_____ or see his comedies such as The
M_______ of V______. Nearby is the H___ T______ C_____ where __________ was baptised in 1564.
This is also where he was buried in 1616. During that short time __________ wrote some of the most
6
1. Sightseeing Britain
famous plays of western civilisation. So make sure you stop by S________. It is only a few hours by bus
Listen to the dialogue and fill in the blanks with the word you hear.
The pigeons are plump in T________ S_____. Handfed by visitors who flock to the heart of ________
capital city ______. It is an exciting place to be. Steeped in history but throbbing with life. B_________
P_____ home of the R____ F______ for more than a hundred and fifty years. Guardian of tradition, rich
in ceremony. But the sentries outside ___________ _______ are real soldiers; Q____ E_________
personal bodyguards. The R____ H________ orchestrates the pomp and pageantry that the _______ love
and visitors envy. The spectacle of the big occasion never fails to draw the crowds. London would be an
infinitely poorer place without the splendour and dignity of its _____ ceremonial. Patriotism, ancient
buildings, old crafts and customs, superb scenery, they are all part of a fascinating country you will see as
The _______ need no excuse to hold a ceremony. It is part of the fabric and ritual of ______ life. For sheer
colour and majesty, nobody does it better. Even the police, the celebrated B_____ B______ enter the
carnival spirit. No _______ pageant is complete without the blues and royal; the H_______ C______.
There is something about the glinting breastplates and helmets, the creep and jingle of harness, the
movement of the proud horses that stirs the emotions. Scenes such as these were as popular as they were
generations ago. Horses are one of Q____ E________ great loves. She is an authority on breeding. For
her, riding in a horse drawn carriage is a pleasure. The queen has reigned since 1952, her consort,
P_____ P______ by her side. She has ensured that the Monarchy remains strong, a symbol of her
country’s stability.
O______ S______, ________ shopping Mecca. Shoppers mingle with friendly B______ on foot patrol.
World famous stores are to be found here in fashionable K______ B_____. The _____ shops here. It is a
bustling city, a workplace for more than four million people where old style transport moves in harmony
7
1. Sightseeing Britain
with distinctive black ______ taxi cabs. Street stalls add a splash of colour. For those who want to sample
the sites, why not from an open topped double decker bus?
You won’t know his name but he is one of the most photographed faces in ______. He is a member of the
H________ C_______ at H_________ Y____ facing W________. The guard changes at eleven o’clock
each morning. A colourful spectacle that makes a souvenir picture for countless tourists recording the
T_____ B_____, a fairy tale structure across the river T______ overlooks another tourist favourite, the
T_____ __ L______. The T_____ has been a palace, a fortress and a prison in its turbulent history dating
from 1078. Inside are the picturesque homes of the Y__m__n warders of the tower originally appointed by
K____ E_____ t__ s____. They are the quaintly named Beefeaters, a name which may have been derived
from their fondness for roast beef. What tales have they got to tell? Murders and executions in the
infamous tower.
The city finance houses making one of the world’s greatest money markets and the house of God; S_____
P_____ C________. The seventeen century masterpiece of S__ C_________ W____. Everyday life in
______ is a rich tapestry. The pavement cafes, the pubs selling traditional beers. C_____ G______
once a famous fruit and vegetable market, now a setting for street theatre. They all bring pleasure laughter
8
1. Sightseeing Britain
Welcome to our tour. Ghosts of the T_____ of _______everyone. The _____ has stood on this ground
since 1066 when D___ W______ of N_______ invaded _______. And, throughout its history it has been
used as a prison and place of execution. Which may be why today, some people say this is one of the
scariest places on earth. There are many tales of ghosts here but the ghost most people see is A___
B_____, the second wife of K____ H_____ the e_____. When she did not give birth to a boy she was
beheaded on T____ G_____ in 1536. A headless female figure in a white dress has often been seen close
to where she was executed, near Q_____ H______. She is also said to haunt the C_____ R____ where the
same headless figure has been seen leading a ghostly procession of L_____ and L_____ down the aisle
towards where her headless body is buried. The T____ was also the scene of the infamous disappearance of
the two princes; E_____ T______ and R_______ N____ who were thought to have been murdered in
1483. When their father K____ E______ the F_____ died his brother R_______ took the boys to the T____
for their protection. But they disappeared. R______ was later crowned R______the t____. According to
one story, guards in the late fifteenth century spotted the shadows of two small figures gliding down the
stairs in the W____ T_____. Nearly two hundred years later in 1674 workmen found a chest beneath the
stairway of the _____ _____ that contained the skeletons of two young children recently proved by DNA
testing to be the two princes. L___ J___ G___ was just seventeen when she was executed on the 12th
February 1554 after only nine days as _____ to H____ the e_____. Her ghost is said to appear on the
anniversary of her death on the S___ T____. Other ghostly appearances include the chained and
headless body of Sir W_____ R______ who was often been seen in the B_____ T_____. And, another
ghost many people have seen is ______ fifth wife C________ H_____. She ran away from her executioner
and her ghost has been seen running down the ______ hallway screaming for help. Now let us go further
into the ______ and see if we can find any of these ghosts.
9
2. The Geography and Climate of Britain
Exercise A. Label the map on the following page with the correct name or phrase from the definitions
below.
Atlantic Ocean - the body of water in which the British Isles are located
Belfast - the capital of Northern Ireland
Cardiff - the capital of Wales
Celtic Sea - the sea south of Ireland
Dublin - the capital of Ireland
Edinburgh - the capital of Scotland
England - the largest area in the United Kingdom; it is attached to Scotland and Wales
English Channel - the body of water off southern England which separates it from France
Hebrides - islands off the northwest coast of Scotland
Ireland - (the Republic of Ireland) - a country west of England across the Irish Sea (not part of the United
Kingdom)
Irish Sea - the body of water that separates England and Ireland
Isle of Man - an island in the Irish Sea
Isle of Wight - an island off the southern coast of England
London - the capital of England (and the capital of the United Kingdom)
North Sea - the body of water northeast of the British Isles separating it from northwest Europe
Northern Ireland - a part of the United Kingdom bordering the Republic of Ireland on the northeast
Orkney Islands - islands off the northeast coast of Scotland
Scotland - a part of the United Kingdom bordering England on the north
10
2. The Geography and Climate of Britain
11
2. The Geography and Climate of Britain
Exercise B. Name each territory of the British Isles (darkened part) in the maps below.
A B
C D
E F
Questions
(i) Name the regions that make-up what is called ‘Britain’ and the ‘United Kingdom’.
(ii) What are the capital cities of each region?
(iii) Ireland is part of the United Kingdom? True or False
12
2. The Geography and Climate of Britain
The Pennine Mountain ranges.
13
2. The Geography and Climate of Britain
In the east of England lies The Fens, a vast area of flatland that was a marshland that was drained. To the
south of the Bristol Channel is an elevated plateau that slopes upward ending in the barren uplands and
moors of Cornwall and Devon. Sequential ranges of chalk hills can be seen from the English Channel and
are known as the white cliffs of Dover.
Scotland: The capital of Scotland is Edinburgh and Glasgow is its largest city. Scotland can be divided
into three areas. The Southern Uplands are the fertile plains and hills bordering England. The Central
Lowlands run from Edinburgh to Glasgow and contain the industrial towns and most of the population. The
Highlands are mountain ranges (between 1350-1200 metres) rising to their heights at Ben Nevis (1344
metres), Britain's highest mountain. The largest islands that belong to Scotland are the Hebrides, the
Orkneys and the Shetlands. Many of these islands are inhabited.
About three-quarters of Scotland is
made-up of uncultivated bog, rock and
heather, including a lot of peat soils.
The land area of Scotland, including the
islands, is 78,790 square kilometres.
The longest river is the Tay. Scotland
has a very irregular coastline with
numerous inlets from the sea. The larger
and broader inlets are called firths such
as the Firth of Clyde and the Firth of
Forth. The main natural harbour is
located in the Firth of Clyde. Scotland
is very mountainous and more than one-
half of Scotland is occupied by the
Highlands and contains narrow lakes or
lochs. Loch Lomond is the longest A loch in the Scottish Highlands
lake in Scotland and Loch Ness, according to legend contains a sea monster (The Loch Ness Monster).
The Clyde, which flows through the city of Glasgow, is Scotland’s most important river and serves as a
transportation outlet to the Atlantic Ocean.
14
2. The Geography and Climate of Britain
A Physiographic map of the British
Isles.
Questions
(i) What are the main mountain
areas of England, Scotland and
Wales called?
(ii) Which region(s) of Britain are
the most mountainous? The least
mountainous? Which region(s)
have the highest and lowest
mountains?
(iii) How do the three regions of
Britain compare with each other
in land area? Which region has the
largest amount of flat land?
Which region has the largest land
area? Which region has the
smallest landmass?
(iv) Which part of Britain has the
largest number of coastal firths
and lochs?
(v) Which part of Britain has the
largest number of harbours? Why
is it good for the economy of the
region?
(vi) Name the seas and countries
closest to Britain?
(vii) Is the landmass of Vietnam
329,556 or 520, 337 or 767, 233
square kilometres?
A physiographic map of the British Isles. How does this compare with the
area of England, Scotland and Wales?
(viii) How far is London from Hanoi? i. 8525 ii. 9236 iii. 11455 kilometres.
(ix) How far is London from Ho Chi Minh City? i. 9551 ii. 10234 iii. 12370 kilometres.
Exercise. Fill in the blanks for the paragraph below using the following words.
Atlantic Britain Britain canals Cambrian Devon Downs England England English
Channel Cornwall Fens Highlands Ireland Irish island firths lochs North Northern
Ireland Pennines rivers Scotland seas Uplands
15
2. The Geography and Climate of Britain
part of _____________ also has the greatest number of ____________ and ____________while the northern
part has many narrow lakes called __________ and sea inlets called ____________.
(x) If you went to Britain, which areas would you like to visit?
(xi) What are the similarities between the geography of Britain and Vietnam?
(xii) What are the differences between the geography of Britain and Vietnam?
16
2. The Geography and Climate of Britain
rainfall is about 760 mm in most of England. England has slightly warmer maximum and minimum
temperatures throughout the year compared with Scotland and Wales. The climate of Scotland is similar to
the rest Britain but has the coolest temperatures. Lower temperatures are common in Highland areas during
the winter months. Wales also has similar weather to England but has slightly warmer temperatures
throughout the year than Scotland and lower temperatures in winter compared to England.
Vietnam has a tropical monsoon climate, with humidity averaging 84% throughout the year. However,
because of differences in latitude and its mountainous regions, the climate tends to vary considerably from
place to place. For example, Dalat can be very cool while Ho Chi Minh City a few hundred kilometres away
can be very hot. The winter or dry season is usually between November to April. The south westerly
summer monsoon normally occurs from May to October.
Questions
(i) Which are the months of summer, winter, autumn and spring in Britain and Vietnam?
(ii) Find the meaning of the phrase mid-latitude oceanic climate and explain it in your own words.
(iii) Find out the meaning of the phrase Gulf Stream and explain it in your own words.
(iv) Find out the meaning of the phrase tropical monsoon climate and explain it in your own words.
Exercise. Fill in the blanks for the essay below using the following words.
(v) Using the graphs in the next page, compare and contrast the climate in an essay of 150 words. Compare
London with Hanoi OR Edinburgh with Ho Chi Minh City. Follow the example for London, Cardiff and
Edinburgh for your essay.
(vi) Which months of the year are British citizens likely to travel? Explain your reasons.
(vii) If they had a choice, which months of the year would they come to Vietnam?
(viii) How do you think that the climate of Britain and Vietnam influences its people?
17
2. The Geography and Climate of Britain
The Climate of Major Cities in Vietnam and Britain
A B
C D
State if the following statements are true or
false.
(i) 'It was windy and rainy during the FA Cup Final
last year' is a statement about the weather.
True/False
(ii) Wales has a mild and moist climate.
True/False
(iii) Sunshine hours in Britain are similar to
Vietnam. True/False
(iv) The rainy season in Britain lasts all year.
True/False
(v) London is a little warmer than Edinburg but
slightly colder than Cardiff during winter.
True/False
(vi) The hottest period in North Vietnam is similar
to the hottest period in Britain. True/False
E
18
2. The Geography and Climate of Britain
2.4. A weather forecast for the United Kingdom by a journalist in a radio station.
Listen to the dialogue and fill the blanks with the correct words.
Aberdeen, Glasgow afternoon Belfast Belfast Borders of Scotland Celsius cloud
Dorset Cornwall East Anglia East Anglia, Lincolnshire England fog
English Channel frosty Lincolnshire Midlands Midlands, Wales mist
Midlands, Wales, North West England North East England North East England cloud
North East of England Northern Ireland Northern Isles North Sea
North West England North West of Scotland Orkney Scotland Scotland
Shetland sunshine temperatures temperatures temperature Wales
wind winds Northern Ireland Southern England rain fog Wales
And now the detailed f_______for the next twenty-four hours, starting with E___ A____, L____________,
and the N_____ E____ __ E_______. A gentle flow of air from the N_____ S__ is bringing c_____ and a
few spots of light r___, but this will tend to thin and break, the showers dying out later this a_________.
The w___ is rather cold, so the t__________ won't get much above four or five degrees today. Tonight
there'll be a frost, with temperatures dropping to zero or minus one in ____ ______, as low as minus two
or minus three in _____ ____ _______. Parts of Lincolnshire and North East England may see a few mist
and fog patches by dawn tomorrow morning. Now to the M_______, W____, _____ W___ _______, and all
of S_______ _______, where there's likely to be a pretty dry afternoon. There are some bands of cloud
circulating, especially along the south coasts from D_____ to C_______, but apart from that it's fine, with
some pleasant s_______ on the west coast of _____ and parts of the ________. Strong north-easterly w____,
especially in the E______ C______, will slowly ease this afternoon, though tt___________will remain
around four or five. Tonight, with little wind, it'll be frosty, especially away from the coast,
____________falling as low as minus three or minus four. In parts of the ________, _____ and _____ ____
_______ there may be a few freezing f__ patches to start the day tomorrow. So that's _______and _____.
Now to N_______ I______ and S_______. It's going to be a dry day here as well, slowly warming up over
the afternoon, with some really quite pleasant winter sunshine. At the moment it's sunny in A_______,
G______ and B______. For the ________ I_____ it's a different story. There's a weather front approaching
S________ and O_____, and that will bring rain or showers by the end of the afternoon. In the ______ ____
__ ________, south-westerly winds are bringing milder air, so temperatures here around six C______.
Further south, only three or four degrees over much of _______, and five for B______. Tonight we can
expect cloud and patchy rain, some sleet perhaps, to edge into the north of mainland Scotland. Otherwise
it'll be clear and f_____, with some freezing fog. Lowest temperatures: five for Stornoway, but minus two in
the B______ __ _______ and minus three in _______ _______.
