TEACHERS NOTES BOOKLET

Sense and

Sensibility
JANE AUSTEN

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CONTENTS

SCHEME

L E V E L O N E (500 headwords)
Background information

Activities before reading the story

Activities while reading the story

Activities after reading the story

Extended writing

Projects

Worksheets

10

Key to Book Exercises

15

present simple
present continuous (present)
going to (future)
past simple
imperative
can (ability and permission)
would like (requests and offers)
must (obligation)
lets, shall (suggestions)
gerunds
adverbs (time, manner and place)
adjectives (comparatives and superlatives)

L E V E L T W O (800 headwords)
all of the above, plus
present continuous (future)
going to (intentions)
present perfect
past continuous
past perfect
passive (simple forms)
will/shall (future, requests and offers)
must/cant (deduction)
have to (obligation)
should (advice)
gerund as subject
too/enough + adjective
reported speech (with ask/tell/say)
zero and first conditional
defining relative clauses

L E V E L T H R E E (1200 headwords)
all of the above, plus
present perfect continuous
passive (all tenses excluding modals)
was/were going to
used to
make/let
may/might (possibility)
reported speech

L E V E L F O U R (1800 headwords)
all of the above, plus
past perfect continuous
future perfect
future continuous
passive (modals)
had better/would rather
second and third conditionals

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B A C K G RO U N D I N F O R M AT I O N
Jane Austen was not well-known or widely read
during her own lifetime, but by the end of the
nineteenth century she had acquired many devoted
admirers. Biographers and literary critics have written
endlessly about her, with major new interpretations
of her life and work appearing in bookshops every
decade. Each generation creates its own version of
Jane Austen. The raw material is very thin, however.
The richest source for the biographer are Janes
letters, many of which were written to her sister,
Cassandra. The letters are a very frustrating source,
however, because they tell a very incomplete story.
Cassandra censored Janes letters heavily after her
sister died, burning any she considered compromising
and cutting out any reference to Janes feelings in the
ones that she did not burn.

The structure of society

Society in the early nineteenth century was very
rigidly organised. People could try to improve
themselves, but everyone knew their place.
The average working family was very close to
subsistence level, despite a gradual increase in the
national wealth as the effects of the industrial
revolution on the economy began to be felt. Poor
rural labouring families lived in one-roomed damp
hovels; their urban counterparts fared better but
suffered over-crowding, polluted water and
dangerously bad sanitation. The potato was the basis
of the diet of the poor - a loaf of white bread was
a real treat and a status symbol. The children of
labouring families provided the servants for the grand
houses of the gentry and aristocracy.

Recent biographers have done very detailed research

into family and local records, looking carefully for the
truth about Jane. But unless a bundle of letters in
Janes hand lies waiting to be discovered, we will
never have a complete picture of the real Jane Austen.

Above labourers in the social hierarchy came

shopkeepers and tradesmen. They worked for
themselves and gave themselves a much higher social
position than workers. Their numbers increased
during the industrial revolution.

The introduction to the Richmond Reader, Sense and

Sensibility, provides biographical details of episodes in
Janes life.

Next came the gentry. These included people with

large houses and some land, as well as professionals
who worked for a living - lawyers, clergymen,
bankers, army and navy officers. Professionals were
often younger sons, whose elder brothers had
inherited the family estate. People who made fortunes
from the industrial revolution were beginning to join
the gentry, which over the nineteenth century was
transformed into the middle class.

The value of money

As always in life, the acquisition of money is a
preoccupation of Jane Austens characters. Jane is very
precise in the information she gives about incomes
and fortunes in Sense and Sensibility. The easiest way
to give an idea of the value of money two hundred
years ago is by comparison. We know that John
Dashwood becomes very wealthy after the death of
his father when he adds 10,000 to the 20,000 he
already has, together with Norland Estate and the
income from its land. His half-sisters and their
mother, by contrast, have 10,000 between them.
This money will bring them 500 a year interest.
Each of the three girls has only 1000 of her own,
which she can bring to a marriage. Miss Morton, by
contrast, Mrs Ferrars chosen wife for Edward, has
30,000 to bring with her. Such a small sum as
1,000 does not make the girls very eligible
marriage partners. It is not so little, however, that they
have to take needlework in or work as governesses two of the very few options open to women of their
class who needed to earn money.

