British Studies (Student Textbook)

British Studies
Reading, Writing, Listening and Speaking Topics For

Intermediate ESL Learners.
Student's Textbook (with VCD’s and CD)
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!
Mr Peter, December, 2009.

Contents of Textbook
Title Section Skill
Page
CD
DVD
Exercise
Chapter
R W L S
1 Sightseeing 1.1 Introduction To England Scotland & Wales 1 } 9 9

Britain 1.2 Scotland 3 } 9 9
1.3 Wales 5 } 9 9
1.4 Oxford. 6 } 9 9
1.5 More of London 7 } 9 9
1.6 The Bloody Tower 9 ~ 9 9
1A Tour of Scotland } 9
1B Historical Tour of Wales } 9
2 The 2.1 The British Isles 10 9 9

Geography 2.2 Physiographic features of England, Scotland 13 9 9 9
and Climate of and Wales
Britain 2.3 The Climate and Weather in Vietnam and 16 9 9 9
Britain
2.4 A weather forecast for the United Kingdom 19 ~ 9 9 9 9
by a journalist in a radio station
3 Cities, 3.1 Major cities 20 9 9

Population 3.2 Other interesting cities 21 9 9
and 3.3 Population 25 9 9 9
Countryside 3.4 Living in Cities and Towns 26 9 9 9
3.5 Village life 27 9 9 9
3A Cotswolds (English Cottages and Country Gardens) } 9
3B Famous English Country Estates (Chatsworth House) } 9
3.6 The Countryside 28 9 9
3C North Downs } 9
3D The Yorkshire Dales (Central Pennines) } 9
3E The Lake District } 9
3F Dartmoor } 9
3G The Mountains of Scotland } 9
3H North York Moors, North East England } 9
4 What is 4.1 An interview with five young people 30 ~ 9 9 9 9

Britain? 4.2 Five young people speak about the places 30 ~ 9 9 9
they come from
4.3 Sophie talks about the difference between 32 ~ 9 9 9 9
the North and South in England
4.4 The students talk about the differences 33 ~ 9 9 9 9
between London and the rest of England
4.5 Important Events in British History 34 9 9
4.6 Three English students talk about their 36 ~ 9 9
choice of the five most important events in
British history
i
Title Section Skill
Page
CD
DVD
Exercise
Chapter
R W L S
5 Unity and 5.1 Unification of the United Kingdom 38 9 9 9

Divisions 5.2 Divisions 38 9 9 9
5.3 Distinctions in Speech 38
5A Comedy tour of English accents } 9
5B Why can't the English Learn how to speak? } 9
5C Unmarked Received pronunciation } 9
5D Marked Received pronunciation } 9
5.4 Demography of Britain 39 9 9 9
5.5 The North-South divide 41 9 9 9
5E North South Divide - Debate } 9
5F North-South Divide - Vikings & Anglo Saxons } 9
5G North-South Divide - Comedy } 9
6 Food and 6.1 Traditional food and cooking 44 9 9

Drink 6.2 Attitudes to British Cooking 47 9 9 9
6.3 Eating Habits 48 9 9 9
6.4 Students from Edinburgh talk about what 50 ~ 9 9 9
they eat.
6.5 Fast food 51 9 9 9
6.6 Obesity and eating patterns 52 9 9 9
6A Are you fat? } 9
6.7 Beer and The Pub 54 9 9 9
6B British Pub Rules } 9
6C Traditional English Pub } 9
6D London Pub with young patrons } 9
6.8 Eating customs 56 9 9 9
7 The System of 7.1 Introduction 57 9 9 9

Government 7.2 The Monarchy 58 9 9 9
7.3 The British Parliament 58 9 9 9
7A State Opening of Parliament 2006 } 9
7.4 The House of Commons 59 9 9 9
7B Brown vs. Cameron debate after Queen's Speech } 9
7C Fighting politicians without control of a Speaker } 9
7.5 The House of Lords 61 9 9 9
7D House of Lords - What's it all about? } 9
7.6 The Government 61 9 9 9
7E Tony Blair Entering Downing Street (1997) } 9
7.7 The Opposition 63 9 9 9
7.8 Passing laws 63 9 9 9
7.9 The party political system 64 9 9 9
7.10 The Civil Service 65 9 9 9
ii
Title Section Skill
Exercise
Page
CD
DVD
Chapter
R W L S
8 Cultural 8.1 Introduction 67 9 9

Diversity 8.2 Immigration 68 9 9
8.3 Ethnic communities 69 9 9
8A West Indian Immigration to Britain. } 9
8B Immigration, History of Modern Britain } 9
8.4 The Vietnamese in Britain 71 9 9
8.5 Hardships - The story of Hai Tran 72 9 9
8.6 The Gupta family - Mrs Gupta 73 ~ 9 9
8.7 The Gupta family - Mr Gupta 74 ~ 9 9
8.8 The Gupta family - The son 75 ~ 9 9
8.9 Discrimination 76 9 9
9 Education 9.1 Introduction 79 9

9.2 Early Education 79 9 9 9
9.3 Early Modern Education 80 9 9 9
9.4 Primary and Secondary Education 81 9 9 9
9.5 Comprehensive schools and the National 82 9 9 9
Curriculum
9.6 An interview with a teacher in a primary 84 ~ 9 9 9
school
9.7 An interview with a Headmaster of Bablake 85 ~ 9 9 9
School in Coventry
9.8 A Scottish student called Alastaire talks 86 ~ 9 9 9
about his school
9.9 Five young students choose the most 87 ~ 9 9 9
important qualities in a teacher
9.10 Further Education and Higher Education 88 9 9 9
10 Sport 10.1 Introduction 89 9 9 9

10.2 Cricket 89
10A Cricket rules } 9
10.3 Rugby 91 9 9 9
10B Rugby Union rules } 9
iii
1. Sightseeing Britain
1.1. Introduction To England Scotland & Wales

Listen to the dialogue and fill in the blanks with the following words.
American's Cardiff Castle Changing of the Guard Churchill Crown Jewels Beatles Big
Ben Beefeater Guard's Britain Britain Britain's Britain's Britain's Britain's British
Dover England England England's Edinburg Edinburgh Castle French Great Britain
Great Fire of London Guard Household Cavalry Houses of Parliament Houses of Parliament
London London London London London London Leonardo da Vinci Lord Nelson's
Minster Monarch's of England Monet National Gallery Piccadilly Circus Piccadilly Circus
Prime Minister Royal Mile Scotland Scotland Scotland Scotland's Shakespeare
Stirling St Paul's Tower of London Trafalgar Square United Kingdom Wales Wales Wales
World War 2 Wellington Barracks Westminster Abbey Western York
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
here. So, enjoy your tour.
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
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.
London Short Tour
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
watch the inspection of the troops at the W_________ B_______.
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
by the G____ F___ o_ L_____.
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
1.2. 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
N_____n which was formed in the eighteenth century.
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
M___ ____ __ _____ led to her exile.
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
some of _________ fine m___t whiskies.
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
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__
G_____ portrayed W______ paying tribute to the ________ hero.
4
1.3. Wales
_______ 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
way to explore this majestic countryside
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
that these guards are part of the B______ military.
5
1.4. Oxford
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
C___________was inspired to create A____ __ W_________, the adventures of a young girl in an
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
setting and it is s great place to visit.
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
famous plays of western civilisation. So make sure you stop by S________. It is only a few hours by bus
or train from _______ and it is a great day trip.
1.5. More of London
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
we take a journey to discover ________.
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
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
historic sites of the capital.
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
relaxation to the streets of ______ town.
8
1.6. The Bloody Tower

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
2.1. The British Isles

The British Isles consist of two large islands,
Great Britain and Ireland. They have thousands
of smaller islands surrounding them. Great Britain
or Britain is the name given to the combination of
England, Scotland and Wales. Important seas
surrounding the British Isles are the North Sea in
the east, the Atlantic Ocean in the west, the
English Channel between England and France,
the Irish Sea between Great Britain and Ireland.
The topography of Great Britain can be roughly
divided into Lowland Britain and Highland
Britain. The coast has many estuaries and inlets,
so that no place in Britain is far from the sea. The
climate of the British Isles is mild and damp and
moderated by light winds blowing in from
relatively warm seas in the Atlantic Ocean. Inland
temperatures do not usually get below freezing in
winter or above 30°C in summer. Light rains
(drizzle) occur everywhere all year. Fogs usually
develop in winter. The British Isles were once almost entirely covered with forests, but tree cover is now
one of the lowest in Europe. The mighty woodlands of the British Isles of the past have been reduced to a
few pockets of vegetation due to extensive farming.
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
11
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
2.2. Physiographic features of England, Scotland and Wales.

The term United Kingdom has been used to refer to the
combined regions of England, Scotland, Wales and
Northern Ireland. We will focus on England, Scotland and
Wales in this course of study on British Culture because
Northern Ireland is only technically a part of the UK today
as most Irish in Northern Ireland would not consider
themselves British.
Citizens of Great Britain are referred to as Britons. This
term is used to refer to the ancient Britons who were
inhabitants of Britain south of Scotland’s Forth River.
The Firth of Forth is the estuary of the Forth River.
Britons are descended mainly from the different ethnic
groups that settled there before the 11th century such as
Celtics, Romans and Anglo Saxons.
While the climate of Britain is similar the physiographic
features of England, Scotland and Wales are quite
different. They are summarised in following paragraphs.
England: The total area of England is 130,410 square

kilometres and London is its capital. It is also the largest
city in the United Kingdom. The coast of England has
excellent natural harbours that are easily accessible to
deepwater shipping. This has been important for its
economic development and for its culture as a seafaring nation. Some important and famous harbour
ports are Newcastle upon Tyne, Hull, London, Dover, Plymouth, Bristol and Liverpool Harbour. The
northern and western parts of England are generally mountainous. Lowland Britain consists of the South,
London, East Anglia, and the West Country which has many rivers connected by a network of canals.
The Thames is a major river flowing through London, Oxford, Reading and Windsor in southern England.
It is 346 kilometres in length and is the second longest river in the United Kingdom.
England mainly consists of flat land and rolling hills except in the Midlands and the 'North'. These
regions that contain the most important English
mountain ranges called the Pennine Chain or
Pennines (between 890-630 metres) and the
Lake District (between 970-820 metres), one of
the most picturesque regions in England. The
city of Birmingham is the centre of the Midlands
and is the second largest city of the United
Kingdom. York is another famous historic city
in the North of England.
The Pennine Mountain ranges.
13
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.
Wales: The capital city of Wales is

Cardiff and it is the principal seaport and
shipbuilding centre of Wales. The total
area of Wales is 20,760 square
kilometres. Wales has an irregular
coastline with many bays, the largest of
which is Cardigan Bay. Wales is almost
entirely mountainous with three main
regions; Snowdonia in the north-west,
the Cambrian Mountains in mid-Wales
and Brecon Beacons in the south. The
principal range is the Cambrian
Mountains (between 750-600 metres),
which extend north and south through
central Wales. These mountains are the
source of River Severn which is 354 km
in length and is Britain's longest river.
The Severn flows through mid Wales and Cambrian Mountain ranges, Wales.
enters the West Midlands and South West England before discharging into Celtic Sea through the Bristol
Channel. Mount Snowdon is Wales's highest mountain and is the source of the Dee River which is a major
river of Wales. It is 110 kilometres in length and flows through northern Wales passing through the Bala
Lake, which is the largest natural lake in Wales, before entering North West England.
14
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
The Geography of Britain

Britain is an ____________country that is surrounded by three ________: the __________Sea, the
_______________Ocean and the __________Sea. ______________is separated from ______________and
_______________ _____________by the Irish Sea and from France by the ______________
______________. The most mountainous areas of Britain are in the north: the __________________and
Southern ______________ of________________. The southern part of Britain contains smaller mountain
ranges such as the ________________ in ______________and ________________ Mountains in Wales and
the rolling hills of England such as the __________. ____________also has most of the flatland such as
drained marshlands called the ________and the moors of __________and________________. The south
15
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?
State if the following statements are true or false.