Questions
(i) Which part of the United Kingdom has the best weather during the afternoon of the reported day?
(ii) Which part of the United Kingdom will have the coldest weather during the following morning?
19
3. Cities, Population and Countryside
Cardiff is the capital of Wales and is about sixty-seven kilometres east of Swansea on the south coast of
Wales. The city was once a major port for coal transport. It is now a shopping, commercial and industrial
centre. The city centre has international sporting stadiums such as the Millennium Stadium for rugby and
soccer. Many colleges of the University of Wales are based in Cardiff. Cardiff Bay has many tourist centres
of interest on the waterfront such as the Millennium Arts Centre and the Welsh Assembly.
London is the capital city of England and the United Kingdom. It contains the centre of government at the
Houses of Parliament. It is a major financial, commercial, distribution and communications centre,
situated in the South-East of England, some eighty kilometres north of the south coast. Greater London
covers 625 square miles and consists of thirty-three separate boroughs (districts), including the City of
London (the financial centre), and the City of Westminster (site of the Houses of Parliament). It is also one
of the major centres in the world for the arts with major theatre and music companies as follows.
Theatre The West End, The Royal Shakespeare Company, The National Theatre
Music The London Symphony Orchestra, The London Philharmonic Orchestra, The Royal Opera and
the English National Opera
Birmingham is a manufacturing and commercial city and communications centre in the West Midlands
with the second highest population in Britain after London. It is 169 kilometres north-west of London. The
city centre was redeveloped in 1960s and 1970s as a national commercial centre. It is the home of the
National Exhibition Centre and the International Convention Centre which are major venues for
commercial conventions and industrial fairs. The city’s cultural activities include dance (the
Birmingham Royal Ballet) and music (the City of Birmingham Symphony Orchestra).
Manchester is an important cultural and commercial centre on the western side of England about 298
kilometres north-west of London. This city was a creation of the Industrial Revolution of the eighteenth
and nineteenth centuries, when, it was known as 'Cottonopolis', for textile manufacturing and became
regional capital of the North-West. It is home to the Halle Orchestra and Royal Northern College of Music.
It is also a major centre for higher education, the arts and the media industry.
Belfast is the capital of Northern Ireland, whose Irish name is Beal Feirste, meaning 'mouth of the
sandbank' in Gaelic. It was once had a major shipbuilding, tobacco and linen industry. It is also famous for
its Victorian architecture.
Edinburgh is the historic city and capital of Scotland on the south side of the Firth' of Forth, 608
kilometres north of London. It is a centre for law firms, banking, insurance and is also a cultural centre. Its
industries include printing and publishing, brewing and tourism. The city is dominated by Edinburgh castle.
The International Festival of Music and Drama is held here annually. Edinburgh also has distinctive
architecture.
Exercise: Locate these cities on the map of the United Kingdom in a following page and write their names
in the table in a following page.
20
3. Cities, Population and Countryside
Brighton is the first seaside resort on the south coast of England. It has lots of well-known buildings,
including Brighton Pavilion, a palace commissioned by King George IV, and famous girls' school Roedean.
York has preserved or reconstructed Roman, Viking and medieval remains, ancient walls and the beautiful
'Minster', that are popular with tourists. It is situated inland, 311 kilometres north of London.
Oxford is situated at the meeting point of the River Thames and the River Cherwell, eighty-five kilometres
north-west of London. Oxford university was founded in the thirteenth century. The University and
Cathedral is a tourist attraction. Oxford is a commercial centre too, with a car manufacturing industry at
Cowley, just outside the city.
Sunderland developed as a coal port and a centre of shipbuilding and engineering in the nineteenth
century. It is situated seventeen kilometres south-east of Newcastle-upon-Tyne.
Nottingham is a city on the River Trent, seventy-two kilometres north-east of Birmingham. It is the nearest
city to Sherwood Forest, home of the legendary Robin Hood. It contains a seventeenth-century castle,
restored in nineteenth century; houses museum and art gallery. It’s industrial prosperity as a centre of lace-
and hosiery-making commenced with the invention of the stocking-frame in 1589.
Glasgow is a city, port, commercial and industrial centre on the River Clyde, sixty-six kilometres west of
Edinburgh. It was once known as 'the second city of the British Empire' after London. In the nineteenth
century it was the centre for the building of great locomotives and ships which were exported worldwide.
The name 'Clyde-built' came to mean 'of the highest quality'. The city was greatly affected by industrial
decline after 1945. Now a major artistic and cultural centre; it became the first 'European City of Culture' in
1990.
Sheffield is a city on the River Don, 256 kilometres north-west of London and 116 kilometres north-east of
Birmingham. Coal mining was once located near the city. It has been a centre for the production of cutlery
since the Middle Ages and of high-quality steel since the eighteenth century. In recent years it has become
an important venue for conferences.
Leeds is a commercial and industrial city on the River Aire, and on the Leeds–Liverpool Canal, fifty-eight
kilometres north-east of Manchester and 270 kilometres north of London; south-west of York. It has been
traditionally a centre of the textile trade.
Liverpool is fifty-six kilometres south-west of Manchester and close to the border with North Wales on the
north-west coast of England. It was once a major port and is now a centre for commercial redevelopment
such as the Albert Dock which has been transformed into offices, shops, museums and a television studio.
Liverpool has universities, Anglican and Roman Catholic cathedrals and world-famous football teams.
Swansea is a large port city at the mouth of the River Tawe, sixty-seven kilometres west of Cardiff. It was
once a centre for iron, steel, coal and tin mining. There were coal-mining and oil-refining industries near the
city today. It is still an industrial, residential and academic centre and also the main shopping centre for
South-West Wales. The remains of a fourteenth-century castle or manor house are the main tourist
attraction.
Aberdeen is the centre of North Sea oil industry. It is third largest fishing port in Britain and famous for its
granite buildings.
Newcastle-upon-Tyne is a city and port, 180 kilometres north of Leeds. It is a commercial and industrial
centre. The quayside and the river, where coal-exporting gave Newcastle its identity for centuries, now
combine picturesque decay with signs of redevelopment.
21
3. Cities, Population and Countryside
Exercise A.
(i) Locate the other cities on the map and write their names in the table on the next page.
(ii). Name nine major Financial and Commercial Centres of the United Kingdom in the table on the next
page.
(iii). Name eight major centres for Tourism and the Arts in the United Kingdom in the table on the next
page.
Map of the United Kingdom.
22
3. Cities, Population and Countryside
City I. Major City II. Other City III. Financial/ IV. Tourism
Commercial and Arts Centre
Tick (√) Tick (√) centre Tick (√)
Tick (√)
10
11
12
13
14
15
16
17
18
Question: What does the distribution of major cities, other cities, financial centres, arts and tourism centres
across the United Kingdom imply? Write a 3-paragraph essay of approximately 180 words.
23
3. Cities, Population and Countryside
Exercise B. Name 6 major Industries in the past and 10 in the present and their location in the UK.
24
3. Cities, Population and Countryside
3.3. Population
The 2001 population census of the United Kingdom showed it has a population of almost 59 million
people. Approximately 49 million live in England, 3 million in Wales, 5 million in Scotland and 2 million
in Northern Ireland. The census shows that the UK is still a nation of crowded cities and thinly populated
rural areas. In Scotland and Wales the greater part of the population is concentrated in the more lowland
areas, particularly the area between Glasgow and Edinburgh, and in the eastern and south-eastern parts of
Wales.
The South-West of England has been the fastest growing region of the United Kingdom. Between 1981 and
1990 populations fell in the North-West, the North-East and Scotland. People moved away from the old
industrial cities, involved in coal, shipbuilding and steel, in the North-East, West Midlands, North-West
and Wales and moved to the light industries and services of the more economically attractive South-East
and East Midlands. The biggest shift in population has been between the South-East and the South-West of
England.
Exercise A: Underline ( __ ) the correct time period which applies to each statement A to D from the table
below.
A. The South-East of England continued to experience considerable population growth, though it was slower
than in the previous twenty years. Small population increases were also evident in the North-West and East
of England. 1931-51 or 1951-61 or 1961-71 or 1971-81?
B. The South-East of England was the fastest growing region. In all other regions of Britain, the population
increased, especially in the West Midlands. The smallest population increase took place in the East of
England. 1931-51 or 1951-61 or 1961-71 or 1971-81?
C. The population actually fell in the South-East and the North-West, but increased significantly in the
South-West and East Midlands. 1931-51 or 1951-61 or 1961-71 or 1971-81?
D. The South-East of England experienced considerable population growth, though the rate of growth
remained roughly the same as in the previous ten years. The South-West of England increased its population
significantly, as did the East Midlands. However, the growth rate in the North-West was significantly slower
than in the previous decade. 1931-51 or 1951-61 or 1961-71 or 1971-81?
Exercise B: Using the examples above as a guide, write a 3-paragraph summary of the population changes
that took place between 1981 and 1991 in the UK and England.
25
3. Cities, Population and Countryside
Victorian terrace houses with mid‐twentieth century housing
in the background. Virtually every town and city in England
has houses like these.
A typical suburban street of houses with neat
hedgerows and front and back gardens built
between 1900 and 1930.
As a result of this longing for a rural paradise, British people are always trying to move out of larger cities
to the countryside or smaller towns. Another reason for moving to the country and smaller cities is to escape
a decline in the quality of life in Britain's larger cities, due to increasing population, traffic congestion and
pollution. By 1914 most of London’s middle
classes and a smaller 'service' class had moved to
new suburbs which were engulfing the
countryside within a 40 km radius of the city.
These suburbs were characterised by houses with
front and back gardens.
Between the 1920s to the 1970s, professional
middle-class people started to move out beyond
'suburbia' into the towns and villages of the Home
Counties about a hundred kilometres or more
from the heart of London so they could live in
what were still quiet country towns. They did this
because they could either afford a motor car or the
train fares to travel in a reasonable time to work
in London. A country cottage in England.
In the late I 970s and 1980’s the pressure to move
out of London and its suburbs intensified. The steep rise in house prices in London area and in the Home
Counties made people move further, up to 250 km or more from London, in areas around Brighton,
Salisbury, Bristol, Oxford, Northampton, Cambridge, Peterborough and Norwich where it was possible to
26
3. Cities, Population and Countryside
buy an affordable house. They would spend up to two hours travelling to work by rail each day. Finally,
there has also been another smaller, but growing number of people who no longer needed to work in central
offices, but work from home, linked by computer and fax facilities to their employer.
Questions
(i) Explain the meaning of the phrase 'the deep nostalgia' of the British people?
(ii) Why have cities declined in population while towns and villages outside cities have increased?
(iii) There are three stages of the movement of people from larger cities such as London to smaller towns
that are identified in section 3.4. Identify and explain these stages.
Questions
(i) Explain the meaning of 'a commuter-based village society'.
(ii) In Britain there is a popular desire to move into the countryside. What social and problems does this
movement cause?
27
3. Cities, Population and Countryside
1.
------------------------------------------
2.
------------------------------------------
3.
-----------------------------------------
4.
------------------------------------------
5.
------------------------------------------
28
3. Cities, Population and Countryside
Exercise B: Read the descriptions below to identify locations 1 to 17, using your knowledge from Chapter 2
and 3 including all videos 3A to 3H.
Bodmin Moor: moorland in north-eastern Cornwall close to Dartmoor.
Chiltern Hills: chalk hills in South East England between the Cotswolds and the North Downs.
Cheviot Hills: north of Hadrian's Wall, they extend into Scotland and may be considered part of the
Southern Uplands of Scotland.
Cotswolds: a famous range of hills and a popular tourist destination in west-central England between the
Shropshire and Chiltern Hills.
Dartmoor: an upland moor in Devon which is a national park and a popular tourist destination located in
south-west England.
Exmoor: a national park bordering the Bristol Channel and located in Somerset and Devon counties in
south-west England.
Forest of Bowland: near the Yorkshire Dales and the South Pennines, but part of the Pennine range.
Lake District: famous for its mountains, lakes and waterfalls close to the Pennine range
Mendip Hills: limestone hills in Somerset County south of Bristol
North Downs: between Farnham in Surrey to the White Cliffs of Dover and close to London.
North Pennines: are south of Hadrian's Wall and east of the Lake District.
North York Moors: near the North Yorkshire coastal towns of Whitby and Scarborough.
North Wessex Downs: between the Chiltern Hills and the Mendip Hills.
Peak District: a beautiful area of the Pennines close to Manchester and Sheffield.
Shropshire Hills: a beautiful hilly area of England near the Welsh border.
Southern Pennines: is a continuation of the Pennines range from the Yorkshire Dales.
Yorkshire Dales: is a continuation of the Pennine range from the North Pennines.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
29
4. What is Britain?
Counties of England.
Map of England.
Questions
4.2. Anna, Sophie, Will, Alex Turco and Alex Ross speak about the places they come from.
Listen to the conversation and fill in the blanks with the word you hear.
Anna: I really like it, actually. There's lots of __________ around ... and always a lot to do. It's great. Lots
of __________.
Sophie: It's rather boring, really. And coming from the __________ ... it's a lot colder than down
__________ ... and there's not much to do. And it's got a very bad _______________. Everyone's always
very rude about it.
Interviewer: What do you mean by a bad reputation? Why are people rude about it?
Sophie: Well, people just think the __________ full of ... _________ people ... a bit wild, really ... bit
__________.
Interviewer: What do you think of your home town? I mean, you're still in it, aren't you?
30
4. What is Britain?
Will: Yes, well I used to live in __________ and compared to London, __________ is so much smaller that
you can do a lot more. And ... it's still big enough to be ________________, which is a good balance.