Finally, there was the aristocracy. This was made up

of families who owned huge areas of land and could
trace their ancestors back to the Middle Ages and
beyond. They had been granted land by kings and
queens or had won it in battle. They made up the
government and the top ranks of the church. At
the very top of the social pyramid, of course, sat
the king and queen.

The lives of genteel women

The lives of genteel women, like Elinor and
Marianne Dashwood, were very restricted. They were
rarely able to work for a living and could only secure
their financial future through inheritance or
marriage. Jane Austen herself was an exception here,
making money from her novels. She did not feel that
her writing was quite respectable, however, and took
great trouble to hide it from all but her close family.
For a woman to be a good marriage prospect, she
needed a reasonable sum of money of her own, a
good family background and a spotless reputation.
3

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If there were any hint of sexual activity attached to

a young woman, she would never be able to marry.
A woman who had a child outside of marriage
would be excluded from society and considered
a disgrace to her family.

Etiquette
There were important rules of behaviour for all
levels of society, particularly to do with relationships
and marriage. A young woman and a young man
were never left alone together unless they were
engaged. An engagement was a strong commitment
to marry and could only be broken off in extreme
circumstances. Young people could not write directly
to each other or exchange tokens unless they were
married. Mariannes behaviour with Willoughby is
only tolerated because everyone believes they are
secretly engaged. As students read the story, remind
them at intervals of this code of behaviour to
emphasise how far Marianne and Willoughby
transgress.

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TO T H E T E AC H E R
Welcome to the Teachers Notes for the Richmond
Reader, Sense and Sensibility. Here you will find a
wide variety of activities based on Jane Austens
novel. Materials for the students are given on the
worksheets on pages 10 to 14.

There are five worksheets. Photocopy them as you

need them for your students. Each activity in the
Teachers Notes that uses a worksheet indicates
which worksheet to use after its title.

All the activities have suggestions for class

management. They are all labelled as whole class,
group, pair or individual tasks or a combination.

Ask students to list the advantages and

disadvantages of both town and country living.
Can they reach an agreement on which is better
overall?
Broaden the activity into a whole class discussion.
Build up lists on the board, with suggestions from
students. Ask them to make a copy of the notes
and keep them for a later activity.
Ask students to consider while they read Sense
and Sensibility whether Jane Austen favours town
or country life. Tell them to note down points as
they go along that support either view.

3 Starting a new book No WS Whole class

Give out copies of Sense and Sensibility to your
students. Ask students if they have seen Ang Lees
film of the book. Explain that changes were made
to Jane Austens novel in the film and that the
Richmond Reader text follows the original more
closely.
Ask students who have seen the film what they
liked about it. Also ask them not to give away
the ending of the story to the rest of the class.
Ask students to flick through the book and find
features that will help them to understand the
story: for example the front cover, the blurb (the
short piece about the book on the back cover),
the introduction, the illustrations, the glossary
and the comprehension exercises.
Explain that the illustrations are carefully planned
to support understanding of new vocabulary.
You might prefer to look at the introduction with
students after they have read the story. Encourage
students who are interested to read it in their
own time.

You may want to assign the individual activities for

homework, but make sure that the students know
exactly what to do before they start. Some of the
activity types may be new to them.

Activities before reading the story

1 Discussion: the social structure No WS
Whole class
Use the section on the structure of society at the
time when Jane Austen wrote this novel on page 3
of these Teachers Notes. Build up a pyramid
structure on the blackboard, showing how the
different levels of society related to each other,
with the aristocracy at the apex and the rural and
urban labouring classes at the base.
Encourage a comparison with society in the
students own countries at a similar period in
history, bearing in mind that the industrial
revolution began earlier in Britain than in many
other parts of the world.
Ask students how much the organisation of
society has changed and how they would
represent todays society visually. Would it still be
a pyramid or is everyone on the same level? Today
we might put celebrities higher than big
landowners, in terms of their income and the
influence they have over the rest of us.

4 Introducing the characters in the story

No WS Whole class
Read through the list of characters in the story
on pages x - xi, checking comprehension of the
vocabulary as you go, particularly family
relationships.
Arrange with your students how much of the
book you would like them to read at one time.

2 Town and country: making comparisons

No WS Groups or pairs, then whole class
If you have a mix of students who live in the
town and the country, organise them into pairs
or groups with half urban and half rural dwellers.