(i) North Ireland is part of the United Kingdom. True/False
(ii) Northern Ireland belongs to the United Kingdom. True/False
(iii) The term 'Britons' is another name for Scottish people. True/False
(iv) England has the most number of seaports in Britain. True/False
(v) The cliffs of Dover are white because they are made of chalk. True/False
(vi) Scotland is smaller than England but much larger than Wales. True/False
(vii) London is the largest city in the United Kingdom and Glasgow is the second largest. True/False
(viii) Most of the land in Scotland is unfertile. True/False
(ix) The Pennine Chain, Scottish Highlands and Mount Snowdon are the three main mountain regions of
Britain. True/False
(x) The longest river in Britain begins in England. True/False
(xi) Wales has three main mountainous areas. True/False
2.3. The Climate and Weather in Vietnam and Britain

Weather is the name given for rain, sunshine, wind, cloud cover, temperature or humidity in the present
time at a particular place. For example, “It is very sunny today” is a statement about the weather because it
is an observation of sunshine and/or temperature on that day. Climate refers to rain, sunshine, wind, cloud
cover, temperature or humidity over a long period of time in a particular place. For example, “Vietnam is a
tropical country” or “Britain is a cold country” is a statement about the climate of each country because it is
about rain, sunshine, wind, cloud cover, temperature or humidity in each country every year for a long
period of time.
The climate of the United Kingdom
is classified as a mid-latitude
oceanic climate with warm summers,
cold winters and constant rainfall
throughout the year. The constant
rainfall causes frequent cloudy
conditions. This causes the country to
have very low sunshine hours
throughout the year. Sunshine hours
are the number of daylight hours in
each day that are free of most clouds.
The principal factors that influence
the country's climate is its northerly
latitude (which ranges from 50° to
60°N), the close proximity to the
Atlantic Ocean, and the warming of
the surrounding waters of the Atlantic
Ocean by the Gulf Stream. The
The Gulf Stream. The large arrow shows the direction of warm water weather is very variable and it can
currents that travel past Britain keeping this area of Europe much change from one day to the next but
warmer. Arrows pointing downwards show the return of this water these variations in weather through
current that is now cold. the year are relatively small.
England has a mild and moist climate. The mean annual temperature ranges between 11°C and 9°C. July
is the hottest month of the year, and January, is the coldest month. Fogs, mists, and overcast skies are
frequent, particularly in the Pennine and inland regions. Rainfall is heaviest during October and average
16
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.
600 mm 1000 mm Cardiff Cardiff Cardiff drier Edinburgh Edinburgh Edinburgh

Edinburgh four humidity London London London London lower rainfall rainfall
similar slight spring summer Summer temperatures sunshine temperature winter
Comparison of the Climate of London, Cardiff and Edinburgh

Introduction: There are ________climatic factors to consider when comparing the three cities. These are
_____________________, ________________, ________________hours and ________________.
Body: Firstly, there are ____________ differences in ____________ temperatures between the cities.
Summer temperatures in ____________ are approximately 2-3oC higher than _________________ and
approximately 1-2oC higher than ____________. ____________ ________________________in Cardiff are
approximately 1-2oC higher than Edinburgh. Secondly, there are larger differences in ________________
between Cardiff and the other two cities. While ____________ and ________________ receive relatively
even rainfall during each season in the year totalling approximately ______ ____, Cardiff receives uneven
seasonal rainfall totalling approximately ________ ____ annually. Cardiff's seasonal rainfall during the
____________ and ____________ months is almost double to that of London and Edinburgh. Lastly,
humidity is considerably __________ in Cardiff compared to the other two cities. Sunshine hours are similar
in ____________ and __________________. Although no information for sunshine hours is available for
______________ it can be expected that they are ______________ to the other two cities.
Conclusion: Therefore, the biggest differences in climate between the three cities would be __________
winters in ____________ and _______________ in comparison with _______.
(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
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
2.4. 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
3.1. Major cities
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
3.2. Other Interesting Cities
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
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
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
Exercise B. Name 6 major Industries in the past and 10 in the present and their location in the UK.
Major industry in the Past Location
Major industry in the Present Location
24
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?
Distribution of resident population 1931-91, in the United

Kingdom (000s)
1931 1951 1961 1971 1981 1991
Total UK
population 46,038 50,225 52,709 55,515 55,848 56,467
England 31,162 34,713 36,895 39,275 39,948 40,326

South-East 13,539 15,127 16,271 17,230 16,796 16,794
North-East 4,285 4,522 4,635 4,799 4,860 4,797
North-West 3,038 3,137 3,250 3,296 3,104 3,109
West
3,743 4,423 4,758 5,110 5,148 5,089
Midlands
South-West 2,794 3,229 3,411 3,781 4,349 4,600
East
Midlands 2,531 2,893 3,100 3,390 3,819 3,919
East 1,232 1,382 1,470 1,669 1,872 2,018
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
3.4. Living in Cities and Towns

Eighty per cent of the British people live in towns or cities with a population of 100,000 inhabitants or more.
Most of these town dwellers would prefer to live in the countryside. This feeling has a lot to do with the
national state of mind of the British. One of the most notable aspects of all British people is their love of
the countryside. Many people, whether they live in a suburban house or in a flat in a high-rise block,
would say their dream home was a country cottage and a garden in which to grow flowers and vegetables.
The British have a deep nostalgia for a world of neat hedgerows, cottages and great country houses,
surrounded by parkland and eighteenth-century style gardens that are harmonious and natural. The
nostalgia is largely from a romantic love of nature which has been such a powerful theme in English art
and literature. The National Trust, which owns or manages hundreds of country estates and great country
houses, was founded a century ago on this nostalgia. Wealthy people usually own a country cottage to
which they retreat to at weekends.
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
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.

(i) A country garden in Britain is called a hedgerow. True/False
(ii) Chatsworth House is an example of English country estate. True/False
(iii) Country cottages are only found in England. True/False
(iv) The 'deep nostalgia of the British' means that they wish for the happiness of a past time True/False.
(v) The middle class of British are not too rich and not too poor. True/False
(vi) A middle class person in Britain in the 1970's must have been a factory worker. True/False
(vii) The phrase 'quality of life' means how healthy and enjoyable it is to live and work (or study) in a
particular place. True/False
3.5. Village life

The large numbers of families who have
bought cottages in the country, to live
permanently or to use as a holiday home has
changed the nature of village life in Britain.
Many villages now have a large proportion
of inhabitants who are commuters. These
people live in the village but earn their living
elsewhere. This is in contrast to about fifty
years ago when villages were much smaller
and were populated by those who made their
living from the country around the village,
Commuters on their way to work in London. Many of them
primarily farmers and farm labourers. In
would spend over an hour or more both travelling to work and
Hampshire, for example, almost all villages then returning home.
are entirely commuter-based. The
inhabitants of the village travel to work as far as Southampton, Bath, Bristol and London which are
distances of approximately 100 kilometres or more. Apart from traffic congestion, this migration has
transformed the occupancy of the villages. Pretty old cottages have been bought at higher prices that most
local people cannot afford. Local people on low incomes have been steadily squeezed out of the village,
particularly during the past 30 years, into low-cost or publicly-owned rented housing on the edge of the
village. A commuter-based village society has also led to the decline of essential facilities and services in
villages. Forty percent of villages no longer have a permanent shop. Thirty percent no longer have a post
office and 13 per cent have lost their bus service.
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?

(i) The term 'the nature of village life' means the traditional way of life in a village. True/False
(ii) Commuters are people who live in a village and work elsewhere such as farmers. True/False
(iii) A commuter-based village society consists of farmers and farm labourers. True/False
(iv) Many villages in Britain no longer have post office or a bus service because there are a very few people
living in the village. True/False
27
3.6. The Countryside

While the Welsh and Scottish countryside consists mainly of mountainous areas. England is mainly made up
of lowland countryside of rolling hills and dales such as the Yorkshire Dales, the moorlands of Cornwall
and Devon. Elsewhere the ranges of hills are very low or the land is very flat such as the Fens within East
England and the East Midlands. The word moors is used particularly in Britain to describe hills and
mountains which have very low growing vegetation and dales refer to river valleys. The main mountainous
areas of England are the Pennines the Lake District. Most of the British countryside is used for sheep and
cattle farming and growing agriculture crops such as wheat and barley.
Exercise A: Read the descriptions (A to E) of important mountainous areas in Britain. View and listen to
videos 3C, 3D, 3E, 3F and 3G to help you understanding of these regions. Then, identify these landscapes of
Britain on map F.
A. North Downs: Is a narrow chain of chalk hills, 190 kilometres in length, in the South-East of England,
between Farnham in Surrey to the White Cliffs of Dover. Its grasslands contain wild plants and flowers,
some of which are very rare and it is also the site of many ancient settlements. Its flat hill tops are usually
broken up by hedgerows and woodland.
B. Pennines: The Pennines are a low mountain chain separating North West England from Yorkshire and
North East England. They are referred to as the 'backbone' of England, as they stretch from the Peak
District in Derbyshire, through the Yorkshire Dales, around the northern and eastern edges of Greater
Manchester, the West Pennine Moors of Lancashire. It is a popular place with tourists, who can walk the
Pennine Way which is a long-distance hiking path from Derbyshire to Scotland.
C. The Lake District: This is a very scenic district of North-West England. It has England's ten highest
mountains, including the highest, Scafell Pike, at 963 metres. It has green valleys and tree-fringed lakes,
woods carpeted with wild flowers, clear streams and towering waterfalls. It is now very popular with
tourists, who come throughout the year to walk the hills, relax or take up water sports.
D. Dartmoor: It has a rough landscape with little vegetation, and is famous for its peat and bogs. Its bogs
have been known to swallow sheep. It is also famed for its extremes of weather, its mists and rains. It is
located in the South-West of England in the area of Devon and Cornwall.
E. Highlands: Mountainous area in Scotland where the famous grouse and red deer are native species.
The native vegetation of the highlands is heather; a distinctive purple flowering plant. The highlands
contain the ten highest mountains in the United Kingdom, whose heights range from Ben Nevis (1,392
metres) to North Top (1,196 metres).
F. Map of The United Kingdom.
1.
------------------------------------------
2.
------------------------------------------
3.
-----------------------------------------
4.
------------------------------------------
5.
------------------------------------------
28
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
(i) What is an English County?

(ii) Describe where Somerset, Bristol and
Yorkshire are located.
4.1. An interview with five young people in Britain.

Listen to the dialogue and fill in the blank with the words you hear.
Anna: My name's Anna Pearscall, and I'm from __________.
Sophie: I'm Sophie Levy, and I'm from __________.
Will: My name's Will Snell, I come from __________.
Alex Turco: My name's Alex Turco, I come from __________.
Aex Ross: I'm Alex Ross, I come from __________.
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
the _________ itself is very interesting and exciting.
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.
Anna Sophie Will Alex Turco Alex Ross

Where do they
live?
Where did
they live
previously?
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.
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 ______________
and ... perhaps less ______________________ in their ways.
Interviewer: Whereabouts in Yorkshire are you from?
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.
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.
Interviewer: How long ago did you leave London?
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.
Interviewer: Have you ever been to London?
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.
Differences between London and where they live

Will
Sophie
Anna
33
4. What is Britain?
4.5. Important Events in British History.