Interviewer: And you've come, __________, you've come in from the countryside, as it were, in
____________?
Alex Turco: Well, not really the _______________. I actually live by the __________ ... and we've got a
_________ and we get lots of __________ ... There are quite a few shops but they're not really open in the
__________. So in the winter it tends to be quite boring. But because I'm a __________ I'm in Bristol, there
are quite a few shops, so I, there are plenty, there are plenty of activities to do.
Interviewer: And you Alex, the second ________, what do you think of your home ________, which is
this one, isn't it?
Alex Ross: I live slightly outside _________ so where I live is more countryside and it's rather boring but
Exercise. The five young people talk about the places they live and other aspects of their life. Fill in the
boxes with the correct information for each student.
Interesting
features
where they live
Positive
description of
where they live
Negative
description of
where they live
31
4. What is Britain?
4.3. Sophie talks about the difference between the North and South in England.
Listen to the dialogue and fill in the blank with the words you hear.
Interviewer: And you're from _______________. Ah ... how would you describe ... you say it has a bad
reputation but perhaps you don't share that feeling. What do you think of it as a place in that sense and is it a
rich area, a poor area, and what are the people like?
Sophie: ... it tends to vary really, I mean __________________covers a very large area, so whereas some
places are very ________________ you obviously get pockets of _____________ as well. ... The people are
very, very, very, .., (laughs) ... oh, got a bit carried away then! (laughs) The people are very friendly and ... I
don't know, I think they tend to be a bit ____________ than the people down south ... less ______________
Sophie: ... the ... the _________ __________ of Yorkshire. On the coast, near ___________.
Exercise (A)
Sophie talks about the differences between the
North and South of England and uses the
words: affluent, poor, friendly, loud,
restrained and conservative.
Study and understand these words using your
dictionary.
Exercise (B)
(i) Apply a tick (√) in the boxes below if you
think Sophie’s use of the words affluent, poor,
friendly, loud, restrained and conservative
refer to the North or the South.
(ii) Apply a (x) in the boxes if you think she
her words do not apply to the North or South.
(iii) Write ‘Not stated” if you think Sophie’s
has not referred to the North or South.
North South
affluent
poor
loud
restrained
conservative
Questions
(i) What are the closest towns to York?
(ii) What are the counties that make up Yorkshire?
32
4. What is Britain?
4.4. Three students talk about the differences between London and the rest of England.
Listen to the dialogue and fill in the blank with the words you hear.
Interviewer: And how do you feel about Bristol and its people?
Will: I think they're very nice ... They're a lot less aggressive than in London, I would say, more laid back
... obviously there's variety wherever you go but ... a good impression generally.
Will: Five years ago. And when ... I didn't notice it at the time but when you go back, you do notice how
much more aggressive and fast and stressed the life there is.
Sophie: I've visited it and ... my cousins live there.... I don't know, I think I'd prefer to live there because I
mean I hope to go to university there possibly and certainly live there in the future. I'd either want to live in
London or abroad. I don't think I want to live anywhere else.... That probably stems from growing up in the
provinces. I think people who actually grow up in London want to get out. A lot of them go to Leeds to
university, which is further north ... but certainly I'd be heading for London.
Interviewer: How about you? Would you think of heading for London or is it a place you'd rather avoid?
Anna: For a while, I really, really wanted to live in London because of all the things to do and so many
people there but I think it's really expensive. And as far as going to university there I think I'd be so poor at
university anyway that I'd rather be somewhere where there wasn't quite so much expense. I think it can be,
my Mum lived there for quite a while and she said that it can get really lonely there sometimes 'cause there
are so many people there.
Sophie: That's what my Dad said, 'cause he was a student there too.
Exercise. Write the word(s) which each young person to describe their experience or opinion of London.
Sophie
Anna
33
4. What is Britain?
34
4. What is Britain?
Declaration of independence in N. America (1776). Union of Great Britain and Ireland (1800).
Britain's tried to impose taxes on the settlers of The success of the American colonies in ending the
colonial states of North America to help finance its rule of England inspired rebellion amongst the
European wars. This led to a war of independence Irish, who had desired an independent republican
between England and the settlers for 18 years. state for a long time. The revolt was put down with
Britain lost this war resulting in the creation of the great brutality. Following this, the Act of Union
United States of America. As a result Britain lost a joined Ireland and Britain and a single legislative
valuable source of income from its former colony. assembly was made for the two countries.
Battle of Waterloo (1815). Second World War (1939-1945).
The defeat of Nazi
Germany by Britain
and its Allies is one
of the most proud
moments in British
history. The memory
of the war remains
strong in Britain even
today. It was a time of
great hardship and
sacrifice by the
British people in the
The Battle of Waterloo was fought near Waterloo in face of an invasion by
Belgium between the army of the French Empire a powerful enemy
under Napoleon Bonaparte and the Seventh who conquered almost all of Europe.
Coalition which consisted of the Prussian army and
an Anglo-Allied army under the command of the Opening of the Channel Tunnel (1994).
Duke of Wellington. Bonaparte's defeat at Waterloo The tunnel from England to France allows cars and
put an end to his rule as the French emperor and passengers to cross the Channel in 20 minutes. It is
diminished French military power in Europe. important because it symbolises the country's
increasing links with Continental Europe in
commerce and tourism.
The Beatles' first albums (1960s).
The Beatles were one of the most successful and highly acclaimed
musicians in the history of popular music. Over one billion of their
music albums have been sold internationally. The Beatles were a
music band from Liverpool, England, with a new style of rock
music. This music had large appeal with the younger generation
and their influence remains today. The Beatles music and lifestyle
conveyed modern themes of society and was a break from the
past. Their dress, hairstyle and their lifestyle was copied by young
people all over the world. They also showed a growing social
awareness through their music and were very influential during
social and cultural revolutions of the 1960s. They became famous
for their protest songs against war. The group consisted of John
Lennon, Paul McCartney, George Harrison and Ringo Starr.
Question. What is your choice of the five most important events in British history? Explain.
35
4. What is Britain?
4.6. Three English students talk about their choice of the five most important events in British history.
Listen to the conversation and fill in the blanks with the word you hear.
Student 1: ... the five I put down were the __________ __________ of __________, ... I think 'cause
I'm doing __________ I notice how much Latin has influenced English. I think that's really important. Also
... __________ the __________, founding the __________ of __________, that's part of my History
syllabus. And, ... I think the break with __________ was really important. If you think about how much time
has elapsed since then and the Church of England is still in existence ... the union of __________
__________ and __________ ... especially with the problems in __________ __________, that is so
important; and I'm not sure how it can be sorted out now, it's just one of those horrible things. Also the
__________ __________ __________ ... I think that should be enough of a reminder to everyone that war
is unnecessary. And then the ___________ albums 'cause I think they started a revolution of a different type
and any band that survives still and is so popular forty years on has got to be pretty important.
Student 2: The five dates I chose were the __________ __________ of __________, __________
__________ defeating the __________, the __________ of __________, ... the __________ of __________
and the __________ __________ __________, because all five were dates when __________ either was or
nearly was invaded. Well I'm assuming that the Danes would have invaded if King Alfred hadn't defeated
36
4. What is Britain?
them, I'm not actually sure. But ... so and I mean for example the Second World war we almost had a
__________ regime ... and the Romans' invasion and the Battle of Hastings were obviously very important
transition points and you can't really have much more of a significant change than a change of regime.
Student 3: 1 think __________ was the _________ __________ and I think that's when the sort of the
first hint of sort of __________ came into the country sort of thing. There was the first sort of ___________
was first created so that's I think that's very important. __________ the __________ founded the
__________ of ___________ in about ... __________ which was ... I think it was an important break. It
gave the country some more national identity. The __________ of __________ and the __________
_________ _________. I think they're both sort of almost together in that they've sort of stopped a sort of
greater ... probably well it was almost an invasion of ... the Battle of Waterloo I'm sure ___________ would
have come towards us if we hadn't stopped him and the Second World War ___________ tried to invade us
and so I think they're great turning points in history. And the fifth one I'd choose was ... 1966, 1 think,
which, when __________ won the __________ _________, which is the only time we've ever done it and
37
5. Unity and Divisions
Questions
(i) Describe the stages of unification of Britain.
5.2. Divisions
To an outsider, Britain usually evokes images such as the Queen, the Houses of Parliament, Westminster
Abbey, the Tower of London and the southern counties of England. It can also be assumed by foreigners
that the British are a homogeneous society with a single identity. These are popular ideas of the United
Kingdom but they are misleading. The United Kingdom is a land of great diversity, in its landscape and in
its human sphere. It is said that nothing, angers or embarrasses the Scots, Welsh or Irish more than to be
called English, or for all Britain to be referred to as England as they have their own distinctive identities.
The regions of England also have their special identities, which tend to be stronger the further one travels
from London and the south east. As one moves closer to a big city such as London, community loyalties
weaken as the society in such big cities become more individualistic, which is the character of a modern
society. Communities in the north are well known to have a strong sense of loyalty and identity. Each
shire or ‘county', which are the administrative divisions of England created over 1,000 years ago, still
command their own local loyalties. This can be expressed in the most English of games; cricket. The sense
of local difference may be partly a matter of history, but it is also to do with the subtle changes in landscape,
architecture or the way English is spoken.
Questions
(i) What is the difference between the terms 'British' and 'English'?
(ii) ‘Popular ideas of Britain are misleading’. What does this statement mean?
(iii) What is the meaning of the term 'community loyalties'?
38
5. Unity and Divisions
has become a more widely spoken accent. A 1981 BBC staff handbook advocated the pronunciation 'of a
person born and brought up in one of the Home Counties, educated at one of the southern Universities'.
This was an indirect reference to RP. There is also 'marked' RP, which indicates high social class and is
spoken, for example, by upper-class families, the aristocracy and members of the Royal family. The use
of ‘marked’ RP by the upper-class of Britain was fashionable as it suggested the speaker had intelligence
and authority. It is spoken by less than 5 per cent of the British population and those who speak RP have
enjoyed social authority and superiority.
However, RP's social status is now rapidly declining because the social snobbery and superiority it
projected is no longer popular with the British public. It does not elicit the deference it used to and some
regional accents have acquired greater standing. In the early 1990’s, call centre companies sought to find
out which British accent conveyed trustworthiness, competence and friendliness by a survey of their callers.
These callers found that a person with a Yorkshire accent gave them a feeling of reliability and someone
who spoke with a West Country accent conveyed a sense of amiability, but it was the Scots accent that
scored highly in all three factors. Prejudice remains against certain accents. People speaking with a West
Midlands accent were trusted less than those with other regional accents and there was also prejudice
towards some London accents.
There is debate among British linguists as to whether dialect enriches or impoverishes the English
language in Britain. Some believe that regional accents protect the culture of a local community and that to
abandon them is to give way to the accents of the ruling class. Others argue that regional dialects are
socially divisive.
Questions
(i) What are the characteristics of a speaker of ‘marked’ and ‘unmarked’ RP?
(ii) Which regional accent of the UK do British people like the most? Why?
(iii) Do you think that the many accents spoken in Britain are socially divisive? Should British people speak
with one common accent such as RP?
39
5. Unity and Divisions
constantly changing under the influence of the ‘core’. During the period 1980-95 there was a steady stream
of young people, mainly aged between 18 and 35, from the North who moved southwards to the core in
order to improve their economic prospects. Between 1981 and 1987, Scotland, the north and north-west of
England lost 1.3 per cent of their populations. Similarly, there was economic migration of people from
Cornwall in the far south west and from western Wales towards the core. Economic forecasts up to the year
2016 reveals that population growth will be in the outer core and inner periphery, areas where the greatest
economic growth is expected. The forecasts predict that populations in Wales, Scotland and Northern
Ireland will either be static or decline.
The core-periphery pattern is also synonymous with the wealth, prosperity and authority radiating from
London since the days of Roman Britain. This reveals that Britain is dominated by the south of England
and particularly, the south east of England. The core is the centre of this economic and political power.
The people in the periphery, particularly in Scotland, Wales and the north of England, have always resented
the power of the south. The influence of the core–periphery upon living standards has created what has
been described as the North South divide of Britain.
Population density by county, 1995 Estimated population change 1995‐2011
Questions
(i) What is the 'core' area of Britain? What is the 'periphery' area of Britain?
(ii) What is the evidence to support the core-periphery theory in Britain?
(iii) Britain is dominated by the South. Explain this statement.
40
5. Unity and Divisions
Indexed GDP per person by regions in UK
£ £ £
Region 1986 1991 1996
North East 90.2 90.8 88.3
North West 93.3 94.1 92.3
Yorks/Humberside 95.2 94.1 92.7
East Midlands 96.4 96.0 93.5
West Midlands 90.1 93.8 94.4
East Anglia 103.9 106.3 107.0
London 118.8 113.8 116.4
South East England 106.9 107.0 110.6
South West England 105.7 101.8 99.2
England 101.4 101.0 101.1
Wales 88.5 91.2 89.9
Scotland 97.8 99.8 98.9
N.Ireland 86.6 87.7 87.6
National average GDP per person in UK = £100
41
5. Unity and Divisions
Wages or salaries are another measure of prosperity of a region. Men in the south east of England earn the
most and work the shortest week. The average earnings in the south east in the mid-1990s were 14 per cent
above the national average while the north of England had the lowest average weekly wages.
The divide is also seen in the area of employment. More people in the North do not have a job compared
with the South. In 1997, areas in the north of England had the second highest unemployment level while
Northern Ireland, Wales and Scotland had the highest levels of unemployment (see the figure above). The
average rate of unemployment in 1997 for the UK was 7.5 per cent, but it varied between 5.8 per cent in
East Anglia and 11 .3 per cent in Northern Ireland. In 1997, male unemployment in Glasgow had risen to 25
per cent and in Wales, over 20 per cent of the population depended upon some form of state welfare.
The North-South divide is also noticeable in other important areas such as in health. Death rates are highest
in Scotland, followed by the north and north-west regions of England, and are lowest in the south east and
East Anglia. The northern population generally is more prone to heart disease and cancer. People in the
North tend to smoke and drink more heavily than in the South. The Scots, for example, spend about one-
third more on smoking than the national average. The north-west England is the only English region where
women outnumber men smokers. These habits are symptomatic of the greater stress and harder social
conditions of life in the north.