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Activities while reading the story

The Dashwood family

(no children)

The Ferrars family

(no children)
m.
(1)
m.

m.
(2)

Mrs Jennings family

m.

m.

5 Family relationships WS 1 Individual

Begin this after reading Chapter 2.
Students build up their family tree as they read
the early chapters. They will be able to complete
most of the spaces after reading the list of
characters in the story on pages x - xi.
Teach terms for different family relationships as
you work through the story: half-brother, in-laws,
aunt, uncle, cousin, grandson.

Answers The completed family trees look like the

diagram above.
The answers to the questions are:
1 son-in-law/mother-in-law
2 grandmother/grandson
3 sister-in-law/brother-in-law
4 sister/brother
5 mother-in-law/son-in-law
6 father/daughter
7 nephew/uncle

6 Plot summary WS 2 Individual

Do this activity after reading Chapter 5.
Students match the sentence halves and check
their understanding of the plot.
Answers 1 i, 2 g, 3 b, 4 h, 5 d, 6 j, 7 e, 8 a,
9 f, 10 c

7 Locations WS 2 Individual, then pairs

Each time the story moves to or mentions a new
location, students add to the information in the
chart. They may have to come back to the Event
column and complete it later.

Get students to use their completed charts to quiz

each other on the characters and locations in the
story. For example:
A(with chart in front of him/her): Who lives in
Berkeley Street in London?
B: Mrs Jennings.
The completed chart might look like this:

Location

People who live there

Event

Norland

John & Fanny Dashwood

Elinor & Edward fall in

love

Barton Cottage

Mrs Dashwood & her

daughters

Marianne meets
Willoughby

Barton Park

Sir John & Lady Middleton

Colonel Brandon falls

in love with Marianne

Allenham Court

Mrs Smith

Mrs Smith confronts

Willoughby about
Lizzie Williams

Combe Magna

Willoughby

Willoughby and his

new wife go there

Mr Pratts,
Plymouth

Mr Pratt

Edward became
engaged to Lucy
Steele

Berkeley Street,
London

Mrs Jennings

Colonel Brandon
tells Elinor his life
story

Harley Street,
London

John & Fanny Dashwood

Fanny discovers Lucys

engagement to
Edward

Delaford

Colonel Brandon

Elinor and Edward

lived there when they
were first married

Cleveland

Charlotte and Mr Palmer

Marianne falls
dangerously ill

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Activities after reading the story

8 Marianne and Willoughby WS 3 Individual

Do this activity after reading Chapter 15.
Students complete the text using the words
provided.

12 Discussion No WS Whole class

Ask for the students reactions to the story - did
they enjoy it or not?
What did they think of the ending - predictable,
enjoyable, surprising, unlikely?
Will they go on to read Jane Austen in the
original?
Do we learn any universal truths or is it simply an
interesting account of life during another period?
How does the book compare with film/television
adaptations they may have seen?

Answers 1 wildly 2 carries 3 romantic

4 visitor 5 believe 6 poetry 7 all 8 social
9 notice 10 watching 11 cut 12 kiss
13 happier 14 morning 15 explanation

9 Lucy Steele WS 3 Individual or pairs

Do this activity when students reach the end of
Chapter 20. Students build up a character profile
of Lucy Steele as they read the rest of the story.
They may find their picture of her changes
slightly as events unfold.
Discuss Lucy Steeles motives at different stages
of the plot. For example:
What is the social status of the Steeles?
They are not well-educated and have no money,
so we can assume they are the daughters of
tradespeople.
Why does she make Elinor her confidante at Barton
Park?
Because she suspects the deep feelings that exist
between Elinor and Edward and wants to warn
Elinor away.
How does she use flattery?
To make herself popular with people who might
help her to achieve her objective of a good
marriage.

13 Ordering events WS 4 Individual

Explain that the task here is to order the events
as they happened in chronological order, not as
we discover them in the story.
Tell students to think carefully about their
answers - the correct order is not immediately
obvious.
Answers The correct order is: 6, 5, 18, 15, 11, 4, 14,
13, 2, 3, 16, 9, 8, 7, 17, 1, 12, 10
When Eliza Williams is having her child, Willoughby
is spending all his time with Marianne and telling
her how much he loves her.