The Roman invasion King Alfred defeats the
(AD 43) and Danes (AD 878).
occupation of Alfred was the king of the
Britain.. southern kingdom of Wessex
The Romans made from 871 to 899. He was the
southern Britain a only English king to be
part of their empire awarded the title 'the Great'
for almost four for his defeat of the last
centuries. During Danish Viking invasion of
their occupation they built an extensive network of Britain in the 9th century.
roads which continued to be used in later centuries. King Alfred defeated the
Many of Britain's major cities, such as London, Vikings who invaded Britain
Manchester, Chester, Bath and York were founded with 300 ships carrying Viking warriors and their
by the Romans. The Romans also built water families. Alfred the Great was also a learned man
supply, sanitation and sewage systems. During the and encouraged education and improved his
Roman occupation towns grew up along the main kingdom's law system as well as its military. Alfred
roads they built and agriculture was developed on established an army and navy, divided the country
large estates. into shires, and rebuilt the city of London.
The Battle of Magna Carta (1215).

Hastings (1066). In response to the
The Battle of tyranny of King John
Hastings was fought (1199-1216), the
between the invading noblemen of England
Norman army of drew up a document
William the designed to limit the
Conqueror, and the powers of the king and
English army led by guarantee the rights of
King Harold II. In the the people. This
battle Harold II was document was written in
killed and Duke Latin and called the
William claimed Magna Carta which is
England. Norman French became the language of known in English as the Charter of Freedoms. The
administration and justice. This had a lasting king was forced to sign this famous charter of
influence on the development of the English personal and political liberty at a meeting with his
language. barons at Runnymede near Windsor.
Henry VIII and the founding of The Elizabethan age

the Church of England in 1533. and Shakespeare.
Henry VIII was crowned king The Elizabethan era
In 1509 at eighteen years of is in honour of the
age. He is a significant figure in reign Queen
the history of the English Elizabeth I (1558–
monarchy and is popularly 1603). This period is
known for his struggles with the considered to be a
Roman Catholic Church and for golden age in
having six wives. The Church English history for poetry and literature. During
did not approve of his first re- this time the Elizabethan theatre flourished and
marriage and this ultimately led William Shakespeare and many others, composed
to the creation of the Church of England with plays that broke free of England's past style of plays
himself as the Supreme Head of the Church of and theatre. It was also the period when England was
England. He was a brutal King who was most finally united with Scotland.
notorious for the beheading of two of his wives.
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.
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
we're very proud of it so I think it's extremely important in our history.
37
5. Unity and Divisions
5.1. Unification of the United Kingdom

England has been an independent state for almost
1,000 years which is longer than any other
European country. By the sixteenth century, Wales
was fully incorporated into English administration
and law. Britain became a single political entity by
1707, when the ancient kingdoms of Scotland and
England were united. Ireland came under English
military rule in the sixteenth century and was
formally a part of the United Kingdom in 1801.
Ireland achieved independence in 1921, with the
exception of six northern counties which remained
part of the United Kingdom. These counties were
amalgamated to become Northern Ireland.
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'?

(i) You can complement the Scot or Welsh by referring to them as Britons. True/False
(ii) Britons have distinctive identities because they have identity cards. True/False
(iii) The character of a modern society means how people live and work in a city. True/False
5.3. Distinctions in Speech

The way English is spoken gives a British citizen a regional identity and can be associated with their class
status too. Since the days of Shakespeare, the English dialect of south-east England has been considered the
'standard', because the south east has been the region of economic and political power. The emergence of
an upper class and style of speech and accent, called 'received pronunciation' (RP), was established in the
school system attended by the children of wealthy families. RP has been spoken for about a century and has
become the accepted dialect of the national elite. Dialect is the style of grammar, vocabulary and accent of
a group or class of people in a culture that shares a common language.
There are two kinds of ‘received pronunciation’. 'Unmarked' RP suggests that the speaker is well educated
(although many well educated people speak with a regional accent). It was the preferred accent used by
journalists of the British Broadcasting Corporation (BBC). Through radio and television, ‘unmarked’ RP
38
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?

(i) The way a Briton speaks English is not an important characteristic of their identity. True/False
(ii) Britons who speak RP do so because they want to speak clear English. True/False
(iii) Regional dialects are socially divisive because people cannot understand each other. True/False
5.4. Demography of Britain

The largest concentration of the British population has been
in the south of the country for a long time. More people
lived in the south due to better climate, agricultural land,
and its proximity to the European mainland for trade.
Approximately one quarter of the British people now live
within 40 km of London's Trafalgar Square. By the
seventeenth century London had least 10 per cent of
England's population. The only exception was during
approximately 1775-1975, when the availability of water
and coal led to the growth of large industrial towns and
cities in the north and the Midlands regions of England.
This distribution of the population can be drawn on a map
of the United Kingdom to represent a ‘core’ and a
‘periphery’. This is achieved by drawing a series of arcs
outwards from London, marking an inner and outer 'core'
to the country, and an inner and outer 'periphery' as
displayed on the adjacent map of Britain. The population
density revealed by the core-periphery shows that the
largest concentration is in the south east where over one-
third of Britain's population lives, and also in areas of the
Map of the 'Core and Periphery' of Britain Midlands and north of England as a result of the
industrial age. The demography of Britain has been
39
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.

(i) The core-periphery of Britain is used to characterise the population density in Britain True/False
(ii) Twenty five percent of Britons now live in the core. True/False
(iii) Seventy five percent of people live in the outer core. True/False
(iv) People who live in Scotland, Wales and in the 'North' live in the periphery. True/False
(v) It is expected that by 2016 the core will be bigger. True/False
40
5.5. The North South divide

Over a century ago, the novelist Mrs Gaskell wrote a book entitled North and
South, about a heroine from a southern village forced to move to the fictitious
county of Darkshire in north England. The heroine detested all she had heard of
northerners and the countryside of the north of England, reflecting the prejudice
of people in the South for northern English. Mutual prejudice between the south
and the north still persists and many popular prejudices exist up to the present
day.
Southern men are regarded as soft by northern men who consider themselves
tough. Northern woman are considered flashier dressers. The northern English
accent has often been ridiculed by southerners. The dividing line between north
and south is a matter of opinion, but an accepted division is from the Humber
across to the Severn Estuary (the border between South Wales and England).
The divide goes well beyond mere prejudice. Socio- economic research has
shown that people in the north are economically and socially
disadvantaged compared to people in the south. The living standards in
Britain, they show that south east England, south England, south-west
England, East Anglia and the East Midlands do much better than the other
areas of Britain. Communities in the North are less wealthy, have poorer
health and lack employment and education opportunities. Most of the
wealth of the United
Kingdom is concentrated in the South. A survey of prosperity in the 280
The towns of Britain in 1990 showed this economic north-south divide very
Dividing clearly. The most northerly of the ten most prosperous towns was Stratford-
line on-Avon in the Midlands. The most southerly of the poorest towns was
north of Nottingham.
Wealth of a region can be measured by Gross Domestic Product (GDP)
per person. This measure is the total market value of all final goods and
services produced in a region divided by its population. Between 1986 and
1996, the highest GDP per person was in London, East Anglia and South-
East of England while the lowest was in the north of England Wales and
Scotland and Northern Ireland (see table below). The south east accounts
Line showing North‐South for more than one-third of the total GDP of the United Kingdom.
Divide
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
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
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.
Exercise. Fill in blanks to complete an essay (below) on

the information contained in the map by using the words
below.
average weekly earnings British pounds East of

England earnings earnings earnings four
fourth fourth fourth highest highest London
lowest lowest lowest north of England Northern
Ireland Scotland second second South East
third third third United Kingdom Wales weekly West Midlands
This map shows the distribution of ______________ ____________ _______________ across the ____________
______________in ______________ ____________. There are ________ categories of ____________ earnings. The
______________ category is for ________________ of £360 or more. The ____________ and __________ highest
categories are for ________________ between £340-£359 and £320-£339, respectively. The ____________ or
____________ category is for ________________of £310 or less.
The information reveals that the weekly earnings of people living in ____________, the __________ ________ and
________ ____ _____________are the highest. The weekly earnings for people in areas in the __________ ____
_____________ are generally in the ____________, __________or ____________ category of earnings. This is with
the exception of the ________ ________________ area, where people are in the ______________ category. The
earnings of people in __________ and ________________ are usually in the __________ and ____________
categories while people in ________________ ______________ are mostly in the ____________ or ____________
category.
(iv) Does this information confirm or qualify ideas such as the north–south divide, and core–periphery?
Explain.

(i) The core-periphery theory can make us understand the North South divide True/False
(ii) Thirty three percent of wealth in Britain is created in the south east of England. True/False
(iii) The North South divide refers to the division between the southern and northern English. True/False
(iv) People who live in the 'North' are not healthy because they do not earn a lot of money. True/False
(v) People in the North especially school children suffer bad health such as 'brain drain'. True/False
(vi) All people who live in the North are poor, suffer bad health and are poorly educated. True/False
(vii) Some areas in the North have the fastest growing economies True/False
(viii) Some areas of the South are the poorest in Britain. True/False
(ix) There will need to be more business investment and government action to improve the conditions in the North in
the long term. True/False
43
6. Food and Drink
6.1. Traditional food and cooking

For several centuries British cuisine was often based around what was commonly called "meat and two
veg". This meal consisted of roasted, grilled or boiled meat, usually beef, pork or lamb. It was eaten with
boiled or steamed green vegetables such as beans or broccoli and root vegetables such as potatoes, carrots
or turnip. The use of spices or herbs such as peppers, garlic and onion or sauces was not a cooking
tradition in Britain. The frying of meat or vegetables with cooking oil was not practiced either with the
exception of sausages which were cooked in lard. English sausages were made from fresh meats that were
not smoked, dried, or strongly flavoured with herbs and spices like European or Asian sausages. Traditional
British cuisine therefore had a reputation of being bland and heavy. However, modern British cuisine has
been made more interesting by foreign influences such as immigration. For example, a most popular British
dish today is an Indian curry called Chicken tikka masala. A former British Government Minister, ex
Foreign Secretary Robin Cook said it was "Britain's true national dish".
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
D. Scottish ____________ ____________ is orange in colour. It is prepared by being smoked in sherry

oak-barrels, which gives it a characteristic oaky taste with a tender, buttery and very delicate texture and
flavour.
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
with rich onion gravy. ______________ are sometimes referred to as "bangers".
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.
1. Black pudding 2. Bubble and squeak 3. Devils on horseback
4. Scotch woodcock 5. Toad in the hole 6. Welsh rarebit (rabbit)
Description Meal No.

Ox liver or prunes wrapped in bacon and grilled with hot pepper.
Fried onion, cabbage and potatoes.
Toasted bread with anchovies, egg yolks and cream.
A sausage made with pigs or ox blood, onions, oatmeal and fat.
It is made with bread, beer, mustard and cheese.
Sausages baked in Yorkshire pudding batter
46
6. Food and Drink
Question. Traditional British cuisine had a reputation of being bland and heavy. Explain this statement.

(i) Meat and 'two veg' is a traditional British dish. True/False
(ii) Chicken tikka masala is a traditional British dish. True/False
(iii) Traditional British food would taste quite strange and tasteless to a Vietnamese. True/False
(iv) A Sunday roast dinner is the evening or night meal of the British. True/False
6.2. Attitudes to British Cooking

Writers and chefs of British cuisine have expressed good, bad or mixed opinions of British food and
cooking in books, magazine and newspaper articles. The following articles provide insight to some opinions
or experiences of British food and cooking by Britons and foreigners.
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
Name of Article Positive comment Neutral comment Negative comment
(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.
6.3. Eating habits.