The North also suffers from a brain-drain of its talented people. This occurs usually due poor employment
prospects. The greater employment opportunities in the south encouraged many in the North to seek work
there. Generally, those most successful in their search were also the best qualified. Therefore, the poorer
areas lose their most talented people. This brain-drain is made worse as poor school performance of children
in the North does not ensure that talented people are easily replaced and therefore is another area of
disadvantage for people in the North. In the mid-1990s Yorkshire and Humberside had the worst rate of
absenteeism from school. The north of England had the worst school examination results in Britain. The
north west of England had the lowest proportion of 16-year-olds still in school.
Why do not many more people move from the poorer areas to search for work or a better education? Apart
from personal reasons such as consideration for family and friends, there is a significant economic barrier.
Housing and rents are much more expensive in the South and there are long waiting lists for public sector
housing there. Generally, only young single people feel free to take the risks involved.
Young peole who live in public housing on the edge of cities can The north west of England is one of Britain's most
depressed regions, but there are also plenty of
have poor prospects for employment and higher education.
bustling and prosperous areas.
There are exceptions to the prosperity in the South and the depression in the north. Many businesses have
made great successes in the North. The largest shopping centre in Europe in 1990, the Metro centre, is in the
north at Gateshead, Newcastle. It is a symbol of the regional regeneration and rebirth of provincial pride. In
the 1990s Newcastle University was among the most popular for students. Newcastle was viewed as a 'cool'
city. Leading Japanese firms have chosen periphery areas for major investment, for example Toyota in
Wales, and Nissan in Sunderland. There are also plenty of prosperous localities within an overall depressed
region. Leeds, for example, boasted the fastest growing economy in England in 1990, with 50 major
projects generating 12,000 jobs. The showpiece of Leeds's revival is its old shopping arcades, now
renovated and renamed the Victoria Quarter. On the other hand, seven of London's 32 boroughs are among
the poorest 10 boroughs in the whole of Britain.
42
5. Unity and Divisions
However, there are not enough successes to reverse the overall trend in the North. There are factors which
show that a more impoverished North still exists. All these facts indicate profound social and economic
problems. Unemployment in the North generally is likely to remain three times higher than in the South for
some time to come. Many young people are likely to continue to 'vote with their feet' by moving to more
prosperous areas in the South.
Questions
(i) Discuss the North South Divide across Britain
according to (a) Wealth, (b) Income distribution
(c) Employment, (d) Health and (e) Education.
(ii) Which of the two terms, 'core–periphery' or 'north–
south divide', do you think best describes the social–
economic differences in Britain? Explain your choice.
43
6. Food and Drink
Meat and two 'veg' (vegetables) Chicken tikka masala and rice.
The Sunday roast dinner, made of roasted beef or pork (or turkey at Christmas) with vegetables, is the
most traditional feature of English cooking and eaten throughout the United Kingdom. The English are also
famous for fish and chips and there are a large number of restaurants and take-away shops selling this meal
throughout the United Kingdom. Traditionally, it is served with salt and vinegar. The English breakfast
also known as "a cooked breakfast" is another tradition in the United Kingdom. It usually consists of fried
or scrambled eggs and bacon or sausages, grilled tomatoes, bread and mushrooms. Meat pies are another
traditional English meal adopted throughout the United Kingdom. They are made with pastry and filled
with meat and sometimes vegetables, and cooked by baking in an oven. Scotland, Wales and Ireland but
have many specialities of their own. Some are included the list of traditional British meals described in the
following paragraphs. Match the correct name of each meal (below) to their descriptions using the pictures
of each meal in the following page.
Bacon and eggs Cornish pasties Fish and chips Haggis Kippers
Marmalade Porridge Rice pudding Roast beef and Yorkshire pudding
Sausages and mash Scones Shepherd’s pie Smoked salmon Sandwiches
A._______________ ______is a traditional English dish made with minced meat which is covered with
mashed potato. The meat is typically beef or lamb left over from a Sunday roast. This term tends to be used
when the meat is lamb.
B.____________ is Scotland’s best-known regional dish. It is made from lamb’s offal (lungs, liver and
heart) mixed with suet (animal fat), onions, herbs and spices and cooked in sheep intestine.
C. _______ ______ __________ are a popular take-away food originating from Britain. It consists of deep-
fried fish (traditionally cod) in batter or breadcrumbs with deep-fried sliced pieces of potato. It remains
very popular in the United Kingdom and countries having large numbers of descendants of the UK such as
Australia and New Zealand.
44
6. Food and Drink
E.____________________ are made from meat and salad vegetables that are pressed between two slices of
bread. It was named after the 4th Earl of Sandwich, an 18th-century English aristocrat. Lord Sandwich was
fond of this form of food because it allowed him to continue playing cards while eating without getting his
hands and cards greasy.
F. British-style __________________ is a sweet preserve with a bitter tang made from fruit and sugar. It
is most often consumed on toasted bread for breakfast. The citrus fruit favoured for marmalade production
in the United Kingdom is the ‘Seville orange’ imported from Seville in Spain.
G.____________ are of Scottish origin. They are made of wheat, barley or oatmeal, usually with baking
powder as a leavening agent. They are often lightly sweetened, but may also be savory. The word was first
mentioned by a Scottish poet in 1513. About two thirds of the British population (and 99% of the Scottish
population) pronounce it as skon.
H. _______________ is made by boiling oats (normally rolled oats or oatmeal) in water and milk. It is a
traditional breakfast of Scotland (where it is also spelled porage). In Scotland, the art of making this meal is
competitive, with
the World ________________Making Championships held annually in October each year in Cambridge in
Inverness-shire.
I. ________________ ______ ________is an English meal made of _______________ and potato. The
_______________ may be made of pork or beef with apple or tomato seasoning. The dish is usually served
J. __________ ________ ______ __________________ ______________ has been the traditional English
Sunday dinner. It is cooked by roasting joint of meat and having a large tin underneath to catch the dripping
fat to make the pudding. The pudding may also be made in the same pan as the meat, after the meat has
been cooked and removed to another dish.
45
6. Food and Drink
K. ____________ is also known as a red herring, is a whole fish that has been split from tail to head,
eviscerated, salted, and cold smoked. It is eaten grilled for breakfast.
L. ______________ _____________ are a type of pie associated with Cornwall. It has a baked savory
pastry case traditionally filled with diced meat, sliced potato and onion.
M. __________ ______ ________ is a popular meal throughout Britain. Depending on where it is made, it
can be also called a fry up, The Great British breakfast, a full English breakfast, a full Irish breakfast, a full
Scottish breakfast a full Welsh breakfast or an Ulster fry. Such breakfasts are no longer an everyday
occurrence in many British or Irish households due to time constraints and are the business of many cafés in
hotels, guest houses and bed-and-breakfasts.
N. In the United Kingdom, ________ ______________ is a traditional dessert that is very popular. It is
made with a special pudding rice, milk, cream, sugar and is sometimes flavoured with vanilla, nutmeg or
cinnamon. It can be made in two ways, by cooking it in a saucepan or by baking it in an oven. Whilst
cooking, the pudding should develop a thick crust which adds an interesting texture to the pudding when
eaten.
Britons also have a tradition of giving dishes strange and surprising names, for example, Bubble and
Squeak. It is thought that this name was given to this meal because of the sound of the cooking of this food.
Other names have been given according to what the meal looks like, for example, Toad in the hole, because
the meal looks like toads (or frogs) looking out of a hole. Study the pictures and names of the British meals
(below) and then match them with their description.
46
6. Food and Drink
Question. Traditional British cuisine had a reputation of being bland and heavy. Explain this statement.
Derek Cooper, The Bad Food Guide: We Britons are internationally famous for our gardens, our dogs, our
beer, our cloth, our cars, our villages, our whisky, our public schools, our monarchy, our democratic
institutions, our cricket. Umpteen books have been written explaining their glories to those unfortunate
enough to have been born outside these islands. But nobody has yet written a book about the bad food for
which we are equally famous overseas.
Antony and Araminta Hippisley Coxe. Book of Sausages: During World War I, when I was about four
years old and living in Hampshire, my grandparents provided refuge for a displaced Belgian family. The
head of the family, Monsieur Schoof was a charcutier and he found a job with a butcher in a nearby town.
On his first free day from work, he cycled eight miles to tell us that we should never buy sausages from the
shop in which he worked. They were a travesty. He thought the ingredients used were utterly deplorable
and the abysmal ignorance of his master beyond comprehension. At that age I was amazed that sausages
could arouse such vehement passions in a man.
Guide Bleu, Grande Bretagne: In England, especially in the big towns, fish and chips and hamburgers have
gradually replaced the traditional lamb and mint sauce, while sweets and snacks are for 'peckish' moments
between meals. Bad eating habits start very young. Some shops sell bottles of spaghetti with Bolognese
sauce for babies and you often see one-year-olds with hamburgers in their mouths. Yet for many Britons,
Sunday lunch remains sacred. British families still enjoy their famous roast beef or roast pork, accompanied
by the traditional Yorkshire pudding (a kind of souffle), not forgetting roast potatoes of course, and perhaps
some peas, green beans or, in winter, brussels sprouts.
Sheila Hutchins, English Recipes: The idea that the Puritans with their miserable diet of pickled herrings
influenced English cooking is as false as the French delusion that we only had one sauce. In the early
eighteenth century we ate more and we ate better than people in the rest of Europe. Travellers said that
nowhere else could you find such tender juicy steaks, such luscious thick-cut mutton chops and huge
prime cuts of beef grilled on a spit or gridiron. Our pies were famous and the cooking in our taverns and
chop houses was renowned throughout Europe.
Australian Associated Press, October 8, 2008: The people in Rotherham in Yorkshire are angry with
celebrity chef Jamie Oliver. Residents were offended by their hometown's portrayal in his latest TV show
called the Ministry of Food. The series teaches parents who are used to buying junk food and takeaway
food how to cook. Residents have accused him of portraying their town people as "dumbos" and
"numpties”. The show features people who rarely cook at home and one mother who cannot detect if water
is boiling. A former chef, Alan Dale, 56, was quoted in the newspaper as saying: "My message to Jamie is to
stay away from Rotherham."Feelings are running high because he has made us look like idiots."
Questions
(i) The five articles on British food and cooking contain positive, neutral or negative opinions. Identify
them and write them in the table below.
47
6. Food and Drink
(ii) What is your opinion of British food after reading these five articles? Do they confirm that British food
is ‘bland and heavy’?
(iii) A British person asks you "How is Vietnamese food and cooking different to British food and
cooking"? Explain the difference.
Questions Write down the changes in British eating habits Anne Wilbraham wrote for magazine called ‘The
Englishman's Food, in the table on the next page.
48
6. Food and Drink
49
6. Food and Drink
Menus: British hotels and restaurants provide customers with a number of breakfast menus but they may not
be entirely British breakfasts. Some of the most common breakfast menus are detailed below.
Question - Study the three menus above. Which one is British? North American? Continental?
I So what do you eat for choice? Say, you’re going out with a group of friends; admittedly you haven’t got
a lot of money to spend, but what would you go for? What sort of food would you go for?
B1 Usually probably __________. Maybe __________, ________ and __________, yeah, just your
________ ________ and your _______ __________, and __________, quite a lot of __________ is eaten
over here, quite a lot. Erm, that is mainly it.
B2 Yeah but that’s like an ‘in-town’ thing, it’s usually for lunch as opposed to going out in the evening.
I Sure. What I really mean to find out was what sort of food is most popular in your sort of group of
friends?
G1 _____________________ foods. Like ...places like McDonalds and Burger King have
___________________ and __________ and that, they’re just ______________________ foods really. I
mean they taste great, but most folk just, just ....I mean they’re quick, they’re fairly cheap, so you just go in,
get out and out you go.
I But do you think you have a different view of what you should eat compared to what your parents say? I
mean you might say I want ________ and __________ and they say I’d rather you had, you know,
G2 ...Not really. We’ll sort of have _________ and __________ every so often, and then sort of a bit more
healthy stuff in between. If we sort of all feel like having a big ________ food meal then we’ll just get one
in. And it’s great.
50
6. Food and Drink
G3 Not an issue as such, but my folks, my parents are always saying oh you should eat more __________
and I don’t eat enough _________________ and __________ and all the rest of it. We don’t....We’re not
exactly the ________ ________ family, but certainly I enjoy the ________________ and _________ if I
want to. But erm, no, I think it’s important to have a sort of variety rather than just one set meal, you know.
So it’s not been a set issue, no.
B3 Not really. We sort of have a very varied diet throughout the week but usually on the weekends, maybe
on a Friday or a Saturday night, we might go out and have a ______________ meal or an ____________
meal. We usually do that, but during the week it’s just your average ____________ and ....just a variety
really.
Question - What is the most popular food(s) with the students from Edinburgh? Do you think this is healthy
food? How does these eating habits compare with Vietnamese students?
Questions
(i) What is fast food? Why is it called fast food?
(ii) Are people eating more modern fast in the UK? If so, why are they eating more fast food?
51
6. Food and Drink
6.6. Obesity
A person becomes obese when they accumulate excessive body fat. This is bad for their health as obesity is
associated with serious illnesses such as cancer, heart disease, hypertension and diabetes. The graphs
below show that weight problems of British children and adults have increased dramatically in the last 20
years. Large changes in the eating habits of Britain have occurred in this period such as by the eating of
modern fast foods and convenience foods. The consumption of fast food may contribute to obesity in
adults and children if they are eaten regularly and when they contain high levels of unhealthy substances
such as fats, sugars and sodium salt. Most but not all modern fast food contain unhealthy food substances.
Percentage of overweight children in Britain Percentage of obese men and women in Britain
.
www.statistics.gov.uk
The choices an individual or culture makes when selecting the food they eat each day is called an eating
pattern. There has been a significant change in British eating patterns in about the last twenty-five years, as
summarised in the table on the following page. This shows some emphasis on health and on the
consumption of frozen and convenience foods.