14 A biography No WS Individual or pairs

Students choose one of these characters and write
a short account of his life story:
Colonel Brandon, Willoughby, Edward

10 True or false? WS 4 Individual or pairs

Do this activity after reading Chapter 23.
Answers 1 F 2 T 3 T 4 T 5 F 6 F 7 T
8F 9 T 10 T

15 Find the words WS 5 Individual

Answers The completed word puzzle looks like this:

11 Stop and predict No WS Individual, then pairs

or groups
Do this activity after reading Chapter 26.
Ask students to think about the following
questions for a few minutes and note down their
answers.
1 What will Marianne do now?
2 Why did Willoughby behave so badly to
Marianne at the ball?
When students have finished the book, get them
to look back at their answers and see if they were
right.

E C T

O N G A

M A T C H Q P A N B T
Y R

O E N R

X R T

A O M M A R R

E D A

C M B V R T U V N L C
W A W S

T O O

G G H

O N

L O V

R A L M

Y T

N G S

E H R A Y

A C H U S

E U N

B A N D Z T

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16 Who said this? WS 5 Pairs or groups

You might like to extend this activity by asking
students who the speaker is addressing in each
case and, briefly, what they are talking about.

18 Write a description No WS Individual

Students imagine this situation. Willoughbys
seduction of Lizzie Williams was not discovered
by Mrs Smith. Willoughby and Marianne were
married. Write a paragraph describing their
marriage.
Tell students to describe the progress of their
marriage, beginning with their ecstatic wedding
day.

Answers 1 Fanny 2 Mrs Dashwood

3 Sir John Middleton 4 Marianne 5 Willoughby
6 Edward 7 Lucy Steele 8 Elinor 9 Willoughby
10 Elinor

19 Write a dialogue No WS Pairs

Students imagine one of the following pairs
of contrasting characters are having a discussion
about one of the topics below:
Edward and Willoughby
Fanny Ferrars and Mrs Dashwood
Mrs Ferrars and Mrs Dashwood
Colonel Brandon and Willoughby
Sir John Middleton and John Dashwood

Extended writing
17 A letter No WS Pairs
At the end of Chapter 45, the Dashwoods get
a letter from an excited Mrs Jennings in London.
She writes to them with news of Lucys treachery
to Edward in running off with his younger
brother, Robert.
Students work in pairs and discuss what Mrs
Jennings might say in her letter, looking at Lucy
and Roberts wedding from her point of view.
She knows nothing of Edward and Elinors
feelings for each other. She might also say how
tired she now is of London and how much she
is looking forward to seeing the Dashwoods again
at Barton.

how to bring up children

women winning the right to vote
whether people should marry out of their social
class
Working with a partner, they then write down
a dialogue and, if time permits, act it out for
the rest of the class.

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Projects
1 Assembling a cast of characters No WS
Pairs or groups
Explain that students are simply going to produce
a list of characters that might appear in a story
or play together, like the list of characters on
pages x-xi of the book.You wont be asking them
to go on and write the story or play!
Students think about the following:
heroes and heroines
minor characters, perhaps some humorous,
some saintly, some evil
locations
relationships between the various characters
Working in groups, they write a few lines about
each character, sketching cameo portraits either
in words or drawings.
Each group presents its assembly of characters
to the rest of the class.
2 Dramatising a scene No WS Groups
Organise the class into groups. Each groups
decides on a producer or group leader.
Groups choose a scene from Sense and Sensibility
which they will dramatise.
First they write a act out based on the text in the
book. Encourage them to include stage directions
in their script.
The next stage is casting - they dont all need
to be in it.
Allow time for rehearsals and for the actors
to learn their lines.
Schedule lesson time for performances - perhaps
only one or two groups at the end of successive
lessons.
Feedback. Cast the rest of the class as critics.
Encourage discussion of each performance. What
could have been done better? Were the actors
convincing? Was their dialogue convincing? What
was particularly well done?

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WORKSHEET

Do this activity while you are reading the story, after the chapter given.

ACTIVITY 5 Family relationships

Begin this activity after reading Chapter 2.
You will be able to complete most of the spaces from the list of characters in the story on pages x-xi. When
you have filled in all the spaces, answer the questions below.

The Dashwood family

(no children)

The Ferrars family

(no children)
m.
(1)
m.

m.
(2)

Mrs Jenningsfamily

m.

m.