Eating and drinking habits have changed
considerably in Britain in the last hundred
years. J. C. Drummond and Anne Wilbraham,
writing for The Englishman's Food wrote the
following. ‘There were few notable changes
during the nineteenth century, but one striking
fact which emerges is the growth in
popularity of what has come to be known as
the typical English breakfast. While the more
old-fashioned people remained faithful to the
eighteenth-century breakfast of cold meat,
cheese and beer. The majority of wealthy
people adopted the three or four-course meal of porridge, fish, bacon and eggs, toast and marmalade, which
maintained its popularity for a century. But today it has been abandoned in favour of a lighter and simpler
type of meal.’ The lighter and simpler meal that Anne Wilbraham refers to is a breakfast of fruit, milk and
cereal such as oats or wheat. These modern eating habits are exampled in the eating habits of a British
teenager detailed in the following page.
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.

(i) The Englishman's Food must have been a daily newspaper in Britain a long time ago. True/False
(ii) People ate cold meat for breakfast because they could not use a fire early in the morning. True/False
48
6. Food and Drink
18th century 19th century Today
My Eating Habits! Pamela

I would not say I was a fussy eater and the only thing I really do not
like is fish. I'm always scared I'll swallow a bone! I try to eat a
balanced diet and I always have breakfast, lunch and tea which are
quite healthy because I have them at home. Sometimes, I am not so
good between meals and eat crisps and chocolate. There is a
McDonald's near my house, so it is really easy to go in there and buy a
burger! I never used to eat vegetables but I'm starting to eat more of
them now. I try to eat fruit fairly often too, but looking at what I have
eaten all week, there doesn't seem to be much fruit!
Saturday Sunday Monday Tuesday Wednesday

Breakfast Rice Krispies Porridge, toast and Porridge and Porridge Porridge
and toast jam toast
Mid-morning Apple
Lunch Chicken soup 2 bread rolls with Chicken soup Tomato soup Ham sandwich
sausage and bread
Mid- Cheese and Stick of rock 4 Gingernut 2 biscuits
afternoon onion crisps, biscuits
Mars Bar
Dinner Lasagne, Roast beef, Ham salad, Scotch pie, Spaghetti
chips and potatoes, pasta and roast chips and beans bolognese and
garlic bread cauliflower, roast potatoes. garlic bread,
potatoes, broccoli, ice-cream and
sweetcorn, apple fruit
pie
In-between 2 Kit Kats Sandwich, Kit Kat Tomato Ice-cream cone, Wotsits,
flavoured crisp Glacier Mints Monster Munch
Supper Packet of Cornflakes, cheese Crunchy Nut Crunchy Nut Another bowl
crisps, toast. and onion crisps Cornflakes with Cornflakes with of Crunchy Nut
milk milk Cornflakes with
ice-cold milk!
Questions
(i) Find the meaning of the following words from your dictionary and by an internet search.
Supper, Rice Krispies, Cornflakes, Crunchy Nut Cornflakes, Cheese and onion crisps, tomato flavoured
crisps, Wotsits, Monster Munch, Mars Bar, Kit Kat, Glacier Mints, Stick of rock, toast, ham salad, pasta,
Lasagne, spaghetti Bolognese.
(ii) What is the name (in one word) that you can give for the food Pamela eats at mid-morning, mid-
afternoon and in-between dinner and supper?

(i) By saying 'I am not so good between meals' Pamela means she does not study if she eats crisps and
chocolates between meals. True/False
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.
Menu 1 Menu 2 Menu 3

Orange juice or fresh fruit cocktail Orange juice or fresh fruit cocktail Orange juice or fresh fruit cocktail
Cereal or Porridge Croissants, Brioches, butter & jam Cereal
Bacon, sausage & eggs, Kedgeree, Coffee, tea or hot chocolate Ham and eggs
or Kippers Pancakes & maple syrup
Toast, rolls, butter & marmalade Muffins, bagels, butter & jam
Coffee, tea or hot chocolate Coffee, tea or hot chocolate
Question - Study the three menus above. Which one is British? North American? Continental?
6.4. Students from Edinburgh talk about what they eat.

[I= Interviewer, B1=Boy 1, B2=Boy 2, B3=Boy 3, G1=Girl 1, G2=Girl 2, G3= Girl 3]
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.
I Nobody’s said ____________________.
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?
B2 Probably ________ and __________. And __________ as well.
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,
__________ and __________ __________.
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.
I But you don’t, you don’t....it doesn’t become an issue at home?
50
6. Food and Drink
G2 No. Not really.
I Does it for you at all?
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.
I Is it an issue where you live?
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?
6.5. Fast Food

While the eating of fish and chips is age-old tradition in Britain, the conversation of students from
Edinburgh show that they also eat more modern fast foods such as hamburgers and pizza. The latter food is
an traditional food from Italy. This popularity for fast foods such as hamburgers has rapidly replaced the
eating and cooking of traditional food in Britain. The newspaper article from a famous British newspaper
called The Guardian (below) reveals the enormous popularity of fast food from chain store companies in
Britain.
Burger Kings March on UK Stomachs
The world's two biggest burger chains, McDonald's and Burger King, are planning big expansions to
supply what they believe is the nation's increasing appetite for fast food. McDonald's intends to open 100
restaurants each year, to add to the 830 it has at present. Its big rival, Burger King, which has 455
restaurants, is to open 55 new outlets this year.
Yesterday Tim Lang, Professor of Food Policy at Thames University, declared himself an opponent of fast
food. 'I would be congratulating the companies if they were moving into selling fruit and vegetables, but
selling more burgers is hardly the sort of advance that the British diet needs,' he said. Professor Lang
believes the American fast food wave has changed our eating habits. We have had fish and chips, Cornish
pasties and sandwiches for a long time, but the difference is that the burger chains set up in prime High
Street spots to tempt us in. “We can't say people are not enjoying it. They are buying it and eating it. But
does this represent a wholesome healthy food culture? My honest opinion is no". The answer, says
Professor Lang, is to get the British back into their kitchens by teaching children to cook. Children used to
learn to cook either at home around the age of 6 to 8 or at school between 12 and 15. Now they miss the
second chance and are subjected to the 'burgerisation' attitude of 'why bother to cook when you can nip
out and get a burger or a pizza?' [The Guardian December 1977]
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?

(i) Professor Lang congratulates the fast food companies for opening more stores in Britain. True/False
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
Changes in Average Household Consumption in Britain between 1986 and 1996

Fish +4% Fats -22%
Processed fresh vegetables +5% Eggs -39%
Other fresh vegetables +2% Milk and cream -12%
Fresh fruit +19 Cheese -4%
Processed fruit and nuts +12% Meat and meat products -11%
Cakes and biscuits +10% Fresh potatoes -26%
Flour and cereal products +22 Fresh green vegetables -24%
Sugar and preserves -34%
Bread -15%
Beverages (non alcohol) -19%
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?

(i) An obese person is more likely to suffer a heart attack, diabetes or hypertension. True/False
(ii) A modern fast food store sells soup such as Phở. True/False
(iii) A person will become obese if they eat fast food. True/False
(iv) In Britain, women are more obese than men. True/False
(v) Between 1999-2002, children were less obese than adults in Britain. True/False
(v) Convenience foods are meals that are already ready to eat in either tins or packets. True/False
(vi) Frozen foods can either be convenience food or vegetables, meats, fish, pastry and fruit that is ready for
cooking or eating. True/False
53
6. Food and Drink
6.7. Beer and the Pub

Beer is the most popular drink among
men, in the UK. Their consumption is
higher than that of women. The drinking
of wine has also increased in the UK. A
high proportion of beer is drunk in
public houses called 'pubs'. The British
pub is a very old and popular social
establishment in the United Kingdom.
Its history can be traced to the Anglo-
Saxon alehouses of the fifth century. The
Saxon alewife put a green bush on a pole
to inform people that her ale was ready to
drink. Ale is a type of beer brewed from
malted barley and hops and yeast to
Excerpt of 'Beer Lane' depicting beer drinking in England in 1751 by ferment the brew. The beer has a sweet-
William Hogarth. bitter taste. Hops give ale its bitter
flavour and helps preserve it. It was
introduced from the Netherlands in the early 15th century. In early times, the low alcohol content of beer
was considered harmless and beer was also thought to be nutritious. The drinking of beer was encouraged
by the Beer Act of 1830 to stop people drinking gin which was a cheap strong alcoholic drink that was
causing social problems among the poorer classes of Britain. By 1840 there were approximately 46,000
beer houses.
In the nineteenth century, beer houses were replaced by public
houses managed by a publican who had to be licensed to carry
out his or her business. These public houses became the pubs of
the modern day. At present, there are approximately 57,500 pubs
in the UK. While beer is the main drink imbibed in a pub, spirit
drinks such as whiskey, brandy and gin are also drunk in a pub.
Approximately eighty four percent of pubs are small businesses
managed by a publican or licensee. The licensee is either the
lessee or the owner of the pub. All other pubs are owned by a
pub company or a brewery.
Approximately eighty percent of adult Britons are regular pub
goers and over fifteen million drink in a pub at least once a
week. Most pubs have a public bar and a lounge bar which can
also be called a saloon bar. The lounge bar usually contains
dining tables for eating. It is the more expensive bar as it gives
patrons more privacy and has a better decor than a public bar.
Meals are sometimes available in the public bar and are known
as counter meals. At present, British pubs serve more than one
billion meals a year. The modern day pub has expanded to
include music, games and gambling. Some pubs will specialise
in offering patrons a particular style of jazz or rock music.
Darts, pool and snooker are some of the most popular games
played in a pub. Watching sporting events, such as horse racing
The Rose and Crown Pub in London and its or soccer, on a large television screens has also become very
public bar. popular in pubs. Most pubs now have poker machines for
gambling. British pubs are renowned for their traditional names which gives them a historical feeling. A
survey of British pubs found that the most popular names are Red Lion, Royal Oak, White Hart, Rose and
Crown, Kings Head, Kings Arms, Queens Head, The Crown. Since 2006 smoking in pubs is prohibited by
law.
The United Kingdom has the sixth highest beer consumption in the world after the Czech Republic, Ireland,
Germany, Australia and Austria. Per capita consumption in the United Kingdom was 99 litres per person in
2004. This is contrasted by beer consumption in Vietnam where per capita consumption was 21 litres per
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.
Exercise. Study the graph of

alcohol related health problems in
England and fill the blanks in a
paragraph of explanation of this
graph (below) with the following
words.
alcohol alcohol alcohol

consumption alcohol related
illnesses alcohol related deaths
Britain deaths deaths England
England England England’s
four hospital illnesses
illnesses increased Scotland
seventeen thirty nine Wales
2002/03 2007/2008 45,000 62,400 49,652,000 51,710,301
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

(i) A publican is the manager of a pub but does not own the pub. True/False
(ii) A pub goer is someone who goes looking for a pub regularly. True/False
(iii) About twenty percent of pubs in the UK that are owned by a company. True/False
(iv) Australia is the fourth highest beer consuming country in the world. True/False
(v) British people drink more beer than Germans. True/False
(vi) Alcohol related illnesses and alcohol related deaths have both increased in England. True/False
(vii) Alcohol related illnesses have increased faster than alcohol related deaths in England True/False
(viii) In the UK, 86% of pubs are owned by a small business and 14% are owned by large companies.
True/False
6.8. Eating Customs
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.