52
6. Food and Drink
Exercise. Fill in the blanks to complete a summary of the information, from the table above, about the
changes in eating habits of Britons between 1986 and 1996.
beverages biscuits bread British Britons cakes cream eggs fats food consumption
fruit fresh green vegetables healthy information less meat milk nuts other fresh vegetables
potatoes processed processed processed fruit regularly sugar unhealthy weight
This ______________________ shows that ______________are eating ________ of foods that are
_________________ when eaten in large quantities, i.e., ________, ________, ________ and __________,
________, ________________, __________, __________and __________________. They are also eating
more __________________ foods that are unhealthy if eaten __________________ such as
__________________ __________ and ______, __________ and ________________. Moreover, they are
eating less of some ____________ foods such as __________ __________ ____________________. These
changes in ________ ______________________ in ______________ households are one cause for
____________ problems in children and obesity in adults. On the positive side, they are eating more
__________, __________________ and __________ ___________ ____________________.
Questions
(i) What is obesity? Explain in your own words.
(ii) What are the health problems associated with obesity? How does diet influence obesity?
(iii) Is obesity increasing in Britain? Explain
(iv) What would be the percentage of obese men and woman in Britain, in 2009?
53
6. Food and Drink
54
6. Food and Drink
person in 2008 and is estimated to increase to about 30 litres person in 2013. Beer accounted for an
estimated ninety eight per cent of all sales of alcoholic drinks in Vietnam in 2008, showing beer drinking is
as popular as in the UK.
Health and social problems are associated with excessive drinking of beer and other alcoholic drinks in the
UK. Although the imbibing of alcohol while socialising in pubs is enjoyed and valued by the majority of
Britons, there are social and health costs associated with the excessive consumption of alcohol. Mental
disorders and damage to organs such as the liver, pancreas, heart, brain and central nervous system are
associated with the excessive intake of alcohol.
The graph shows that _______________ admissions of people with ______________ related
_________________ have ________________ from ___________ in 2002/03 to ___________ in 2007/08
in ______________. This is a ____________ ________ percent an increase in _____________
_____________ ________________. Similarly, alcohol related ____________ have increased from 5582 in
_____________ to 6541 in ___________ which is an increase of _________________ percent in
_____________ ______________ ____________.
These increases are much larger than the increase in total population of _____________ between 2002 and
2008. The population was __________________ in 2002 and increased to __________________ in 2008,
showing that the ________________ population only increased by _________ percent during this time.
Therefore, more and more people are going to hospital or dying each year in ____________ due to
____________. This health problem is likely to be similar in ______________ and _________. Therefore, it
can be assumed that ____________ and _________________ due to ____________ _________________
are increasing in ______________.
Questions
(i) Why did the Saxon alewife put a green bush on a pole to inform people her beer was ready?
(ii) What is the evidence that British people enjoy going to a pub and drinking beer?
(iii) What are the activities that are available to a person visiting a pub?
(iv) What are the similarities and differences with drinking beer in Britain and Vietnam?
(v) Find out about some of the diseases associated with drinking alcohol and explain it to the class.
(vii) Do you think that Vietnam has alcohol related health problems? Explain why or why it is not so.
55
6. Food and Drink
The conduct of a person while eating a meal at a table with others is called ‘table manners’. Most families
will observe table manners while they are eating breakfast, lunch and dinner. Table manners are especially
observed on formal occasions such as business breakfasts, lunches and dinners and social occasions such
as parties and birthdays. A person who does not observe table manners on these occasions would be
considered rude and ill-mannered.
Question
(i) Explain the table manners in the above cartoon in your own words. Why are they important?
(ii) How many of the British table manners depicted in the cartoon are observed in Vietnam.
(ii) What are the differences between table manners in Vietnam and Britain?
56
7. The System of Government
7.1. Introduction
A system can be described as a group of components that are organised in a special way to carry out a
specific function. For example, our universe is organised in particular way by the arrangement of the sun,
the stars and the planets. These items function as a group in particular way known as the solar system.
Similarly, there is a particular system of government in the United Kingdom called the Westminster
System and has many components. They are chiefly a head of state, a Prime Minister and his or her
parliamentary government and a parliamentary opposition who conduct activities according to the laws and
constitution of the state and which are enforceable by the judiciary. In this chapter we will briefly study
some important parts of this
system. The term
'Westminster' is given to this
system in reference to the
Palace of Westminster which
is the place where the British
parliament was founded and
is located up to the present
day. The Westminster system
is a very old and important
system of government in the
world. It has been adopted by
many countries such as
Commonwealth countries. Map showing countries (darkened colour) that have adopted the Westminster
system of government.
Prior to the Westminster system, Britain had a feudal system where the monarchs ruled the country with
nobleman as advisors. The monarch extracted taxes from the British people and imposed laws on them
without their consent. The Sheriff of each local area known as a shire collected these taxes and
administered the monarch’s laws on the people. This gradually changed after the signing of the Magna
Carta in 1215 by King John. Today, the United Kingdom is governed by what is called a constitutional
monarchy. This means that while the monarch is the head of state of the United Kingdom he or she is
bound by the laws of its parliament and has to follow the directions of the parliament in all matters of state.
The relationship between the Monarchy and the British parliament was established after a long struggle for
power. In 1689, the parliament won this struggle by controlling most of the wealth of the country from
taxes.
The governing power of the United Kingdom is in the parliaments of United Kingdom, the Scottish
Parliament and the National Assemblies of Wales and Northern Ireland. The parliament of the United
Kingdom is the supreme parliament. It can change the powers of the Scottish parliament and the
assemblies of Wales and Northern Ireland. The laws passed by parliament of the United Kingdom and
Scotland are interpreted and enforced by Law Courts of the United Kingdom, Wales, Northern Ireland and
Scotland. However, as with parliamentary supremacy, the law courts of the United Kingdom are the
supreme body. In this chapter we will focus on the parliament of the United Kingdom which can be also
referred to as the British Parliament. The control or executive power of the British Parliament is held by the
government of the United Kingdom. The Prime Minister is the head of this government. Indeed, the true
monarch in modern times is the Prime Minister.
Questions
(i) Find out which countries are Commonwealth countries.
(ii) Find out which countries follow the Westminster system of Government using an internet search.
(iii) The British people have been governed by two systems. Explain what they are in your own words?
(vi) How many parliaments govern the United Kingdom and which one is the most important? Explain.
57
7. The System of Government
Questions
(i) Who is a monarch? How can you become a monarch of Britain?
(ii) Why is the monarch of the United Kingdom important for the Westminster system?
(iii) Explain in your own words the meaning of the term ‘constitutional monarchy’.
(iv) What are the duties and powers of a monarch?
(v) Can the Crown exercise power on the Parliament or Prime Minister? What would happen if a monarch
did this?
58
7. The System of Government
from the term ‘commoners’ that was used to describe people not from the noble class such as merchants,
farmers and workers. It is popularly known as the ‘Commons’ and it was created to provide the king with
money from the commoners of Britain. The House of Commons became increasingly powerful as it could
obtain money from the people but could also withhold it from the monarch if it considered the request for
money by the monarch was unreasonable or excessive. By the seventeenth century, the House of Commons
had more control in financial matters and in the passing of laws compared with the monarch and the Lords.
In modern times, the Parliament's functions are to make laws, to raise enough money through taxation to
fund government spending, to examine government policy and administration, and to debate or discuss
important political issues. Each parliamentary session begins with a ceremonial occasion called the State
Opening of Parliament. The highlight of this event is the Queen's Speech which she delivers from her
throne in the House of Lords. Her speech is written by the government, and describes the policies the
government intends to implement during the forthcoming session of Parliament.
Questions
(i) Explain the difference between the terms ‘Westminster system’ and ‘Westminster’.
(ii) What are the main institutions of the British parliament?
(iii) Which House of the British parliament is more important for governing the UK? Why?
59
7. The System of Government
Questions
(i) What is ‘electoral system’ of the United Kingdom? Explain in your own words.
(ii) If you were living in Britain, how could you qualify to participate in a general election?
(iii) How could you become a ‘member’ in the Commons?
(iv) What is the difference between a general election and a by-election?
(v) Who is the Speaker of the House and what are the Speaker’s duties?
(vi) Who sits on the right side and the left side of the Speaker?
(vii) Who is a backbencher?
(viii) Do you think MPs are paid too much? Explain.
(ix) What is the purpose of Question time and the main debate?
60
7. The System of Government
(ii) If a road or a school in a British constituency has to be built, the constituent MP can request the
government to help to build it. True/False
(iii) There are 659 constituencies for Britain and 130 MPs for Scotland, Wales and N. Ireland. True/False
(iv) The Chamber is another word for the House of Commons. True/False
(v) The Prime Minister sits on the right of the speaker next to the opposition leader. True/False
(vi) The speaker is not an MP. True/False
Questions
(i) How many names describe someone who is appointed to the House of Lords?
(ii) What are the differences and similarities between the House of Commons and the House of Lords?
(iii) Is the House of Lords is a democratic institution? Explain.
(iv) What is main the role of the House of Lords?
61
7. The System of Government
Questions
(i) How does a political party become the government of the United Kingdom?
(ii) What is a coalition government?
(iii) What is the function of the cabinet?
(iv) What is the role of the Prime Minister?
(v) What are the words used to describe an MP in the cabinet.
(vi) Explain your understanding of the term Whitehall?
62
7. The System of Government
Questions
(i) If there is no opposition in the House of Commons what would happen to the Westminster system in the
United Kingdom.
(ii) What is the name of the Secretary of Justice's opposite number?
(iii) How is a computer system analogous to the Westminster a system of government in the UK?
Questions
(i) Explain in your own words the difference between a Bill, an Act and a Law?
(ii) Can a private member introduce a Bill for money supply? Explain
(iii) What are the Bills that are likely to be passed in the Commons?
(iv) How does the Queen's give Royal Assent to a Bill?
(v) Explain with an example what you think is a constitutional crisis?
63
7. The System of Government
64
7. The System of Government
Liberal Democrats campaign poster against the invasion and
war in Iraq.
Questions
(i) Explain which party you would be likely to vote for in a British general election if you (a) were a factory
worker, (b) wanted a clean environment and wanted to solve international problems by peace and not war,
(c) were an aristocrat or wealthy business person.
(ii) For approximately how many years has the Conservative party ruled Britain between 1900 and 2009?
(iii) How is the National assembly of the Socialist Republic of Vietnam different to the Westminster system
of government in the United Kingdom?
(iv) How is the National assembly of the Socialist Republic of Vietnam similar to the Westminster system of
government in the United Kingdom?
Questions
(i) Name three civil service departments of the UK government.
(ii) What would happen if a permanent secretary was a member of an opposition political party?
(iii) What are the similarities between a Cabinet Secretary and a Permanent secretary?
65
7. The System of Government
Exercise. Summarise information in this chapter by filling in the blanks of the paragraph below using the
following words.
Bills British Parliament Cabinet Cabinet secretaries civil servants Civil Service Commons
Commons Conservative Constitutional monarchy Constituencies England general election
Government Government Government head Hereditary House of Commons House of
Commons House of Lords House of Lords Houses of Parliament Labour Laws Liberal
Democrats Life Lords member members Money Monarch MPs Parliament Prime
Minister Prime Minister opposition people Queen Spiritual Supply taxation voters
Westminster system
The political system of Britain is called the ______________________ ____________ which is governed by
a ____________________________ ________________. This means that the British _____________ is the
head of the ______________ ____________________. However, the United Kingdom is ruled by the
___________________ in the Parliament who are elected by British ____________. The
____________________ is made-up of the __________ ______ ______________ and the __________
____ __________. The House of Commons is often referred to as the ______________ while the House of
Lords is referred to as the __________. Members of the __________ ____ ______________ are called
______. They are elected by the people of the United Kingdom. The UK is divided into
___________________________ and the people in each one elects a ____________ to represent them in the
House of _____________. Members of the House of Lords are elected by the __________
________________ and the __________ of _______________. The __________ ____ __________ consists
of ___________ peers, ________ peers, and the Lords ________________. Both ____________ ____
___________________ create and pass _________ called __________ which are important for governing
the country and for collecting revenue for government expenditure by ________________. Some of the
most important bills are __________ and ____________ bills. Usually, a political party that has the most
number of elected ______________ in the Commons will become the ___________________ of the United
Kingdom after a ______________ ________________. The three main political parties in Britain are the
____________ Party, the _______________________ Party and the ______________
___________________. Approximately 20 senior ministers of a British government belong to the
______________, where all important decisions of ____________________ are discussed and implemented
with the consent of the __________ ________________ who is the ________ of the Cabinet. Its members
are called ______________ _____________________ and are assisted by senior __________
________________. The _____ ______ administers the policies of Government Ministers. The
government’s activities are scrutinised by an ____________________ who make sure that the government is
accountable to the _____________ of United Kingdom.
66
8. Cultural Diversity
8.1. Introduction
The term cultural diversity is used to describe the variety of
languages, dress, religion and customs of people from different
cultures living together in a country. The acceptance of this
cultural diversity in a country is sometimes referred to as
multiculturalism. Such diversity can enrich a country's
cultural life. For example, citizens of the United Kingdom can
celebrate festivals such as St Patricks Day, Chinese New Year
and Deepavali (also known as Diwali) because of the influence
of Irish, Chinese and Indian immigrant communities living in
Britain. The eating habits of the British have also been
influenced by other cultures for example some of the most
popular British meals today are pizza and an Indian curry St. Patricks Day in Trafalgar Square.
called Chicken tikka masala. The former Foreign Secretary
Robin Cook said the latter meal was "Britain's true national
dish" (see section on British Foods).
Immigrant communities also add to the artistic life of a country
by their traditional music, dance and literature. George Bernard
Shaw is a world famous playwright and was awarded the Nobel
Peace Prize for Literature in 1925. He was born in Dublin in
1856 and immigrated to London to join his mother in 1877.
Shaw is a famous international figure but also participated in
ordinary British life. He was a local councillor in a borough of
London for five years. The first well-known Caribbean music Deepavali performance in Harrow.
in Britain was the calypso. During the 1950's, a former Air
Force officer from Guyana would sing a calypso about the
day's news headlines on a popular BBC television program.
The Carnaval Del Pueblo is Europe's largest celebration of
Latin American culture. It is held in London each year with
spectacular procession of exotic floats, costumes, musicians and
dancers weaving their way through the streets of London.
Immigration from different parts of the world has fostered
these contributions to the cultural activities and their
enjoyment in Britain.
Chinese New Year lanterns in Oxford Circus.
Vietnamese restaurant in Hackney, London.
Flamenco dancers in London's Carnaval Del Pueblo in 2008.
Questions
(i) Explain in your words the term 'multiculturalism'.