What relationship are these pairs of characters?

Example:
Elinor and John Dashwood: half-sister/half-brother
1

John Dashwood and Mrs Ferrars

..........................................................................

..........................................................................

Mrs Ferrars and Harry

Charlotte Palmer and Sir John Middleton

Henry Dashwood and George Dashwood

..........................................................................

..........................................................................

Henry Dashwood and Margaret

..........................................................................

..........................................................................

Mrs Jennings and Mr Palmer

Fanny Ferrars and Edward Ferrars

..........................................................................

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Do these activities while you are reading the story, after the chapter given.

ACTIVITY 6 Plot summary

Do this activity after you have read Chapter 5. Make sentences, taking the first half from Column A and the
second half from Column B.
A
1
2
3
4
5
6
7
8
9
10

B
a
b
c
d
e
f
g
h
i

Before Henry Dashwood died,

When Henry Dashwood died,
If women wanted to make a good marriage,
Fanny Dashwood
Mrs Dashwood did not enjoy
Fanny persuaded her husband
Edward Ferrars
Marianne does not think
Sir John Middleton
Mrs Dashwood and her daughters

that Edward has any feelings.

they needed money of their own.
move to Devon.
sharing a house with Fanny Dashwood.
does not want to be a great man.
is a cousin of Mrs Dashwood.
his daughters did not inherit the estate.
is selfish.
he asked his son John to look after his wife and
daughters.
j not to give his family anything.

ACTIVITY 7 Locations
Each time a new location is mentioned in the story, note it down in the left-hand column, with the names of the
people who live there in the central column and an event that takes place there in the right-hand column.
Location

People who live there

Event

Norland

John & Fanny Dashwood

Elinor and Edward fall in love

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WORKSHEET

Do these activities while you are reading the story, after the chapters given.

ACTIVITY 8 Marianne and Willoughby

Do this activity after you have read Chapter 15. Use the words below to complete the description of how
Marianne and Willoughbys relationship develops.
wildly explanation social visitor watching notice
all romantic morning cut happier carries kiss

believe

poetry

Marianne is running (1) .......... in the rain when she falls. At that very moment, Willoughby is
passing. He is out shooting with his dogs. He (2) .......... her in his arms to Barton Cottage.
Marianne immediately see his youth, beauty and elegance. Willoughby immediately sees her beauty
and (3) .......... spirit.
Willoughby becomes a regular (4) .......... to Barton Cottage. Marianne feels he is the perfect
man for her. Until now, she did not (5) .......... such a man existed. They share the same taste in
literature, music and (6) .......... . They feel from their first meeting that they have known each other
(7) .......... their lives.
Willoughby and Marianne meet at every (8) .......... occasion at Barton Park. They have eyes
only for each other and speak hardly a word to anyone else. They do not (9) .......... the jokes of Sir
John and Mrs Jennings.
One afternoon, they are sitting together whispering at Barton Cottage. They do not know that
Margaret is (10) .......... them. She sees Willoughby (11) .......... a lock of Mariannes hair and (12)
.......... it.
Willoughby says he has never been (13) .......... . He thinks Barton Cottage is perfect and the
people who live within its walls are perfect.
The next (14) .......... he comes to the cottage. He has come to say goodbye. He is going to
London. He leaves without a proper (15) .......... . He does not say when he is coming back.

ACTIVITY 9 Lucy Steele

Begin this activity after you have read Chapter 20. Lucy Steele is an important character in the plot. Note down
aspects of her character as you meet them, with
examples of what she says and does to illustrate
your points.

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Do these activities while you are reading the story, after the chapters given.

ACTIVITY 10 True or false?

ACTIVITY 13 Ordering events

Do this activity after you have read Chapter 23.

Are these statements true or false?

Do this activity after you have read the story. Below

is a list of events from the story. Number them in the
order in which they happen in time, rather than in
the order in which we learn about them in the story.

1 Edward comes to visit, he is very happy and

cheerful.
2 Elinor thinks the ring that Edward is wearing
contains a lock of her hair.
3 Edward went to Oxford University when he was
19.
4 Lucy and Anne Steele are distantly related to Mrs
Jennings and Lady Middleton.
5 The Steele sisters say they have never heard of
Edward Ferrars.
6 Lucy Steele is very well educated.
7 Edward Ferrars spent four years in Plymouth as a
private pupil, being educated by Lucy Steeles
uncle.
8 Before his recent visit to Barton Cottage, Edward
had been staying in London.
9 The hair in Edwards ring is Lucy Steeles hair.
10 Marianne wants to go to London because she
thinks she will see Willoughby there and Elinor
will see Edward.