(i) A computer with its screen, hardware and software forms a computer system. True/False
(ii) Britain's feudal system was simpler than the Westminster system and a better way to govern. True/False
(iii) The Scottish parliament and the national assemblies of Wales and Northern Ireland follow the
Westminster system. True/False
57
7.2. The Monarchy

The British monarchy has existed for over a thousand years and is a symbol of unity of the nation. It is
therefore very important part of the Westminster system in the United Kingdom. The present monarch,
Queen Elizabeth II, is highly respected and has an important influence on the UK’s system of government.
She receives a regular brief by the Prime Minister about Cabinet decisions and matters of national life. In
return, she provides advice to the Prime Minster which is highly valued. Since 1952, the Queen has given
weekly audience to 11 Prime Ministers and therefore has a lot experience in matters of state.
The British monarchy is also called the British Crown or Crown. This signifies the monarch’s duties and
powers as the head of state. Succession of the monarchy is hereditary. On the death of a reigning
monarch, the oldest male child or Prince inherits the British crown. If there is no male inheritor, the Crown
passes to the oldest female offspring or Princess of the monarch. By the laws of the British parliament the
monarch must be a Protestant and is formally appointed in a coronation ceremony.
The monarch has many functions and duties. The monarch is ceremonial head of the government and the
judiciary, the head of the Church of England, and the commander-in-chief of the armed forces. In
parliamentary affairs, the monarch’s role is to summon, suspend or dissolve the Parliament. The
monarch also gives royal assent to laws passed by the Parliament and appoints government ministers,
judges, officers of the armed forces, governors, diplomats and bishops of the Church of England. The
Monarch also confers honours, such as peerages and knighthoods and can remit sentences of convicted
criminals. Finally, the monarch can declare war or make peace with other countries. However, this power
has never been exercised in modern history as this is the duty of the parliament and the Prime Minister.
With the exception of a bestowing some honours, the monarch discharges these functions at the direction
of the government. The refusal of the Queen to exercise her power on matters of state according to the
direction of her Prime Minister would risk a constitutional crisis.
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?

(i) Elizabeth II is an example of female inheritance of the monarchy. True/False
(ii) To summon, suspend or dissolve the British Parliament means to officially open, halt or close its official
activities. True/False
(ii) If the Monarch refused the Prime Minister's request to summon or dissolve the parliament this would
create a constitutional crisis. True/False
7.3. The British Parliament

The Parliament is very ancient
institution originating in the middle of
the thirteenth century. It consists of the
House of Lords and the House of
Commons. It is also known as
'Westminster', as it is located in the
Palace of Westminster which was once
a home of the monarchy. This
parliament is the supreme legislative
body of the United Kingdom.
The House of Lords was created to
provide advisors for the Monarch from
the British noble class. This institution
is also referred to as the ‘Lords’. The
View of Westminster across Westminster Bridge at dawn.
name 'House of Commons' is derived
58
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?

(i) There is no difference between the terms 'Westminster' and 'Westminster system'. True/False
(ii) The British Westminster system is made up of the Houses of Parliament, the Monarchy and the Law
Courts of the United Kingdom. True/False
7.4. The House of Commons

The people of the United Kingdom vote for members of the House of Commons in general elections.
These elections have to be held every five years but the Prime Minister can call for a general election before
the end of a five year term by requesting the Queen to dissolve parliament and to declare a new general
election. Voters belong to a constituency. Each constituency elects a Member of Parliament to represent
them in the Commons. The UK is currently divided into 659 constituencies with 529 constituencies in
England and 72, 40, and 18 in Scotland, Wales and Northern Ireland, respectively. Voting is not
compulsory but about 75 per cent of the electorate usually vote in elections. British citizens and citizens of
the Irish Republic who are resident in the UK can vote in these elections. To be eligible to vote in an
election, they must be older than 18 years and have to register in their constituency. They can be
disqualified from voting if they are intellectually handicapped, or if they are a member of the House of
Lords or a sentenced prisoner. The candidate who gets the majority of votes in his or her constituency
becomes the Member of Parliament for that constituency. This process is known as the electoral system.
Members of Parliament are popularly
referred to as an ‘MP’ or ‘Member’
by the public or other MP’s and their
function is to represent the interests
of their constituents. If a Member
resigns, dies or becomes a member of
the House of Lords during the 5-year
term of a Parliament, a by-election
must be held to elect a new member.
No candidate is required to be a
member of a political party to contest
an election, but it is very rare for an
independent candidate to become an
MP.
The chamber of the House of Commons The chamber is where MPs debate
and discuss all matters of state. The
arrangement of seating in the chamber is specific for the party political system of the United Kingdom. The
chamber is rectangular. The Speaker of the House sits at one end. The Speaker is chosen by a vote of the
entire House and is usually an MP from an opposition political party. The Speaker presides over the House
59
of Commons and must know all

the rules of the House. The
Speaker controls the debate in the
chamber and will warn or eject an
MP whose behaviour becomes
unruly. If an MP wishes to
address the House they must first
ask the speaker. The MP will then
address the House after first
addressing the Speaker. On either
side of the Speaker’s chair are five
rows of benches spanning the
length of the chamber. MPs of the
Government sit on the benches on
the Speakers right and MPs who
oppose the government sit on the
left. The front benches on either
side are reserved for Cabinet
Ministers of the government, and
the Opposition’s 'Shadow
Cabinet'. Behind the front
benches of the chamber sit MPs The seating arrangement of the chamber of the House of Commons.
known as 'backbenchers'.
Members of Parliament have not always been paid for
Average annual wage in the UK and MP’s salaries in their duties although they have received some form of
2008.
payment from the thirteenth century. They first received
Average wage in the United Kingdom £29,000. an official salary in 1911. Today MP’s are paid
Prime Minister very well when compared to the average wage earner in
£194,250
Cabinet Minister
the UK (see table). These high salaries are considered
£141,866
necessary to attract talented people into the parliament.
Speaker £141,866
The Prime Minister earns much less than many
Leader of the Opposition £141,820 executives in large companies in the UK.
Member of Parliament £63291 Each day in the chamber begins with Question time,
lasting approximately an hour. MPs are able to ask ministers or other MPs questions on important matters of
state. Questions must be provided 48 hours before Question Time, to allow ministers to prepare an answer.
The government and Opposition MPs use Question time to criticize each other's policies and actions. On
two afternoons each week the Prime Minister will answer questions on general policy matters. After
Question time, the main debate of the day takes place. Most of this time is used to scrutinise government
spending and debating new bills the government or others wishes to introduce. The system of debate is
much the Lords. It originates in a 'motion' (a proposal) that is 'moved' (proposed) by a minister or other MP.
The Speaker then proposes the question as a subject of debate.
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?

(i) A member of parliament can also be referred to as a 'MP' a 'member' or a 'parliamentarian'. True/False
60
(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
7.5. The House of Lords

The House of Lords is referred to as "the Lords" and is also known as the upper house of the parliament. In
ancient times, the Lords was made up of the monarch’s advisors. They were chosen from noble class and
senior clergy of the Britain. In the present day, there are several types of members in the Lords. They are
now chosen by the House of Commons. Life peers are appointed due to their political or public
contribution to the nation. Hereditary peers are appointed by their birthright due to their aristocratic
background. Members of the clergy are called the ‘Lords Spiritual’ and are senior bishops and
archbishops selected from the Church of England.
In 1996 there were 1197 peers of whom
750 were hereditary peers. But following
reforms to the House of Lords, it now
consists almost entirely of peers
appointed by the Commons. In 2009, the
House of Lords had 742 members
consisting of 624 life peers, 92 hereditary
peers and 26 Lords spiritual.
The main function of the House is to
review laws passed in the lower house
(the House of Commons) and to request
amendments of Bills. The Lords can delay
the passing of laws but cannot stop them.
The only real remaining power of the
Members in attendance in the House of Lords. Lords is to prevent the House of Commons
from continuing a term of Parliament for greater than five years. Peers do not receive a salary but are paid
for their living expenses when attending the Lords. In 2008, the average expense for a peer was
approximately £25,000. Future reforms to the ‘Lords’’ are to change its name to the ‘Senate’ and a third of
members will be elected for a 12-15 year term at each general election. By these reforms, heredity peers
and the clergy will be expelled from this institution.
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?

(i) A member of the Lords can be referred to as a 'Lord' a 'Peer' or a 'parliamentarian'. True/False
(ii) As peers get paid much less than MP's, the House of Commons is a waste of money and should be
abolished. True/False
7.6. The Government

The Government is made up of a majority of members of the Commons. A few government members may
be peers. These peers do not usually have a critical role in the government, as a government needs most of
its members in the Commons where all important matters of state are debated with the opposition. The
Government is almost always from one political party but may also be made up of a coalition of political
parties or independent MP’s. A coalition government is formed by a combination of the MP's of two or
more political parties in the Commons. This has occurred very rarely in the UK, for example, the National
61
Government of 1931-1935 which

consisted of MP's from the Labour
Conservative, and Liberal parties.
After a general election, the Queen in
her ceremonial role invites the leader
of the party or the coalition that has a
majority of MPs to form a
government. The leader of this party
becomes the Prime Minister and is
also known as the PM. The PM is the
head of the government and the
political leader of the United Kingdom.
The prime minister has therefore got to
act with strong leadership on behalf
Aerial view of Whitehall of the British government, and the
British people.
The Prime Minister forms a government by appointing Ministers. A
British government can have approximately one hundred ministers and
they govern ministries such as the Ministry of Agriculture, Fisheries
and Food, the Ministry of Defence and the Ministry of Sport and
Tourism. About twenty senior ministers and the prime minister form a
cabinet. The cabinet is the supreme body of the government and has
the executive power to implement all its important policies. The
cabinet meets privately each week to discuss matters of state and
political strategies with the prime minister. While a cabinet minister is
entitled to persuade the prime minister to agree to his or her proposal,
the cabinet minister must ultimately obey the prime minister or resign
from the cabinet if they cannot follow the prime minister’s directive.
The most important cabinet minister is the Chancellor of Exchequer,
who is responsible for all financial and economic matters of the United
Kingdom. The rest of the cabinet ministers are called Cabinet
Secretaries and are given important positions such as the Secretary of
State for Health, Secretary of State for Justice and Secretary of
The British Prime Gordon Brown
State for Defence. The cabinet ministers sit with the prime minister on
welcomes Vietnam’s Prime
the front benches in the House of Commons. Most Government offices
Minister Nguyen Tan Dung to
are located in Whitehall, London. The term ‘Whitehall’ is often used to
Downing Street.
refer to the government. The Prime Minister’s official residence is at 10
Downing Street in Whitehall. It is popularly referred to as 'Downing Street'. The prime minister formally
receives all visiting heads of state at Downing Street.
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?

(i) An independent MP does not belong to a political party and therefore cannot be part of a coalition
government. True/False
(ii) The head of the cabinet is the prime Minister. True/False
(iii) The Prime Minister controls the House of Commons. True/False
(iv) A minister or cabinet secretary is an MP. True/False
(v) The government rules the Parliament by having a majority of MP's to vote for its actions. True/False
62
7.7. The Opposition

The MP’s in the House of Commons who are opposed to
the rule of the Government are called the opposition.
The opposition does not have the majority of MP’s in the
House of Commons and therefore cannot stop the
government from passing laws. However, the opposition
has a very important role in the Westminster system.
Their job is to keep the government accountable by
scrutiny of the government activities. They do this by
trying to expose bad policies, mistakes and wasteful
expenditure of public money. They will also try to
expose any corrupt practices by government members
and can force a government member to resign or bring
the government down. Like the Government, opposition
MP’s are members of one or several political parties and David Cameron, the Conservative opposition
independent MP’s in the Commons. The Leader of the leader, speaking at Question time in the
opposition is the Prime Minister's main opponent. The Commons.
opposition also has a shadow cabinet with each member assigned to watch over their opposite number in
the 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?