(ii) Explain in your own words the meaning of 'Britain's true national dish'.
(iii) Give examples of cultural traditions and art forms brought to Britain by migrant communities.
(iv) How do immigrants contribute to the society of their new country?
(v) Is cultural diversity a positive or negative for a country's development?
67
8. Cultural Diversity
8.2. Immigration
Large numbers of people immigrated to Britain
throughout the twentieth and twenty first century.
These immigrants came to Britain for many
reasons. The vast number of migrants came
because of the lack of jobs or a stable financial
future in their home country. These were
economic migrants. The earliest economic
migrants were from Ireland who left their country
during the Irish Potato Famine of 1845-1850.
Immigration from Ireland continued into the
twentieth century. These Irish immigrants became
Early Immigrants from Caribbean countries arriving in
a large part of Britain's working class as builders,
England by ship.
dock workers and sailors. They also formed a
large part of the British Army and Navy.
The next group of economic migrants came to Britain after the end of Second World War. Britain faced a
labour shortage at this time and immigration from British colonies was encouraged by the UK
Government to fill this labour gap. The immigrants who responded to this labour requirement were
mainly from India, Pakistan and the Caribbean (also known as the West Indies). Immigration from these
Commonwealth countries (former British colonies) increased from 3000 per year in 1951 to approximately
134,000 in 1961.
Since 2004, the United Kingdom has also accepted economic
migrants under the European Union's Worker Registration
Scheme. Approximately half a million people have immigrated
to Britain under this scheme from new EU countries in Central
and Eastern Europe. Polish migrants are the largest group.
Illegal immigration is another source of economic migrants
from diverse cultural backgrounds entering the United
Kingdom's. It was estimated that half a million people were
living in Britain without a visa or work permit during 2006.
The UK also has a responsibility under international law to
accept refugees fleeing persecution in their home country.
Therefore, the United Kingdom has accepted refugees from
many countries such as Jews fleeing persecution from Nazi
Germany who found refuge in Britain. After the Second World
War in1945, there were many refugees from war-torn Europe
who were seeking to live in peace and security in the United
Kingdom. They came from Germany, Italy, Poland and Irish immigrants arriving in Britain in the
Ukraine. Many Hungarians sought refuge in the UK following early twentieth century.
the Hungarian revolution in 1956. In 1972, the government of
Uganda expelled Ugandans of Indian decent. Approximately 30,000 of these Indian Asians from Uganda
found refuge in the United Kingdom. More recently, thousands of refugees from conflicts in Africa, South
America and Asia have been accepted into the UK as refugees. With people from almost every part of the
world, Britain can be described as a melting pot of cultures.
Exercise. The short essay below (175 words), outlines the types of immigration to the United Kingdom,
where the immigrants came from and the reasons for their entry. Fill in the blanks with the words below to
complete the essay.
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8. Cultural Diversity
Introduction: There have been three main types of __________________ to Britain between the
___________________ and ___________ __________ century, who have come for different reasons.
Body: The first were immigrants were _______________ migrants from ____________ due to a
_____________ in the eighteenth century. They were followed by economic migrants from __________,
________________ and the __________________ in the mid nineteenth century who came to fill a
____________ shortage in British factories and to do other ____________ jobs. More recently, economic
migrants have arrived from countries of the ______________ __________, chiefly from ______________
and ______________ Europe. Many of them are professionals such as computer specialists and engineers.
________________ are another type of immigrant. Some were fleeing _____________________ from their
country such as ____________ ________ from Nazi Germany. After the Second World War, many
________ ________________ from countries such as _______________, _________, ____________ and
the ______________ came to Britain. More recently, __________________ and ________________
refugees have come to Britain from ______________, ____________, __________ _____________ and
________.
There are also people living in Britain without a work visa and they are called ______________
__________. This group are either economic immigrants or refugees who have come from countries around
the world.
Conclusion: ______________________ to Britain since the eighteenth century shows that Britain has
________________ people from all parts of the world making it a very ____________________
_______________ society. It also shows Britain has accepted these migrants for ________________
reasons, but also on __________________________ grounds. The wealth of Britain has also attracted many
______________________ ____________ who live in Britain __________________.
Question. Name some of countries that have contributed to the cultural diversity of the United Kingdom.
69
8. Cultural Diversity
by the racial or cultural practices of their former home country. Table B. Population of England in
The demography of United Kingdom by its population, races 2001.
and religions show that these ethnic communities are a minority. British 42,747,136
Therefore, they are also referred to as ethnic minorities. The Irish 624,115
most recent information on ethnic minorities was published in Other White 1,308,110
the 2001 census of the United Kingdom. This census reveals that
only approximately 3.8% of all ethnic groups live in Northern Mixed 643,373
White and Black Caribbean
Ireland, Scotland and Wales (see the Table A) showing that the
White and Black African
vast majority of these ethnic communities live in England. White and Asian
The table also shows that most of these migrants are living in Other Mixed
London while the Midlands, the North and the South are other
areas of major settlement. The population of England displayed Indian 1,028,546
in the Table B shows that the biggest ethnic groups are from Pakistani 706,539
Europe, South Africa and Zimbabwe. They are referred to as Bangladeshi 275,394
'Other White 'in the table. The communities from South Asia Chinese 220,681
(India, Pakistan and Bangladesh) are the next largest ethnic Other Asian 237,810
group followed by groups from the Caribbean and Africa,
Ireland and the Chinese and 'Other Asians'. The census also Black Caribbean 561,246
shows that people of mixed descent are now a large proportion Black African 475,938
Other Black 95,324
of non-white Britons.
Other ethnic group 214,619
Table A. Location of non-white people by
percentage (%) living in the UK in 2001. The influx of these ethnic groups has increased
Northern Ireland 0.3 its religious diversity in Britain (see Table C).
Scotland 2.2 While Christianity is the oldest religion, many
Wales 1.3 other religions such as Buddhism, Hinduism,
England 96.2 Judaism, Sikh and Islam are now practiced in
the country. It shows that Christianity is the
East 5.7 dominant religion all ethnic groups excepting
South East & West 10.9 the Indian, Pakistani and Bangladeshi
North East & West 9.4
communities. Hinduism and Sikhism is largely
Yorkshire and the Humber 7.0
Midlands 18.7 the religion of Indian community while Islam is
London 44.6 the dominant following of the Pakistani and
Bangladeshi communities. Buddhism had the
largest following in the Chinese and 'Other ethnic' communities. The Chinese also showed the highest
percentage of non-belief of any religious faith followed by the mixed race, white and Caribbean
communities.
All groups (%) 71.8% 0.3% 1.0% 0.5% 2.8% 0.6% 0.3% 22.8%
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8. Cultural Diversity
Questions
(i) What is a census? Explain it in your own % of Total
words. Group Population Population
(ii) Calculate the percentage of each group of British 42,747,136
Britons by the population in England. Irish 624,115
(iii) Which ethnic groups are the highest, the
Other White 1,308,110
median and the lowest percentage of the
Mixed 643,373
population in England?
Indian 1,028,546
(iv) Which groups are ethnic minorities?
Pakistani 706,539
(v) Who are the 'other Asian' people?
(vi) Which countries do the 'other ethnic Bangladeshi 275,394
group' come from? Chinese 220,681
(vii) Find out from the internet and library the Other Asian 237,810
religious beliefs of Christianity, Buddhism, Black Caribbean 561,246
Hinduism, Judaism, Sikh and Islam. Black African 475,938
(viii) What are the other religions of people Other Black 95,324
living in Britain? Other ethnic group 214,619
(ix) What is the word for a person who does not have a religion?
(x) Which are the most and least dominant groups in England by population and religion?
71
8. Cultural Diversity
In early days after their arrival, Vietnamese refugees faced hardships in employment and education due to
their lack of English skills and their low level of education. Most of their businesses consisted of
restaurants, grocery stores, travel agencies and entertainment venues for the Việt Kiều community. More
recently, Vietnamese businesses are prospering by servicing the British public. The fastest growing
Vietnamese businesses in London in recent times are nail salons while Vietnamese restaurants continue to
grow in popularity. There are also indications that the second generation of British Vietnamese are
excelling in education. In 2001, Vietnamese, Indian and Chinese students in the borough of Lambeth
achieved higher school results than all other ethnic groups in the borough.
Refugees have also made an important contribution to
British public life such as Mr Vu Khanh Thanh, a former
high school teacher from Bien Hoa province. In 1982, Mr
Vu Khanh Thanh helped establish a community
organisation in Hackney to help members of Vietnamese
community who suffered hardship. This work led to the
formation of the An Viet Housing Association and An
Viet Foundation. These organisations helped the
Vietnamese community in gaining education and
employment in London. It has also advanced the
knowledge and awareness of Vietnamese history, culture
and traditions to the British public. Mr Vu Khanh Thanh
also became active in British public life as a councillor
for the borough of Hackney between 2002 and 2006. In
2006 he was awarded an MBE from the Queen for his Mr Vu Khanh Thanh receiving his MBE from
contribution to British society. Prince Charles in 2006.
Questions
(i) What are main periods of immigration of Vietnamese to the United Kingdom?
(ii) What is the percentage of Vietnamese Britons of the total population of Britain?
(iii) What percentage of the English population does the Vietnamese community represent in 2001?
(iv) Why there are approximately 55,000 British Vietnamese in the United Kingdom although the 2001
census shows that 23,347 people born in Vietnam were living in the UK.
(v) Has the Vietnamese community developed and advanced since first arriving in Britain?
8.5. Hardships
Immigrants to Britain also face other hardships in their new country. The story of Hai Tran, a Vietnamese
who came to Britain when he was aged 16 is typical of what many immigrants faced in Britain.
The Story of Hai Tran
In England my first feeling was homesickness. You come into a new culture and you are lost. It took me
three years before I started eating chips and five years before I tasted a bit of cheese. I used to go to school
and just drink water and then go home and eat food that was more normal for me. I found it very hard to
understand the English people because the culture is so different. Even now, I have to be quite careful when
asking questions so that I do not offend people. In my country it is quite normal to ask people 'How old are
you? How much money do you make? But people here are sensitive to those questions. I encounter racism
a lot, but sometimes you have to take people with a pinch of salt and laugh about it. If you take it too much
to heart, it is difficult to live with. I live in British culture, but I cannot tell people I am British because
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8. Cultural Diversity
they will not accept me. For instance, when England played football I put up the English flag in my take-
away shop. Some kids came in and took it down. I asked them 'Why?' and they said 'Because you are not
British'. I said, 'I have paid my taxes, I can be proud to fly the England flag.' So I tell them: 'You cannot
come in here then, because you are not Chinese!' I don't
know what I am in the end. But in one way or another, I
am happy with who I am. My friends and neighbours
accept me as British. I am foreign British, put it that
way.
Questions
(i) Why did it take Hai Tran 3 years to eat fish and chips
and 5 years to taste cheese?
(ii) Why did Hai Tran find it hard to understand British
people?
(iii) What is racism?
(iv) What is the meaning of “you have to take it with a
pinch of salt”?
(v) Why does Hai Tran think he does not belong to
Britain?
(vi) What does Hai Tran mean “you come into a new
culture and you are lost”?
(vii) Is he optimistic about his life in Britain?
(viii) What do you think are the hardships that the
Vietnamese would have faced living in Britain? Hai Tran in his Chinese take‐away shop in
Romford, London.
8.6 The Gupta Family who came to live in England in 1965. Mrs Gupta, the mother, talks about her first
impressions and life in Britain. Listen to the conversation.
Interviewer: What image of Britain did you have in your mind before you left India?
Mother: Well, I thought it have ... it will be very big houses, nice bungalow and all this stuff, but when I
came to England, when I get off from the airport, I was amazed by cars, it was lots of, lots of cars, but when
I came to my house it wasn't like I was expecting, it's like a street, all row for houses, which I wasn't
expecting, I was expecting big houses, and all these things, but it
was totally different, it was bit disappointed, and one thing I was
amazed when I got off from the plane, it was ten o'clock at night
and it was still quite light, day time, and I was thinking it should be
night time here, why it's so light up here? And well, I didn't know
days are that longer here, and that was the new thing for me when I
came over here.
Interviewer: Do you enjoy living in Britain?
Mother: Yes I do, yes, yes. But still I can't forget the back, yes.
Interviewer: When you say you can't, you can't forget what?
Mother: I'm enjoying at the moment, yes, it is nice to live here with
the family and because most of our family is here, from my mum's
side as well, and Paul's side as well. But sometimes when you
remember back in India you want to go back, yes.
Interviewer: What do you miss?
Mother: It's mostly the weather. Because weather is, up there
weather is nice, it's a proper season, you know. We do have rainy
season as well, winter, a proper winter as well, and summer as well,
so it's a bit different than here, and the weather was fantastic up Row houses (terraced houses) in
there. London
Interviewer: What else do you miss apart from the weather?
Mother: Friends! And in the evening atmosphere.
Interviewer: Tell me about that a bit.
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8. Cultural Diversity
Mother: Well, up here it's ... all you do, it's mostly indoors. But over there it's open air, most of the times
you can go for a walk in the evening, beautiful gardens and all this stuff. And up here even it's nice gardens
and things, but weather spoils it.
Interviewer: I know you're involved in an English teaching project in Oxford and I'd like you to tell me
something about that now. What sort of people do you teach?
Mother:... Well I mostly teach people whose language is, English is a second language. Well, mostly
people are from Pakistan, Bangladesh and India, and some of them have got Chinese students as well, and
Korean, and sometimes ... one girl we got from Russia as well. So I teach most of them, yeah, if their
English, if they need in English, so I teach them as well.
Questions
(i) What is Mrs Gupta’s nationality, what is her country of origin and what is her occupation?
(ii) What are the things that surprised her when she first came to England and why?
(iii) What does Mrs Gupta miss from her home country? What does she mean by ‘the evening
atmosphere’?
(iv) If you were Mrs Gupta, who would you think are the main non-English speaking groups living in
Britain?
8.7. Mr Gupta, the father, talks about his work and life in Britain. Listen to the conversation.
Interviewer: What work did you go into after you finished studying?
Father: I work for Rover Group now and have been working there for twenty-four years, so it's OK.
[Rover Group, a car manufacturer in the UK]
Interviewer: What do you do at Rover?