Colonel Brandon finds Eliza: she is about to have

a child
Willoughby takes a lock of Mariannes hair
Willoughby arrives at Cleveland to explain his
treatment of Marianne to Elinor
Marianne falls dangerously ill
Willoughby hardly speaks to Marianne at the ball
Colonel Brandon leaves Lady Middletons
breakfast table suddenly
Elinor and Marianne leave London
Willoughby marries Miss Grey
Willoughby seduces Eliza Williams
Willoughby helps Marianne when she falls and
hurts her foot
Willoughby meets Sir John in the street in
London
Colonel Brandon sends Eliza and her child to
London
Willoughby leaves Barton: he says he does not
know when he will return
Mrs Smith hears of Willoughbys seduction of
Eliza Williams: she sends him away
Marianne recovers from her dangerous illness
Eliza Williams disappears in Bath
Colonel Brandon relates the story of
Willoughbys seduction of Eliza to Elinor
Elinor and Marianne go to London
Now answer this question: What is Willoughby doing
when Eliza Williams has her baby?

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WORKSHEET

Do these activities after you have finished reading the story.

ACTIVITY 15 Find the words

ACTIVITY 16 Who said this?

There are twelve words related to love and

marriage hidden in this wordsearch. All the words
are used in the story. As you find them, write them
down. You should read horizontally, vertically and
diagonally downwards.

Below are some quotations from the story. Write

the name of the speaker in each case.
1 People always live forever when there is an
annual amount to be paid.
..........................................................................

E C T

O N G A

2 We are most unfortunate to have some very

poor family connections who have plenty of
money but no manners whatsoever.

M A T C H Q P A N B T
Y R

O E N R

X R T

A O M M A R R

E D A

..........................................................................

3 I am very sorry, but I have not been able to get

any smart young men to meet you.

C M B V R T U V N L C
W A W S

T O O

G G H

O N

L O V

R A L M

Y T

N G S

E H R A Y

A C H U S

..........................................................................

4 Colonel Brandon is old enough to be my father.

..........................................................................

5 Barton Cottage will always have one special

reason for my affection which no other can
possibly share.

E U N

B A N D Z T

..........................................................................

1 ...........................................................................

6 They will be brought up to be as unlike me as

possible. In feeling, in action, in everything.

2 ...........................................................................

..........................................................................

3 ...........................................................................

7 Next to Edwards love, your friendship is the

greatest comfort I have.

4 ...........................................................................

..........................................................................

5 ...........................................................................

8 You think I never feel.

..........................................................................

6 ...........................................................................

9 Tell her of my misery and penitence, and that at

this moment she is dearer to me than ever.

7 ...........................................................................

..........................................................................

8 ...........................................................................

10 I will be calm. I will be in control of myself.

9 ...........................................................................

..........................................................................

10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14

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KEY TO BOOK EXERCISES

29 That he loved Marianne.
30 Because she thinks Edward and Lucy Steele will
be living at Delaford vicarage.
31 The fact that she took no care of her own health.
32 His mother.
33 Robert was trying to persuade Lucy to give up
her engagement to Edward.
34 Because she does not know that Elinor loves
Edward.

A Comprehension
1 Henry Dashwood, his second wife and their
three daughters.
2 He promised to help Mrs Dashwood and his
sisters.
3 He is her half-brother.
4 He decides to help them move their things, and
to give them presents of fish and vegetables from
time to time.
5 Fannys remark that Elinor is trying to draw
Edward into her web.
6 When they were serving in the army together in
the West Indies.
7 Eighteen years.
8 That she saw Willoughby cut off a lock of
Mariannes hair.
9 Colonel Brandons illegitimate daughter.
10 That his aunt, Mrs Smith, is sending him to
London on business.
11 He had been staying with some friends near
Plymouth.
12 Because it shows that she is thinking about
herself married to Willoughby. We know that
Willoughby hunts.
13 She blames his mother who will not allow him
to be happy.
14 Edward was educated by their uncle, in
Plymouth.
15 Because she will see Willoughby there.
16 About two weeks.
17 That Willoughby was in great need of money
and that Miss Grey was a very rich young lady.
18 Because he wanted to show that Marianne had
had a lucky escape from Willoughby.
19 Because his father made Eliza marry the
Colonels brother.
20 Willoughby.
21 He means Fanny and her mother, Mrs Ferrars.
There would then be no danger of Elinor
marrying Edward.
22 Because she is about to meet Mrs Ferrars, who
she hopes will be her mother-in-law.
23 By flattering them.
24 She sends him away forever and gives his
inheritance to his younger brother, Robert.
25 Because he likes Edward and thinks he has been
badly treated by his family.
26 Because she did not take her illness seriously at
the beginning.
27 His seduction of Lizzie Williams.
28 He felt pain.