(i) The term 'bring the Government down' means a government has to resign and a new government has to
be formed. True/False
7.8. Passing laws

A proposal for new law is called a Bill. After the Bill is passed by both Houses in the Parliament and given
Royal Assent it becomes an Act. A recent example is the Terrorism Bill that was introduced in the
Commons in 2006 after suicide bombings in July 2005 in the London underground railway system. This
Bill was passed by Parliament and became the Terrorism Act 2006. This is an Act (or Law) that every
citizen and foreigner in the United Kingdom has to obey.
There are several types of Bills. A bill introduced by the Government is called a Public Bill. The most
important public bills are Money or Supply Bills in which the government proposes government
expenditure and taxation for the entire year. Financial bills raise revenue and authorise how money is
spent. The annual Finance Bill is introduced by the Chancellor of the Exchequer. This Bill contains all the
changes that are to be made to taxation laws for the coming year. Other members of the Commons can
introduce Private Members Bills. Most of these fail to become laws without the government's support.
Local authorities or individuals can propose Private Bills through a MP. Private bills are proposals for
Laws that are required by local authorities or to protect the rights of individuals. Bills are introduced into the
Commons for debate and are usually amended before being passed by the Commons. It is then sent to the
Lords for review. The Lords can ask for further amendments and delay a Bill but they must ultimately
approve the Bill to become a Law. The monarch gives Royal Assent to the Bill and it then becomes an Act.
The signing of the Bill by the Monarch is ceremonial and no monarch has refused to sign a Bill since 1707.
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

(i) A constitutional crisis will occur if the Queen does not give Royal Assent to a Finance Bill. True/False
(ii) A constitutional crisis will occur if the Lords do not approve a Finance Bill. True/False
7.9. The Party Political System

Most members of the Commons and Lords
belong to a political party. Since the
nineteenth century, the United Kingdom
has had a two-party system. This means
that MP's from one political party has been
the government of the day while the
opposition has been made up of MP's of
another party. In the twentieth century,
this two-party contest has been between
the Conservative Party and the Labour
Party. Differences between the Labour
party and Conservatives have become less
pronounced in recent times but their
political origins are distinct. The Labour
party was founded in the early 1900's by
Labour Party campaign poster for the 1957 general election which members of the trade unions and socialist
Labour won after 8 years in opposition parties of the nineteenth century. It
therefore had a strong commitment to the working class people of Britain. Labour are against the exercise
of unfair privilege and many party members therefore are not in favour the British Monarchy and would
like to see this institution abolished. However, more recently the Labour party has also tried to attract the
middle class voters of Britain by policies that favour the wealthy. This was influenced by their long years
as the opposition party in the Parliament between 1979 and 1997. The Labour party has ruled the United
Kingdom for approximately 30 years between 1900 and 2009.
The Conservative party has ruled the United Kingdom for the majority of this period. They are referred to
as the Conservatives or Tories as they have descended from Tory Party founded in 1678. The
Conservatives are the traditionalist political party of the United Kingdom and have received strong support
from the English aristocracy, business and wealthy classes in
the UK. The Conservatives have usually opposed claims for
wage increases by workers while favouring tax cuts for
businesses and the wealthy.
They have also generally opposed or neglected government
spending in areas such as public health, housing and
education which are necessary for the poor and working
classes of the UK. They have therefore been the natural
enemies of the trade union movement and workers of the
UK. Other recent examples of their traditionalist policies are
the opposition to the devolving of power to the Scottish
Parliament, and the assemblies of Wales and Northern
Ireland. More recently, they also opposed a strong
association with the European Union and were against
adopting the Euro as the currency of the UK.
Since 1988 the British voter has had a three-party system by
the founding of a political party known as Liberal
Democrats. They are the third largest political party in the
UK and also referred to as the Lib-Dems. Their political
philosophy is in-between that of the Labour and the
Lord Frederick Woolton, Conservative Party Conservatives. They are not affiliated with the trade union
Chief (1883–1964) posing in front of movement but favour government spending on health,
Conservative campaign posters in 1949.
64
education and welfare for the poor. They also

are pro-EU, and have a strong commitment to
the environmental movement. Their policies
strongly promote the use of renewable energy
and deep cuts to greenhouse gas emissions.
Unlike Labour and the Conservative parties the
Lib-Dems were opposed to Britain's
participation in the invasion of Iraq in 2003.
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?

(i) The United Kingdom is ultimately governed by the influence of a political party. True/False
7.10. The Civil Service

The civil service is also known as the Home Civil
Service. Civil servants are permanent government
employees that support the work of governments in
the UK, Wales and Scotland. The head of a civil
service department is called a Permanent
Secretary. Civil servants have to be politically
neutral and cannot favour or act against a
government because of party politics. They serve
as advisors and administrators of government
departments and are responsible to a Minister or a
Cabinet Secretary. The Permanent
Secretary to the Cabinet is the highest ranking
civil servant. He deals directly with the cabinet and
attends cabinet meetings to give advice and take
The Permanent Secretary to the Cabinet Lord Robin instructions from the Cabinet for the operation of
Butler (far right) in discussion with ex Prime Minister all civil service departments. A Permanent
Tony Blair (next from right) at a Cabinet meeting. Secretary has to show loyalty to his or her Minister.
Although the Permanent Secretary can argue the
merits of government policy he or she has to ultimately follow the direction of the Minister. In 2007, there
were approximately 532,000 civil servants in the Home Civil Service.
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?

(i) Civil servants are elected every five years in a general election. True/False
(ii) The permanent Secretary to the Cabinet is a member of the government. True/False
65
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

(i) Pizza is a traditional food of Greece. True/False
(ii) The Indian festival of Diwali or Deepavali means the Festival of Light. True/False
(iii) St Patrick's Day is a celebration of a famous patron saint of Ireland. True/False
(iv) Guyana is an island in Africa True/False
(v) Carnaval del Pueblo means Carnival Of the Town in Spanish. True/False
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.
68
Asia absorbed Caribbean Central compassionate culturally diverse economic economic

economic eighteenth Eastern European Union famine German Germany Hungary Jews
illegally illegal immigrants Immigration immigrants India Ireland Italy labour manual
Pakistan Poland political persecution Refugees South America twenty first Uganda
Ukraine unfortunate people war refugees
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.

(i) The Irish Potato Famine was time when many Irish starved because they did not have any food.
. True/False
(ii) An economic migrant is a term used to describe someone who has studied economics. True/False
(iii) Jews are the largest group of economic migrants to enter Britain. True/False
(iv) A refugee is a person who flees to another country because they fear they will be persecuted or
discriminated in their own country. True/False
(v) The term 'A melting pot of cultures' means that all immigrants eat the same food in their new country.
True/False
8.3. Ethnic Communities
Migrants groups who came to Britain are also referred to as ethnic communities. The word ethnic is used
to acknowledge that these migrant communities are a distinct racial or cultural group. They are identified
69
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.
Table C. The religions of racial groups in Britain by percentage (%) in 2001.

Other No
Christian Buddhist Hindu Jewish Muslim Sikh religion religion
White 75.5% 0.1% 0.0% 0.5% 0.3% 0.0% 0.2% 23.3%
Mixed 52.3% 0.7% 0.9% 0.5% 9.7% 0.4% 0.6% 34.9%
Indian 5.0% 0.2% 44.8% 0.1% 12.6% 29.2% 1.7% 6.4%
Pakistani 1.1% 0.0% 0.1% 0.0% 91.9% 0.1% 0.0% 6.7%
Bangladeshi 0.5% 0.1% 0.6% 0.0% 92.4% 0.0% 0.0% 6.3%
Chinese 21.1% 15.1% 0.1% 0.1% 0.3% 0.0% 0.5% 62.8%
Other Asian 13.5% 4.8% 26.3% 0.3% 37.5% 6.2% 1.0% 10.5%
Black Caribbean 73.7% 0.2% 0.3% 0.1% 0.8% 0.0% 0.6% 24.3%
Black African 68.8% 0.1% 0.2% 0.1% 20.0% 0.1% 0.2% 10.5%
Other Black 66.5% 0.2% 0.4% 0.1% 6.0% 0.1% 0.7% 26.1%
Other Ethnic
Group 32.8% 15.3% 1.3% 1.1% 26.0% 1.0% 0.9% 21.6%
All groups (%) 71.8% 0.3% 1.0% 0.5% 2.8% 0.6% 0.3% 22.8%
70
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?

(i) The ethnic communities of Britain are mainly the ethnic minorities of England. True/False
(ii) The biggest ethnic group is the 'other White' group followed by Indian, South Asian, Irish, Black
Caribbean. True/False
(iii) Jews are the largest group of economic migrants to enter Britain. True/False
(iv) A refugee is a person who flees to another country because they fear they will be persecuted or
discriminated in their own country. True/False
(v) A migrant community is a group who goes to live in another country and an ethnic community is a
group of people with different customs living in a country. True/False
(vi) The term 'migrant community' has the same meaning as the term 'ethnic community'. True/False
(vii) Ethnic groups living in England can be called Britons. True/False
8.4. The Vietnamese in Britain

The Vietnamese living in Britain are referred to as British Vietnamese or Vietnamese Britons and are
also popularly known as the Việt Kiều. The majority who first came to the United Kingdom were refugees
between the years of 1975 and1981. The second largest group of Vietnamese entered the United Kingdom
during the 1980s. They were family members of the former refugees and entered Britain under the family
reunion program of the UK government. More
recently, many Vietnamese have settled in Britain
after completing their studies in the UK. More than
sixty five percent of all Việt Kiều are from North
Vietnam.
The 2001 Census showed there were 23,347 people
born in Vietnam who were living in the United
Kingdom mainly in England. The census also found
that at least 55,000 British Vietnamese are living in
England and Wales and approximately 5000 are
students. As with most ethnic groups in the UK, the
largest concentrations of British Vietnamese are
living in larger cities. There were approximately
33,000 Vietnamese Britons in London. The majority Map of Greater London showing the boroughs of
of these Vietnamese Londoners were located in Hackney, Lewisham and Southwark. The River Thames
Hackney, Lewisham and Southwark. Smaller is shown running through the middle of this area.
Vietnamese communities of between 2500 and 4000
were living in Birmingham, Leeds and Manchester.
71
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?

(i) British Việt Kiều would be in the category of 'other Asian' of the 2001 census. True/False
(ii) The majority of Việt Kiều live in South and small number live in the North. True/False
(iii) A nail salon is a place where you can cut your hair. True/False
(iv) The term 'second generation of Vietnamese' refers to the Vietnamese who came to Britain under the
family reunion program. True/False
(v) A borough is a small part of an English county such as a town. True/False
(vi) An MBE is an abbreviation for Member of the British Ethnic community. True/False
(vii) A councillor is member of a town council or city council. True/False
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
72
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.
73
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
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
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.
76

(i) The term 'sabotaging the Ugandan economy' means damaging or destroying the economy of the country.
True/False
(ii) The term 'way of life' refers to the traditional way people live in a certain place or country. True/False
(iii) A work permit would not allow you to immigrate to Britain if were from South Asia or the Caribbean
after 1962. True/False
(iv)You could immigrate to the UK if your brother or sister was born there after 1968. True/False
(v) The term 'to exploit popular prejudices' is make a group fearful and/or angry of another group by
suggesting that the second group will threaten the future of the employment, wealth customs or religion of
the first group. True/False
(vi) The term 'racial vilification' means insulting a person or a group because of their colour, religion,
customs or language. True/False
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.
The Observer, December 2002.