Father: I work for Quality Department, I'm a quality inspector there ... you know I did find it very
7
difficult in the beginning. When become a quality inspector people were not very happy at all, they treated
me really bad in those days I suppose because they didn't like to work under me at all sort of you know,
they were making some silly remarks and it was difficult in the beginning but gradually it come all right
sort of, yes, that's OK.
Interviewer: So you found it difficult because you were senior to ...
Father: Exactly.
Interviewer:... to white English people, who felt ...
Father: That's right, yes, because there's some people see has been working there for a long time, say,
twenty years, or thirty years, and if you will tell them something and they wouldn't like it at all. And they
were making some silly remarks that – oh what do you know about the cars, in India they were building
bullock carts, this and that, so it was really very, very bad anyway – behaviour anyway – and ... but I
tolerate all right ... Yes.
Interviewer: Were there other Indians at work?
Father: Not many people were working in those days in the Rover Group, no, no, only few. I
Interviewer: Has that changed now?
Father: Oh yes, yes, yes, it is changed quite a lot
now anyway. From time to times the things have
improved a lot now, and the behaviours among the
foreigners and all that is marvellous now, no
problem at all. Excellent. Yes.
Interviewer: Now I know that when you came
home from work you used to organise social
evenings. Can you tell me something about that?
Father: Because in the beginning there were not
many Indian peoples, and they didn't have their
family here. And they were missing their family,
and a lot of people come from the village, and some
people were illiterate, and they had a language
The Gupta family in their home in London. problem, and they didn't know much about how to
fill their Inland Revenue [Government tax office] form, DHSS [Department of Health and Social Security],
or whenever they go to doctors, what to say and all that, and they were missing their cultures, they were
74
8. Cultural Diversity
missing their socials, life, and what we tried to arrange that ... in '65 we establish here the Indian
Associations, and with that we form societies, and then we used to celebrate our Indian festival, festival,
and we used to celebrate our Independence Day, and then we start running the cinema as well, Asian
cinema, so people can come and watch it, and it was good for their social and cultural life and
entertainment, and it was good. And so we used to go to the people's different houses and if they got any
problem, or some time if they want to write a letter to ... to back their own families, and I used to help them
out, and you know if they got any problems try to sort out; and meet them, to communicate anyway. It was
marvellous, yes. Spent a lot of time! — with them ... Good. So they don't feel any neglect or anything like
that at all, they don't have much problem, and it was good, yes.
Questions
(i) Who were the ‘people’ who were not happy with Mr Gupta becoming a Quality Inspector at Rover and
why were they not happy?
(ii) Mr Gupta says some people at Rover were making “silly remarks” such as ‘oh what do you know about
cars, in India they were building bullock carts’. Explain the meaning of this silly remark.
(iii) Why was the use of such “silly remarks” “bad behaviour” according to Mr Gupta?
(iv) Has his relationship with white English people changed after twenty four years? Is he happy living in
England?
(v) How did Mr Gupta help other Indian migrants? Does he remind you of somebody else who helped his
community?
8.8 The Gupta's son talks about his life and experience in Britain. Listen to the conversation.
Interviewer: Do you feel Indian or British?
Son: I think I feel a bit ... like I can't say like one or the other, 'cause
I've been brought up here in England and I've got most of the British
culture and everything, but I still have the Indian background in me,
so I don't really think I can say I'm British or Indian.
Interviewer: Do you feel that there are parts of you which are Indian
and parts of you which are British? S Yeah, yeah, definitely.
Interviewer: Can you tell me a bit more about what those parts are?
Son: Well, things like my friends get up to and stuff like they, like
say they go out on the weekends and stuff, like every weekend, I
don't think it's in the Indian culture, like to go out and leave like your
family on
the weekends and stuff, so I think the Indian culture is more like
family like orientated rather than like spending, going out with your
friends more.
Interviewer: So what do your friends go and do? What is it that
they're going out and doing which you ... which is typically British? .
Son: Going out to the pubs, getting drunk, and ...
Interviewer: This is something that a young person in India just
wouldn't do, is that right?
Son: I don't think so, no.
Interviewer: What about racism? Have you ever had any problems Indian immigrants arriving in London.
with that?
Son: There are some things that you can like, point to racisms, but not ... not in a serious manner. Like, I
worked for Sainsbury's, and what they ... my position was like, on checkouts, and what they used to do
was take me off checkouts and take me outside and do ... collect all the trolleys from the car parks. And
now I used to do that every week, and ... there were a lot of other boys who could have gone out and done
the same thing, but they seem to have always picked on me, which you can't really say is racism or it's not,
but it's one of those things that you can point to racism, but then again it might not have been.
Interviewer: That's a very mild form of racism, isn't it? I mean I was thinking of the ... there have been
some much more vicious things that have gone on. Have you ever suffered being called unpleasant
names, or anything like that?
Son: Well you do get the occasional like some, someone like driving past will shout out and say something
75
8. Cultural Diversity
sometimes, but that used to happen, but I haven't like, nothing like that has happened to me within like, oh,
about four or five years, so no, no.
Questions
(i) Where was the Gupta’s son born?
(ii) What are the things he does that give a sense of British identity?
(iii) What are the things he does that give him an Indian sense of identity?
(iv) What is racial discrimination?
(v) Has the son suffered racial discrimination? Describe what was done to him and how you think the son
thinks this was racial discrimination?
(vi) What do you think are the “words” that were shouted at the son from cars driving past.
8.9. Discrimination
Cultural differences within a country can cause fear, mistrust and ignorance of one group or community
by another. This can lead to the discrimination of a community, especially ethnic minorities by the
dominant social group of a country. For example, in 1971, Uganda's minority Asian community was
ordered to leave the country by the Uganda's President due to suspicion that they were sabotaging the
Ugandan economy and that the majority African Ugandans would suffer the consequences.
In Britain, immigration was initially encouraged by the British Government to fill labour shortages after
the Second World War (see section 2). The
Government promoted immigration by enacting the
British Nationality Act 1948 which allowed people
living in Commonwealth countries to immigrate to
the UK without a visa. Immigrants from
Commonwealth countries in the Caribbean and from
South Asia steadily rose from 3,000 per year in 1951
to 136,400 in 1961. The large number of migrants
arriving in Britain caused alarm amongst the British
people and its government. The popular public
feeling was that white Britons would be under threat
from the immigrants for their jobs and their way of
life. This unease in Britain led to the enactment of
the Commonwealth Immigrants Act in 1962. The
Enoch Powell addressing a meeting in 1968 about his Act was designed to reduce the numbers of
controversial 'Rivers of Blood' speech. immigrants from the Caribbean and South Asia by
only allowing entry to those who qualified for a work permit. Further restrictions to immigration were
made with the Commonwealth Immigration Act in 1968. This act restricted immigration to only those
who had a parent or grandparent who was born in the UK.
During this time a Conservative MP, Enoch Powell,
made an inflammatory speech against immigration
called 'the Rivers of Blood' speech. It warned that
there would social conflict between whites and black
Britons stating that 'in 10 or 15 years the black man
will hold the whip hand over the white' in Britain.
Powell was stating, in an indirect way, that in time,
Briton's black and coloured immigrants would rule
UK's white population unless they were repatriated to
their home country and all further immigration to
Britain was ended. More restrictions to immigration
by Acts of Parliament have continued up to the present British National Party campaigning against
day. More recently, other politicians, such as those immigration in 2009.
from the British National Party, have also denounced immigration and some British ethnic communities.
Their purpose has been to exploit popular prejudices of the British public against some ethnic minorities
and to stop their immigration to Britain.
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8. Cultural Diversity
Between 1965 and to the present day, British governments have introduced several Race Relations Acts to
prevent racial vilification of ethnic communities in the UK. Despite this, non-white Britons have faced
racial prejudice and discrimination in many areas such as in the justice system, in education, employment
and in social settings. The following are edited media excerpts that example some instances of
discrimination to ethnic communities in the United Kingdom.
77
8. Cultural Diversity
Questions
(i) Why did the United Kingdom first allow immigrants to come freely into Britain and then tried to reduce
immigration?
(ii) In which way could immigrants to Britain destroy the British way of life?
(iii) Are there similarities between the fear and alarm of the British people and politicians to immigrants
and the fear and suspicion of Ugandan Asians by Idi Amin?
(iv) Has Enoch Powell's predictions in 1968 become a reality in the present day?
(v) Will the British National Party succeed in their aim of stopping immigration?
(vi) Explain in your own words the evidence of discrimination of ethnic minorities in Britain.
(vii) Do you think there are any positive aspects to these examples of discrimination?
(viii) What do you think the future holds for racial equality and harmony in the United Kingdom?
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9. Education
9.1. Introduction
Education has a long history in the United Kingdom. In early times, Christian churches influenced the
teaching and development of education. Since the nineteenth century, successive governments of the UK
have had increasing control and influence on education, particularly in school education. This chapter
mainly focuses on the development and curriculum of education in England. Many developments in
education in England are similar, and in some instances identical, to those of the education systems in
Wales, Scotland and Northern Ireland.
By about the ninth century the curriculum in many Cathedral schools also included basic studies of
mathematics, astronomy, law, poetry, natural history and music. The purpose of study in these
disciplines was to support church activities. For example, mathematics and astronomy were used to
develop or maintain the Church calendar while knowledge of law was necessary for the administration of
a Church. The study of these disciplines together with Latin was modernised by the twelfth century and
became known as liberal arts studies.
By the twelfth century, the first universities were established for liberal arts studies, first at Oxford and later
at Cambridge. Students from grammar schools were the main entrants to these universities. The control and
influence of education by the Christian churches began to weaken from this time. The universities at Oxford
and Cambridge also developed curricula in philosophy, medicine and law. The Church was excluded from
the control and supervision of these disciplines. The development of grammar schools that were
'independent' of the Christian churches also occurred shortly after this period. An independent grammar
school called Eton College was founded in 1440 and Bridgenorth Grammar School was founded in 1503.
The latter school was established by the Bridgenorth Town Council and forbad the teaching of pupils by
the local clergy. More independent grammar schools continued to be established after the fifteenth century
by the endowments of noblemen, wealthy merchants, guilds and town councils.
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9. Education
Questions
(i) Why was it important to study Latin in the medieval schools of Britain?
(ii) Why were these schools called grammar and song schools?
(iii) What was the 'grammar' that was learned by the students grammar schools?
(iv) Is there a difference between grammar and song schools compared to cathedral schools and chantries?
(v) Compare and contrast study in cathedral schools and by a master craftsmen.
(vi) What are liberal arts studies? Why were they called 'liberal'?
(vii) What were the initial factors that started the decline of influence of the Christian Churches in
education?
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9. Education
improved by Education Act of 1918 which raised the age limit for compulsory education of children to 14
years.
Questions
(i) How was education modernised after the nineteenth century in comparison to previous times?
(ii) Why did the influence of Christian churches on education decrease after the nineteenth century?
(iii) Explain why successive British Governments became involved in education.
(iv) Which Act or Acts were the most important for the development of education in Britain?
(v) If you were poor and lived in Britain before 1944 how would you obtain an education?
(vi) Why were reading, writing and arithmetic called the three R's?
(vii) How does study of the 3 R's compare with education in Vietnam in the same period?
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9. Education
Instead, secondary modern schools could only provide education necessary for employment in manual,
skilled and clerical jobs.
Students of the privileged classes enrolled their children to fee-paying preparatory schools up to the age
of 11 or 13 for their primary education. Similar examinations were also available for students of preparatory
schools in the last year of their schooling to enter an independent (fee paying) grammar school. Leading
independent grammar schools are also called 'Public schools'. Some examples of these elite schools are Eton
College, Harrow School, Rugby School and Winchester College. These exclusive public schools were
founded in the Middle Ages and have educated children from the upper class and nobility of Britain to the
present day. There were no secondary modern schools within the independent fee paying institutions.
Questions
(i) Why did the British government have to make laws so that children would attend schools?
(ii) If you were poor how did you obtain an education in England after 1944?
(iii) Would you have had a better education in an elementary school or a primary school?
(iv) Why was the primary school examination called 11plus?
(v) Why did the students in the last year of primary school have the 11plus examination?
(vi) If 10,000 students took the 11plus exam in England in 1955 and 1500 students got a total score between
100%, and 75%. How many students would enter a secondary modern school the next year?
(vii) Compare and contrast the 11 plus examination with exams for Vietnamese students of the same age.
(viii) Why did independent schools not accept or follow the reforms of the 1944 Education Act?
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9. Education
comprehensive and all students entering a comprehensive had access to the curriculum and academic
standards of a grammar school. Later, when new government schools were built they were designed as
comprehensive schools. The age limit for compulsory education was raised to 16 years in 1973 and students
had to undertake work experience in the last year of schooling.
By 1975, most of the LEA's in England and Wales had abolished the 11-plus examination and had adopted
the comprehensive system. Comprehensives have enabled millions of school children in government
schools to gain access to higher education after completion of their secondary studies. This did not happen in
the former system of streaming. At the present time, approximately ninety percent of British students attend
Comprehensives. Most of the fee paying exclusive independent grammar schools of the middle and upper
classes of Britain did not join the comprehensive system.
The next significant development of education, since the Butler Act of 1944, was the Education Reform
Act of 1988. This Act introduced a National Curriculum for all primary and secondary government
schools in England, Wales and Northern Ireland. This meant that schools across these three regions of
Britain had to teach their students the same syllabus that was specified in the National Curriculum (see
below).
Syllabus of the Current National Curriculum
Key Stage 1 2 3 4
Approximate age of student (years) 5-7 7-11 11-14 14-16
Curriculum
English Compulsory Compulsory Compulsory Compulsory
Mathematics Compulsory Compulsory Compulsory Compulsory
Science Compulsory Compulsory Compulsory Compulsory
Physical Education Compulsory Compulsory Compulsory Compulsory
Information and Communication Technology Compulsory Compulsory Compulsory Compulsory
Music Compulsory Compulsory Compulsory Option A
History Compulsory Compulsory Compulsory Option B
Geography Compulsory Compulsory Compulsory Option B
Art and Design Compulsory Compulsory Compulsory Option A
Design and Technology Compulsory Compulsory Compulsory Options
Modern Foreign language Compulsory Options
Citizenship Compulsory Compulsory
Exclusive fee paying independent schools of the middle and upper classes were exempt from this Act.