B Working with Language

1 Suggested answers.
Fanny: cold, selfish, mean, ill-natured, rich
Elinor: affectionate, kind, clever, good-natured,
sensible, pleasant, good-looking, friendly, natural, warm
Edward: kind, clever, good-natured, sensible,
pleasant, shy, natural, charming
Marianne: affectionate, kind, clever, good-natured,
romantic, good-looking, friendly, natural, warm,
charming
Willoughby: selfish, affectionate, clever, romantic,
pleasant, handsome, good-looking, warm, elegant,
charming
Lucy: cold, selfish, clever, good-looking, vulgar,
sharp, insincere
Colonel Brandon: kind, sensible, pleasant, generous,
friendly, natural, serious, gloomy
Mrs Jennings: affectionate, good-natured, generous,
friendly, hospitable, warm, vulgar, rich
Mrs Dashwood: affectionate, kind, good-natured,
romantic, good-looking, hospitable, warm, charming
2
1 Marianne said to Mrs Dashwood that the more
she knew of the world, the more she was
convinced that she would never meet a man
whom she could really love.
2 Mrs Dashwood asked Edward what Mrs Ferrarss
hopes for him were at present.
3 Colonel Brandon said to Elinor that he had
wanted to find her alone because he had a story to
tell her.
4 Lucy asked Elinor if she was ill because she
seemed low.
5 Edward said to Elinor that his brother had just
married the younger Miss Lucy Steele.

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THE RICHMOND READERS SERIES

The Richmond Readers Series presents a selection
of high quality, original and simplified stories which
have been graded in five levels from starter to upperintermediate. Our grading scheme has been devised
with reference to the Council of Europes Waystage
and Threshold syllabi and the Cobuild lists of the
most frequently occurring words in the English
language. Structures and vocabulary have been
selected according to two criteria:
1 what students are likely to have been taught
2 what students will be able to deduce through
transference from their own language
Each reader has a glossary and a number of different
exercises to check comprehension and practise
language manipulation.
The Teachers Notes Booklets are a unique feature
of the Richmond Readers Series. Each reader has
an accompanying booklet with photocopiable
worksheets, background notes for the teacher
and ideas for additional activities, discussion work
and project material.

Richmond Publishing
58 St Aldates
Oxford OX1 1ST
United Kingdom

Richmond
P U BL I S HING

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Grupo Santillana S.A. 1998

First published 1998
Revised 2010
EAN: 8431300108165

Richmond Readers offer the student

Well-written stories in a variety of styles which
guarantee an enjoyable reading experience.
Language which is carefully graded to ensure that the
Readers will be within the appropriate language level.
Background information, glossaries and
comprehension exercises to encourage student
autonomy.
Richmond Readers offer the teacher
A broad selection of genres which will appeal
to a wide variety of students.
Support for the teacher, with a large number
of additional activities and projects provided
in the Teachers Notes.

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transmitted in any form, electronic, mechanical, photocopying or otherwise
without the prior permission in writing of the copyright holders. Any
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of the intellectual property (Article 270 of the Penal Code). If you need
to photocopy or scan any fragment of this work, contact CEDRO (Centro
Espaol de Derechos Reprogrficos, www.cedro.org).
However, the publisher grants permission for the photocopying of those pages
marked photocopiable, for individual use or for use in classes taught by the
purchaser only. Under no circumstances may any part of this book be
photocopied for resale.
Written by: Jane Rollason
Design: Giles Davies Design
Illustrations: Kathy Baxendale, Stewart Lees

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