Black people are six times more likely to be sent to prison than whites, a new survey reveals. It throws
fresh light on the huge disparities in justice experienced by minority ethnic groups in Britain. Professor
Jeremy Coid of the Royal London School of Medicine, who led the study, said the findings suggested black
Britons are more likely to receive imprisonment than white Britons. Juliet Lyon, director of the Prison
Reform Trust, said the research showed a need to address racism throughout the justice system. Almost a
quarter of Britain's jail population of 72,416 people come from an ethnic minority background. Black
prisoners account for 15 per cent of all prisoners. Black people are five times more likely than white
people to be stopped and searched by police and, once arrested, are more likely to be remanded in
custody than other offenders charged with similar offences.
BBC News January 1998.

Two Muslim schools are Britain's first Islamic educational institutions to receive funding by the British
Government. They are the Islamia Primary School in Brent, North London, and the Al Furqan Primary
School in Sparkhill, Birmingham. The Islamia school, opened in 1983 and first applied for government
funding in 1986 but it was rejected despite an appeal which was upheld in Britain's High Court in 1990.
The granting of funding to the two Muslim schools came after parents at the Islamia school threatened
last year to sue the Government over the long delay to consider its application for state funding. State
funding is already given to Anglican, Roman Catholic and a small number of Jewish schools. Ibrahim
Hewitt, development officer with the Association of Muslim Schools accused the previous government of a
"discriminatory" attitude towards Muslim schools and said: "We always thought their reasons for refusal
were not purely on educational grounds."
BBC News January 1998
Many people from racial minorities in Northern Ireland schools face harassment and abuse, according to
a report by the University of Ulster who interviewed more than 100 Chinese, Asian and Africans in the
province. Interviews with parents and children of racial minorities showed that thirteen percent of the
children had experienced physical harassment such as being jostled, spat at or punched in school. Of
those interviewed, sixty six percent said they experienced racist vilification on the way to and from school,
in playgrounds or on the sports field. Chinese people working in food outlets said they routinely faced
verbal and sometimes physical abuse. However, they said they felt forced to stay in catering because of
their lack of qualifications and poor English language skills.
BBC News November 1998.
A London council has been found guilty of racial discrimination by the Commission for Racial Equality,
after a two-year investigation into its employment and personnel policies. It says that an independent report
into Hackney last year found there had been 99 applications to the Employment Tribunal with complaints
of racial discrimination against Hackney.
77
BBC News July 2004.

CV's from six fictitious candidates who were given traditionally white, black African or Muslim names
were sent to fifty firms by Radio Five Live (a BBC radio program). The employers were selected at random
from newspaper advertisements and recruitment websites. Many of the firms were well known and the jobs
covered a range of fields. All the applicants were given the same standard of qualifications and
experience. The candidates with the white names were far more likely to be given an interview than
similarly qualified black or Asian "names". Almost twenty five percent of applications by the two
candidates given traditionally "white" names of Jenny Hughes and John Andrews, resulted in offers of an
interview. But only nine percent of the "Muslim" applications, by the fictitious names of Fatima Khan and
Nasser Hanif, resulted in interview offers. Thirteen percent of fictitious black candidates received an offer
for an interview.
BBC News September 2003.
An Italian factory worker who suffered years of racial abuse was awarded £31,000 compensation after
winning a complaint of discrimination and unfair dismissal. Salvatore Barresi, 38, from Leeds, said he was
frequently sworn at and had teabags and pieces of wood thrown at him by fellow workers. Mr Barresi said
he was subjected to racial abuse within a few months of starting work and it was sustained over several
years. He resigned last year, suffering from depression, and decided to take his complaint to an
employment tribunal in Leeds, where he successfully argued that he had suffered racial discrimination
and unfair dismissal.
In the above situations the victims of

discrimination received justice in many but not all
instances. However, in all instances, acts of racial
discrimination were investigated, condemned or
reformed by anti-discriminatory institutions of the
United Kingdom. This may hold hope for racial
equality and harmony for Britain in the future.
Many positive aspects to the cultural diversity in
Britain, (as outlined in preceding sections 8.1-8.4)
may outweigh these negative aspects. For example,
Britain has been a home for refugees throughout the
twentieth and twenty first centuries. It has provided
them with an opportunity to begin a new life free of
Children's performance promoting cultural
persecution. There has also been a steady
acceptance of the culture of the ethnic communities harmony at the West Yorkshire Playhouse.
by white British. Their racial integration is evident by the growing number of mixed race Britons and
public celebrations of ethnic festivals. Furthermore, the divisions and conflict that politicians and political
parties have sought to exploit have been unsuccessful thus far in British life. They are therefore unlikely
to succeed in the future. In summary, Britain is home to almost every culture in the world
and this has enriched the country's cultural, political and spiritual life. It is likely this enrichment will grow
greater in time.
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?
78
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.
9.2. Early Education

Schools were in existence in England during the Middle Ages,
between the fifth and sixteenth century. Teaching was
dominated by Christian churches. In this period, Christian
teachings and religious songs called hymns were written in
Latin as it was the official language of Christianity. Trainee
monks, priests and laypeople were taught to read Christian
teachings and hymns in Latin in schools attached to
Cathedrals or monasteries. These schools were known as
grammar schools, but the learning of grammar as we know it
in the present day was not taught in these schools. Students
were only taught how to pronounce and read Christian
religious texts aloud in Latin. The reading of Latin hymns was Clergymen and laypeople learning to read
also taught in the same way, so that they could be sung in a Latin in an English grammar school
church choir. The schools in this historical period were
referred to as grammar and song schools. They are also known as cathedral schools and chantries. The
earliest cathedral schools; Kings School in Canterbury and Kings School in Rochester, were founded in the
sixth century.
An apprenticeship was another form of education that
was in existence in the medieval period. Students
were called apprentices and undertook practical
training that was taught by a master craftsman in a
trade such as a bakery or a blacksmith. The
apprentice or protégé lived and worked with the
master craftsmen, usually for seven years, while
learning their trade. Apprentices were mainly boys but
girls could also become apprentices in trades such as
embroidery. The apprentice system was supervised
and controlled by organisations of the master
Young apprentice bakers in a medieval English bakery. craftsmen called trade guilds or by town councils.
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?

(i) Latin was a Greek language and the origin of many modern languages such as Italian, Spanish and
French as well as the official language of the Vatican. True/False
(ii) A church choir is a group of people who sing hymns during a church service. True/False
(iii) Students in cathedral schools and chantries learned literature through speaking exercises. True/False
(iv) Eton and Bridgenorth Grammar Schools were grammar and song schools. True/False
(v) A master craftsmen was someone who was an accomplished senior tradesman. True/False
9.3. Early Modern Education

By the nineteenth century there were
approximately 800 grammar schools in
Britain. This century marked the
beginning of the involvement of British
governments in school education.
Government control of education became a
decisive factor in its development and this
continues up to the present day. About
twenty laws have been passed in the House
of Commons between 1841 and 2009 on
the supervision, ownership, funding, and
curriculum of schools. The involvement
of British governments in all areas of
education caused a further decline in the Staff and some students the Ossett Grammar School, in Mayfair,
influence of the Christian churches in Yorkshire in 1916.
education.
Up to this time, education was usually affordable by the privileged classes in Britain. Poor students were
only able to enter education through endowments. This inequality was first addressed by the British
parliament in 1833 when it voted to provide funds each year for the construction of schools for poor
children. In 1840, the Grammar Schools Act broadened the curriculum of grammar schools to include
English, European and Ancient languages as well as the science, history, geography and mathematics.
Earlier, in 1830, entrance examinations for admission to a university were introduced to improve
academic standards in grammar schools and Universities.
A series of Elementary Education Acts between 1870 and 1902 enabled the gradual implementation of
compulsory education for all children between 5-12 years of age. These acts also created methods for the
funding of schools. For example, the Act of 1870 enabled the creation of school boards who were
empowered to obtain the cost of children's schooling from the local community. The duties of the school
boards were replaced by Local Education Authorities (LEA's) through the Education Act of 1902. These
Acts helped to increase the participation of British working class children in education. The schools that
were created by these reforms were called elementary schools and taught a curriculum known as the three
R's. This was in reference to the teaching of reading writing and 'rithmetic (a popular shortened
pronunciation of arithmetic) to six levels. At the sixth level or sixth year, a student was expected to
demonstrate these skills. The student had to read with 'fluency and expression', write a short essay topic, a
letter or an easy paraphrase and be able to calculate decimal and common fractions. The technique of
paraphrase is commonly known as sentence transformation in Vietnam. These early Acts were further
80
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?

(i) The privileged classes in Britain were the rich merchants and the nobility of Britain. True/False
(ii) The funds that a poor student received for schooling from a rich person or an organisation was called an
endowment. True/False
(iii) By 1840, students in grammar schools were able to study subjects similar to those studied by students in
schools today. True/False
(iv) It was illegal for a child over 12 years old not to attend school for some part of the day after 1902.
True/False
(v) You could become an apprentice if you were 15 years of age after 1902. True/False
9.4. Primary and Secondary Education

The next major reform of education was through the 1944 Education Act which introduced several major
improvements to school education. Firstly, it made education completely free for all elementary schools by
funding from the British government. The Act also restructured elementary education into primary and
secondary education and divided the secondary education system into grammar schools and secondary
modern schools. The age for compulsory education of children was also increased to 15 years. Further
increases to the age limits have occurred since then.
The 1944 Education Act is also known as the Butler Act, in recognition of the Conservative politician R.A.
Butler who was responsible for drafting it. The Act stipulated that children between 5 and 11 years of age
should receive a 'primary education'. Schools teaching children in this age group became known as primary
schools. Students in these primary schools were taught reading and writing in English and a second language
such as French or Latin, arithmetic, science, history, geography, music and religion. These studies continued
to an advanced level during their secondary schooling.
In their last year of primary schooling, at the

age 11-12 years, students undertook the
11plus examination. A student's results from
this test decided whether he or she would enter
a grammar school or a secondary modern
school. The examination consisted of three
parts: a section on problem solving in
arithmetic, an essay writing section on a
general topic and another section on problem
solving that tested a student's general
knowledge and logical skill. If a student's
11plus results were in the top 25% of results
for all primary schools they would be eligible
to enter a grammar school. Grammar schools
Primary school students from Newtown, Cheshire, North had a reputation for academic excellence and
West England in their classroom in the 1950's. pupils were prepared for university education.
They sat for public exams in the final year of their study to enter into a University. Students who had scores
that were below 75% of all 11plus results had to enter a secondary modern school. The academic level in
these schools was insufficient for students to prepare for public examinations to enter into Universities.
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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?

(i) By 1944, elementary education consisted of primary schools, grammar schools and secondary schools.
True/False
(ii) The Butler Act developed the curriculum of the compulsory elementary education to a similar standard
imposed on Grammar schools one hundred years earlier. True/False
(iii) The examination at the end of primary school was called the 11plus exam because students were usually
between the age of eleven and twelve. True/False
(iv) Students were not allowed to sit for a University entrance examination if they attended a secondary
modern school. True/False
(v) After 1902, you could become an apprentice if you were 15 years of age. True/False
9.5. Comprehensive schools and the National Curriculum

The division of students at the end of their primary schooling into either grammar schools or secondary
modern schools by their results from the 11plus examination was called streaming. The system of
streaming was criticized by many educationalists, local educational authorities (LEA's), parents and
politicians for several reasons. Firstly, the low academic standards provided by secondary modern schools
made it difficult, if not impossible, for students in secondary modern schools to gain entry and succeed in
higher education. Secondly, if students could not enter a grammar school due to their 11plus score they lost
their chance to improve their ability for a higher academic level when they were older. Therefore, the 11plus
examination was considered an unfair test of a
student's future academic potential. Thirdly, in some
areas of Britain, the local authorities did not have the
resources to create the two separate types of schools,
thus creating problems for LEA's.
The dissatisfaction with steaming led to the gradual
implementation of comprehensive (secondary)
schools and the discontinuation of the 11plus
examination. These comprehensive schools were
created by the amalgamation of existing grammar
schools and secondary modern schools. They are also
known as 'Comprehensives'. The equivalent of a
Ladywood Comprehensive School, Birmingham, in comprehensive in many other parts of the world is a
1976 showing the growing ethnic diversity of schools 'high school'. Primary school students did not have to
in England at this time. pass an examination, such as 11plus, to enter a
82
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.
83
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.