The four 'Key Stages', in this curriculum are defined by the age of students. In Key Stage 4 students have
several choices for four subjects (see table above). They have the choice of one arts subject (from options
A), a humanities subject (from options B) and choices from a design and technology subjects and modern
foreign languages. Schools have to also provide additional non-examinable teaching in religious studies
for students in Key stages 1, 2, 3 and 4. Sex and relationship education known as SRE is also to be taught
to students in stages 3 and 4. Students at stages 3 and 4 also have to undertake careers education and work
experience training. Parents have the choice to allow or disallow their children from undertaking religious
studies and some parts of SRE.
The Education Reform Act of 1988 also introduced National Curriculum assessments for students. They
are called Standard Assessment Tests and are also known as Sats (or SATs). Sats examinations are held at
the end of each academic year, in July. The assessments were introduced in 1991, 1995 and 1998 for
students in Key Stages 1, 2 and 3, respectively. The results of these assessments are used to compare the
performance of schools by the Sats scores of their students across England, Wales and Northern Ireland.
Parents were given the choice to select a school for their children based on Sats results. As with steaming,
Sats has also been unpopular with some educationalists as it was claimed that schools can be given a 'good'
or 'bad' reputation based upon Sats results. Usually, this meant schools in poor areas of Britain, such as in
the North where there are social disadvantages would have 'bad' results. The current British government has
proposed that in the future, primary and secondary schools will be a graded from A to F in a "report card"
that will rate each school by their students' performance in examinations, truancy rates, pupil behaviour
and health. Due to administrative problems, the Sats examination for Key Stage 3 was abolished in 2009.
External examinations and internal assessments during Key Stages 3 and 4 are combined to award students a
General Certificate of Secondary Education popularly referred to as the GCSE.
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9. Education
Questions
(i) Explain in your own words the meaning of streaming. Is it a fair system?
(ii) Why has the British Government increased the age of compulsory education so many times and wants
increase it in the future?
(iii) Do students have a better education in Comprehensives compared to a secondary modern school?
(iv) Why was the Education Reform Act of 1988 the most important development in education, since the
Butler Act?
(v) Name an arts subject, a humanities subject and a modern language subject in the National Curriculum.
(vi) Why do students have to undertake work experience in Key Stage 3 and 4?
(vii) Is the Sats test a good evaluation of a school or would a report card be a better test? Explain why.
Teacher: We have what we call K___ S____ _ assessment tasks for children, and that's at the end of s____
years of age. ___ _____ _ are eleven years of age. And now you find that the girls are doing better at all key
stages up to G___ and _ l____. So it's a concern.
Interviewer: And can you tell us a bit more about the curriculum? ... The N_______ C________ ...
Teacher: Yes, well we've got, we're involved in a numeracy project, maths, and we've got a set amount of
work for that. We've got a set amount of time set aside for E______ ... because we want to give children
who are actually coming out of school a number of basic skills in life, not just to get a job, you know, a
variety of things. So we've got, so we have _______ and m____ as the main subjects that we actually do in
the morning. And the three c___ subjects are _______, m____ and s______. And then we have a variety of
other subjects which we support, RE, that's r________ e________, IT, i__________ t_________ and DT,
d_____ t_________, a__, m____, PE, that's p_______ e________ and h______, g________, all those
subjects have to be included as well in the curriculum, you know, so the time scales are very, very tight. So
we actually have a planned programme of work – topic work – to take into account h______ and
g________, but it's very, very difficult to get everything done adequately, within the time that we have.
Interviewer: And how many hours are the students, the pupils at school?
Teacher: Well we start 9 o'clock till 12, then 1 o'clock till quarter past 3. So that's the length ... and five
days a week.
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9. Education
Questions.
(i) How many hours per week of study time do British children have at primary school?
(ii) How does this compare with Vietnam?
Headmaster: Well, if I start by saying that Bablake is an i__________ school, do you know what I mean by
__________?
Interviewer: Yeah, but it might be good if you tell us what exactly...
Headmaster: OK. In England, there are in effect two types of school. There is a m_________ school, which
is really run by the l____ a_________, which is responsible to the g__________, and then there is the
_________ school, which is really independent of local authority and to some extent independent of the
government, and which is known as the f__-p_____ s_____. So the parents who come, who send their
children to B______ will pay directly to the school, to have their children educated. So on that basis, as I
say, B______ is an i_________school. We're also a s________ school which means that parents who want
their children to come here, I only take the children if they've passed an e____e___. And the children have
to sit a v_____ r________ paper, an E______ paper and a m____ paper and they also have to have a good
report from their current headteacher, right? So we are, as I said, i__________ and s________. We're also a
highly academic school, and our exam results are exceptionally high. We have nearly a hundred per cent
pass rate at G___ ... I don't know if you're familiar with G___, at 16, and over 95% will go on to
u_________. So it's very high. And I take really the top ten, maybe down to the top 15% of the academic
range. So, you know, our standards are high, and the expectations of the pupils are that they will get good
exam results, and then go on to university.
Headmaster: The vast majority are s________. Some are more s_________ than others, because they can
afford to be that way, and particularly d__ schools, which is what B______ is, a d__ school. You also have
some b_______ independent schools and they tend – although there are again exceptions – but they tend to
be less s________, because they don't have the choice. I have two, at least two girls and boys competing for
every one place, so you know, there is competition to get into the school. And we are c_-e___________,
which means that we have boys and girls here. A lot of independent schools tend to be s_____ s___. They
cater for girls or boys.
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9. Education
Headmaster: They regard themselves as being B______ citizens, yes. And you know, most of them are
s_____ generation or sometimes even third generation, so they regard themselves as being B______ ... or
E______. Yes, yes, very much so. And they're actually quite proud ... I mean they're proud to be B______,
but they're also proud of what they are, you know H____, or M_____ or S____, or ... or whatever.
Interviewer: And do you have to take this very much into account in the organisation of the school? I mean,
are there any special arrangements, say for M______, or ...
Headmaster: No. No, we don't really make any special consideration. I mean, they come to the school for
an education, they don't really come to school for r_______ purposes. So we are a C________ foundation,
but we recognise the other e_____ groups and their r_______, and we teach all the children about the
different ethnic groups and their various religions. But I think once you start to make (coughs) ... excuse me
... special arrangements, then you start to highlight one particular group. So, you know we will celebrate
special occasions, so ... you know the festival of light, D_____, the J_____ New Year, the C______New
Year, all of these occasions will be mentioned. And we will celebrate them as a whole school, simply by
acknowledging them. But ... and well that's really the only special occasions and special thing that we do.
Questions
(i) Find out whether Bablake is located in
England, Scotland, Wales or Northern
Ireland.
(ii) What type of school is Bablake?
(iii) Explain what the Headmaster means
when he says Bablake is a selective
school? What are the examples does he
give to prove that Bablake is selective?
(iv) How many students at Bablake pass
the GSCE? How many enter University?
Bablake School, Coventry.
(v) How many are from an Ethnic group?
(vi) How does Bablake compare with a school in Vietnam?
(vi) What does the headmaster mean by ' third generation'?
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9. Education
everyone seems to get on quite well. There's not too much aggro, there's not too much fighting or anything.
So, I mean it's a good school, it's got quite a good tradition and a high standard of education. It's quite
renowned for being pretty good at sports: like rugby and football.
Question. What are the features of the school that are important to Alastaire?
Student 2
Student 3
Student 4
Student 5
Questions.
(i) Can you find all these qualities a teacher?
(ii) What is your experience?
(iii) Which quality do you value most in a teacher?
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9. Education
88
10. Sport
10.1. Introduction
Sport has been a very important part of British culture. Since the Middle Ages, the love for sporting
activities by the British has led to their invention of many types of sports. Many team sports such as
soccer, rugby, cricket, baseball and hockey were first developed and played in Britain. Individual games
and sports such as golf, and boxing also originated from Britain. Other individual games that originate from
Britain, which are also played in teams of two persons, are tennis, snooker, billiards, table tennis,
badminton and squash. The creation of such a large number of major sports and games that are now
followed internationally makes Britain the most significant contributor to the world of sport. The most
popular team sport in Britain is soccer. The next most popular team sport is cricket followed by rugby. Both
sports are mainly enjoyed in England and Wales. Some of the most popular individual sports in Britain are
horseracing and golf. In this chapter we will focus on cricket and rugby as they the least known of British
sports in Vietnam.
10.2. Cricket
Cricket is a summer sport
and originated in England. It
is the national sport of
England and Wales. The A1 A2
biggest rival of the English
cricket team, since 1882, is
the Australian national team.
These two teams have a
competition called The Tests
for a trophy called The
Ashes. These games are held
approximately every two B
years. This type of a cricket
game is also known as a Test
match. The English national
team also has test matches
with the national teams of
other cricketing countries
such as the West Indies,
South Africa, Zimbabwe, C
India, Pakistan, Sri Lanka and
Bangladesh. A test match is
one of the longest sporting
games. Each match is
scheduled for five days of
cricket.
The aim of a cricket game is
to score the most number of
runs by batting a leather
ball in an oval cricket field
that has a diameter between
137 metres and 150 metres.
A bowler runs (fig. A1) up to
the bowling crease on a
cricket pitch (picture D) and D E
bowls the ball (fig. A2) to a
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10. Sport
batsman who tries to bat the ball (fig. B and C). The batsman has a partner at the bowling crease (picture
C and figure D). The bowling team has fielders (figure E) who try to catch the ball when it is batted to stop
the batsman from running to the opposite wicket (beyond the popping crease; picture D) and thereby
scoring a run. The batsman tries to bat the ball somewhere in the cricket field and will take one to three
runs with his partner, if the fielders (figure E) cannot catch the ball and run-out the batmen (explained
below). If the ball reaches the edge of the cricket field called the boundary after touching the ground, the
batsman will get four runs which is known as 'a four'. If the batsman bats the ball over the boundary in the
air he will get six runs and this is known as 'a six'. The batsmen do not have to run for a 'four' or a 'six'.
Each game has two umpires (an umpire is visible in black trousers in picture C) who make sure that the
game is played according to the rules or laws of cricket. The bowling team has eleven fielders and the
batting team has eleven batsmen. If a batsman is ruled out (explained below) he can no longer bat and he
has to leave the cricket field while another batsman replaces him. The batting team can bat until ten batsmen
are out. This is called an innings. The bowling side after a brief rest will start their own batting innings
while the previous batting side will start their bowling innings. The most runs scored by a team from two
innings of the same test match are the winners of the game.
There are four main ways a batsman can be ruled 'out'. If a fielder catches a batted ball while it is in the air
before touching the ground the batsmen is ruled to be 'caught' and is ruled to be 'out'. The batsman can also
be 'bowled' when the ball bowled by the bowler strikes any of the three wickets or bails covering the tops of
the wicket (picture C). Where a bowled ball strikes the batsmen's legs without touching his bat the umpire
could rule him out by being 'leg before wicket' or LBW. A batsman can also be 'run-out' by not reaching
either the batting or bowling popping crease (figure D) while he is taking a run or runs before the wickets or
bails are broken with the ball by fielding side.
England's 1st Innings against the West Indies on 29-1-2009 at St Kitts.
English Batsman's name Names of West Indies fielders and bowlers Batsman's Runs or score Fours Sixes
1. Strauss Bowled by Wallace 97 16 1
2. Cook Caught by Johnson bowled by McClean 0 0 0
3. Bell Bowled by Wallace 52 8 0
4. Pietersen Bowled by Jaggernauth 90 17 0
5. Collingwood Caught by Johnson, bowled by McClean 82 5 3
6. Shah LBW, bowled by Jaggernauth 9 2 0
7. Prior run out 36 2 0
8. Swann Caught by Sammy, bowled by Wallace 12 2 0
9. Sidebottom Caught and bowled by Bess 18 3 0
10. Harmison Caught and bowled by McClean 1 0 0
11. Anderson not out 1 0 0
Extras 16
Total score 414
10.3. Rugby
The sport of rugby originated in Rugby School, a famous public school in the West Midlands of England. It
was developed for about two hundred years from football (the old name for soccer) before the first rules of
this game was published in 1845 by three Rugby schoolboys. Since then, this sport has divided into two
types of games; rugby union and rugby league. Rugby union is a winter sport while rugby league has
recently become a summer sport. Rugby union is also known as 'rugby' and has a greater following than
rugby league. It is popular sport across the United Kingdom and in many countries in Asia, Africa, Europe
and South America. It is also more popular than cricket in Scotland, Northern Ireland and internationally.
(B) A tackle
(C) a scrum
(A) Field positions
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10. Sport
A rugby union field is rectangular and is usually 100 metres long and 70 metres wide (Figure A). The
game is played by two teams of fifteen players. Each team is divided into eight forwards (numbers 1 to 8 in
Figure A) and seven backs (numbers 9 to 15 in Figure A). The task of the forwards is to wrest the oval
shaped leather ball (Picture E) from the opposition team to the backs who are fast runners. This increases
teams' chances of scoring a try (figure a). Unlike cricket, rugby is a contact sport. Players push, tackle
(Picture B) wrestle and maul with the opposition team for possession of the ball in scrums and lineouts
(Pictures C-D).
The aim of the game is for a team to score more tries, conversions, drop goals and penalties than the
opposition team during the eighty minute game. A team will score a try when one of the teams' players
presses the ball on the ground over the tryline of the other team (figure a). A try earns a team five points
and a free kick. If the ball from the free kick is kicked from the ground through the H shaped goalposts and
above the horizontal bar (figure b) the team earns a conversion of two extra points. A free kick can also be
awarded for a penalty and earns three points if kicked through the goalposts in the same way as for a try
(figure c). A team can also score three points by a drop goal by a drop kick through goalposts where the ball
is dropped by a player on the ground before he kicks it (figure d).
Questions
England vs. Australia on 15 November 2008, at
Twickenham, England.
(i) Compare and contrast rugby union with rugby league. England Australia
(ii) Compare and contrast soccer and rugby union. Tries Easter Ashley-Cooper
(iii) Compare and contrast a test match and a game of
Conversions - Giteau
rugby union. Penalties Cipriani (two) Giteau (six)
(iv) What were the scores for England and Australia at Mortlock
Twickenham? Who won the game? Drop Goals D Armitage -
(v) Who was the best kicker of the ball? Explain.
92