(i) The age limit for compulsory attendance of schools was increased four times between 1870 and 1973.
True/False
(ii) A comprehensive school is not a secondary school. True/False
(iii) The ages of students educated in Comprehensives are usually between 11 and 16. True/False
(iv) A student must undertake 11 years of compulsory education in Britain in 2009. True/False
(v) There are 10 compulsory subjects in Stages 1 and 2 and 12 compulsory subjects in key Stages 3 and 4 of
the National Curriculum. True/False
(v) Students have options in four subjects in key Stage 4. True/False
9.6. An interview with a teacher at a primary school.

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.
84
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?
9.7 An interview with the Headmaster of Bablake School in Coventry.

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.
Interviewer: Are most i__________ schools s________ or .....?
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.
Interviewer: Have you adopted the N_______ C_________?

Headmaster: We have to a certain extent, but the N_______ C________ is fairly constraining in what you
can offer, so what I say to parents is that we offer the N_______ C_________, but also a lot more. And we
try and gear our curriculum to the needs of the pupils. So we offer more l________, we offer more s______,
we offer, you know, more I_, more g____, than a school that follows completely the N_______
C_________. But we have to follow very much what goes on in the national sector, because although we're
i__________, we are really part of the whole education system of Great Britain.
85
9. Education
Interviewer: Do you have many e_____ g_____ in your school?

Headmaster: Yes, we do. Yes.
Interviewer: How many?
Headmaster: Seven or eight, I think. Yes ... yes ... don't quote me on that. We have ... we have H_____, we
have S____, we have M______, we've got J___, we've got A___-C_________, we've got C______, so
maybe we're up to about eight already on that basis. So there is at least 20% of the school population is of an
ethnic group outside of C________.
Interviewer: Are they B______ ... or B______ citizens?
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'?
9.8 A Scottish student called Alastaire talks about his school.

Listen to the conversation and answer the question.
Interviewer: Tell me about your school, please.
Alastair: It's a large school. Holds about 1,200 pupils. The teachers are on the whole friendly but there's the
odd exception. The pupils, it's ... comes from quite a wide base. There's a few different cultures here but
86
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?
9.9 Five students choose the most important qualities in a teacher.

Interviewer: What do you think is the most important quality in a teacher?
Student 1: I think it's someone who you can respect, but who isn't too i____________.
Student 2: 1 think getting the point across, really. E________ things simply. 'Cause otherwise you're never
going to learn anything I mean.
Student 3: 1 would say the ability to c___________ what he wants to teach you in a way which makes you
i__________. And in theory, that should mean that his personality doesn't have to be quite so important.
Student 4: 1 think it's a______________. If you've got a p______, I really think you should be able to go up
to the teacher and say 'Look, I've got a p______' and then expect the teacher to help you. Also, you've got to
have a teacher who sort of i_______ you, i_______ confidence – his techniques are good. They're the most
important qualities for me. Someone who you can get on with but is teaching you, teaching you well, and
he's not teaching down to you.
Student 5: The teacher himself has to be good. But also it really ought to be ... he ought to be a sort of
n___p_____ that you can t____ or talk to.
Exercise. Write down the qualities of a teacher that are important to these students.
Student 1
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?
87
9. Education
9.10. Further Education and Higher Education

After students finish their compulsory secondary education they have several choices. They can choose to
enter the workforce but finding a permanent job at sixteen has become very rare in Britain. Therefore, in
present times young students after completing their GSCE will choose further education. Further education
refers to education undertaken after GSCE such as an apprenticeship or what is known as 'sixth form'.
An apprenticeship is classified as vocational training as the apprentice learns a trade by working in a
business such as an automotive repairer, hotel or hairdressing salon. The apprentice has to also attend a
trade school to obtain a National Vocational Qualification (NVQ) for their trade. They earn a small
allowance while undertaking their apprenticeship.
Students who do not undertake apprenticeships can continue their education from Key Stage 4 to 'sixth
form' for a further two years. Students currently study 3 subjects in each of sixth form study. They can
choose their subjects from a wide variety of subjects in the sciences, arts, humanities business and
commerce. For each chosen subject they are tested at the Advanced Subsidiary level (AS level) at the end of
the first year of their study. At the end of the second year they sit for a higher test for the same subject called
an A2 examination. The satisfactory completion of AS and A2 for each of at least three subjects is required
to award the student with Advanced Level General Certificate of Education popularly known as 'A-level'
or 'A-levels'. Students who obtain an A-level can enter university or other higher education institutions.
Their entry is based upon the results of their A-level examinations. A- Levels are undertaken by students in
most Commonwealth countries and are the common entry qualification to enter a university in these
countries.
University education is referred to as 'higher education' where students study for an academic degree. The
first degree offered at British universities is the Bachelor's degree which entails three years of study.
Students are called undergraduates during this time of study. Graduates with a first degree can continue
their studies by taking a Masters degree, usually for one year or a Doctorate which is usually three years of
study and research. Graduates undertaking a Masters or Doctorate are referred to as postgraduate students.
The government funds all undergraduate higher education but the cost of tuition fees has to be paid by
undergraduates. Fees in 2009 were £3,225 per
year. Students do not have to pay these fees
while they are undergraduates. The fees are
repayable after graduation when a graduate is
earning more than £15,000 a year. Postgraduate
education is selectively funded by the
government and other organisations.
Postgraduates pay approximately £3,000 to
£50000 per year in fees depending on their
university. International students pay between
approximately £11,000 and £23,000 for
undergraduate and postgraduate courses. Some
universities offer scholarships for undergraduate
and postgraduate studies.
Aerial view of Oxford University.
Questions
(i) What trade would an apprentice learn in an automotive business, a hotel and a hairdressing salon?
(ii) What are the differences between a GSCE and an A-level?
(iii) What are the differences between an apprenticeship and sixth form?
(iii) What is the difference between compulsory education, further education and higher education?
(iv) Compare and contrast A-Level study in Britain with studies in a high school in Vietnam.
(iv) What is the difference between an undergraduate and a postgraduate?

(i) Studying in 'sixth form' is same as studying for A-levels. True/False
(ii) The Advanced Level General Certificate of Education is a higher education qualification. True/False
(iii) The study of a first degree at a university can be undertaken by sixth form students who pass their A-
levels. True/False
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.
Question - Explain the meaning of a team sport and an individual sport.

Exercise - Find out about the games called hockey, golf, snooker, table tennis, badminton and squash and
explain it to the class.
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
89
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
The scorecard above examples the batting of the

English team against the bowlers and fielders of the
West Indian team in a test match played in St Kitts in
the eastern Caribbean in January 2009.
England has many world famous cricket grounds such
as the Lords, The Oval, Headingly, Old Trafford,
Edgbaston and Trent Bridge. These cricketing
venues originated around the mid-eighteenth century
and are steeped in tradition and history. In contrast
to the reputation for hooliganism of British soccer
fans, English cricket fans are well behaved. The
English cricket team has thousands of loyal supporters
who follow the team around the world to support and
Members of the Barmy Army cheering the English watch them play. Since the test tour of Australia in
cricket team at the Sydney Cricket Grounds in 1995, these supporters have become popularly known
Australia.
90
10. Sport
as 'the Barmy Army'. Cricket is now also an international women's sport.

Questions
(i) Why is a cricket match is called 'a test'?
(ii) Name the people in picture C.
(iii) During a batting innings how many batsmen, fielders and umpires are in the cricket field?
(iv) How many ways can a batsman be out?
(v) Where is the West Indies?
(vi) How many runs did Strauss score by fours and sixes for England against the West Indies?
(vii) Who were the best batsmen for England? Why do you think so?
(viii) Who were the best bowlers for the West Indies? Why do you think so?
(ix) How many English batsmen were out while taking a run?
(x) Why was Anderson not out?
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
(D) A lineout (E) A rugby ball
91
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).
(a) A try (b) A conversion of a try
(c) A conversion of penalty.

(d) A drop goal
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

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British Studies

Reading, Writing, Listening and Speaking Topics For

Student's Textbook (with VCD’s and CD)

Mr Peter, December, 2009.

1 Sightseeing 1.1 Introduction To England Scotland & Wales 1 } 9 9

2 The 2.1 The British Isles 10 9 9

3 Cities, 3.1 Major cities 20 9 9

4 What is 4.1 An interview with five young people 30 ~ 9 9 9 9

5 Unity and 5.1 Unification of the United Kingdom 38 9 9 9

6 Food and 6.1 Traditional food and cooking 44 9 9

7 The System of 7.1 Introduction 57 9 9 9

8 Cultural 8.1 Introduction 67 9 9

9 Education 9.1 Introduction 79 9

10 Sport 10.1 Introduction 89 9 9 9

1.1. Introduction To England Scotland & Wales

here. So, enjoy your tour.

London Short Tour

watch the inspection of the troops at the W_________ B_______.

by the G____ F___ o_ L_____.

N_____n which was formed in the eighteenth century.

M___ ____ __ _____ led to her exile.

some of _________ fine m___t whiskies.

G_____ portrayed W______ paying tribute to the ________ hero.

way to explore this majestic countryside

that these guards are part of the B______ military.

C___________was inspired to create A____ __ W_________, the adventures of a young girl in an

setting and it is s great place to visit.

or train from _______ and it is a great day trip.

1.5. More of London

we take a journey to discover ________.

historic sites of the capital.

relaxation to the streets of ______ town.

1.6. The Bloody Tower

2.1. The British Isles

2.2. Physiographic features of England, Scotland and Wales.

England: The total area of England is 130,410 square

Wales: The capital city of Wales is

The Geography of Britain

State if the following statements are true or false.

2.3. The Climate and Weather in Vietnam and Britain

600 mm 1000 mm Cardiff Cardiff Cardiff drier Edinburgh Edinburgh Edinburgh

Comparison of the Climate of London, Cardiff and Edinburgh

3.1. Major cities

3.2. Other Interesting Cities

Major industry in the Past Location

Major industry in the Present Location

Distribution of resident population 1931-91, in the United

England 31,162 34,713 36,895 39,275 39,948 40,326

3.4. Living in Cities and Towns

State if the following statements are true or false.

3.5. Village life

State if the following statements are true or false.

3.6. The Countryside

F. Map of The United Kingdom.

(i) What is an English County?

4.1. An interview with five young people in Britain.

Anna: My name's Anna Pearscall, and I'm from __________.

Sophie: I'm Sophie Levy, and I'm from __________.

Will: My name's Will Snell, I come from __________.

Alex Turco: My name's Alex Turco, I come from __________.

Aex Ross: I'm Alex Ross, I come from __________.

the _________ itself is very interesting and exciting.

watch the inspection of the troops at the W___ B_.

by the G__ F_ o_ L_____.

M_ _____ led to her exile.

some of _______ fine m_t whiskies.

G_ portrayed W paying tribute to the ______ hero.

C_was inspired to create A W_, the adventures of a young girl in an

D. Scottish is orange in colour. It is prepared by being smoked in sherry

B2 Probably and . And ____ as well.

and __.