STUDENT'S BOOKLET

THE ROAD
THROUGH THE HILLS
and Other Stories

ROD SMITH

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 GRADING SCHEME
CONTENTS
L E V E L O N E (500 headwords)
present simple
present continuous (present)
Background information 3
going to (future)
The Road through the Hills 4 past simple
imperative
The Music of the Forest 5 can (ability and permission)
would like (requests and offers)
The Detective 6 must (obligation)
let’s, shall (suggestions)
The Restaurant 7 gerunds
Extended writing 8 adverbs (time, manner and place)
adjectives (comparatives and superlatives)
Worksheets 9
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/can’t (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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 T H E
B A C K G RO U N D I N F O R M AT I O N
The Road through the Hills
The title story takes place in a fictional village
somewhere in the south of England. The village has
a small close-knit community where everyone knows
everyone else. It probably has a pub, a church, a
school, one or two shops and a post office. The story
is set in the present day, but flashes back to the late
1950s, when a railway line passed through the village.
A few years later in the early 1960s, smaller stations
and lines, called branch lines, were closed all over the
UK by the government because they were
considered uneconomic to run. This action has since
been much regretted as many roads today are choked
with cars and rural areas are left without public
transport.
The Music of the Forest
This story is set in India in the early 1950s. The
Indian sub-continent had only recently divided into
Muslim Pakistan and Hindu India in 1947. India was
part of the British Empire from 1858 until it
achieved independence in 1950, after a successful
campaign by the nationalist movement led by
Mahatma Gandhi.
Both the USA and India, where the characters in the
story come from, were heavily involved in the
Second World War, which was just over at this time.
Simla, where the story is set, was and still is a hill
resort and health centre in northern India. It was the
summer capital of India during the period of British
rule, providing a cool retreat for the British in the
hottest months.
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R O A D T H R O U G H T H E H I L L S
Mr Lal displays national pride in the face of rich
American tourists who come to shoot India’s animals
and show no respect either for the indigenous
culture (see Larry’s reaction to his music) or people.
He hopes to influence his guests to better ways
rather than frighten them away, however, because
he runs a hotel and depends on their custom for
his livelihood.
The Detective
The detective of the title is actually a store detective
rather than a police detective. He likes to think his
job is glamorous and important, but actually it’s
rather boring, standing around in the supermarket
all day. The story is set in the present day. The
supermarket is like supermarkets the world over.
Useful items of vocabulary here are aisle, shelves,
check-out and manager.
The Restaurant
The south coast of Britain is dotted with small
family-run hotels like The Flower Garden in this
story. They do good business in the summer, often
with the same people coming to stay every year –
people feel safer going somewhere they know even
if it’s not very exciting. In the winter months,
however, when the weather is bad, these hotels do
very little trade. The hotel owner in this story is
anxious to improve his winter custom by getting
a good name for his restaurant. When he learns that
an inspector from the Good Restaurant Guide – an
annual guide recommending places to eat across
the UK – is going to pay an incognito visit, it
sounds like the answer to his dreams.
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 T H E R O A D T H R O U G H T H E H I L L S

WORKSHEET 1

ACTIVITY 2 Village map Village of Melbury

While you are reading the story, build up a map of

the village. Each time you get some new information,
add it to your map. Use a pencil – you may need to
rub it out!
bus
By the end of the story, make sure you have marked stop
these places:
PUB N
Mrs Walgrave’s house, Church Street, the church, the old
railway line W E

Now compare your map with your partner’s. S

ACTIVITY 3 Newspaper interview ACTIVITY 4 Child’s play

Do this activity when you have finished the story.
Do this activity when you get to page 14.
Read the news cutting again. It includes a long Look at this illustration of 8 year-old Laurence’s
quotation from a witness, Mr Charles Webb. Write bedroom, frozen in time about fifty years ago.
the reporter’s questions. Some information may not
Think about how Laurence’s bedroom would look
be in the same order as in the newspaper story.
today. Write labels like the example, showing what is
R: Where were you when the accident different.
happened?
Mr W: I was walking on the hills with my dog.
R: 1 ........................................................
Batman curtains
Mr W: It was in the morning.
R: 2 ........................................................
Mr W: I think she was going to the seaside.
R: 3 ........................................................
Mr W: Because the gates were closed.
R: 4 ........................................................
Mr W: No, no train was coming.
R: 5 ........................................................
Mr W: A very stupid thing. She opened the gates
and drove over the line.
R: 6 ........................................................
Mr W: She didn’t want to stop, but the car stalled.
R: 7 ........................................................
Mr W: Yes, it came round the corner very fast.
R: 8 ........................................................
Mr W: I shouted to her. I ran towards her.
R: 9 ........................................................
Mr W: No, I was too far away. It was terrible.
R: 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Mr W: She was thrown to the side of the road. But
poor Laurence ... poor, poor boy ...

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 T H E M U S I C O F T H E F O R E S T

WORKSHEET 2

ACTIVITY 6 The story so far 6 ‘The forest . . . . . . . . . . . . . . . . . . . me,’ laughed Larry.

(not kill)
Do this activity when you have read nearly to the
7 ‘I . . . . . . . . . . . . . . . . . . . to bed,’ he said to his wife. (go)
bottom of page 23.
8 ‘My husband’s friend, Ralph, . . . . . . . . . . . . . . . . . . . a hunter,’
Use the correct form of the verbs in brackets to explained June. ‘He . . . . . . . . . . . . . . . . . . . about the
complete these sentences. dangerous situations he . . . . . . . . . . . . . . . . . . . in.’ (be,
always talk, be)
1 It was a warm evening and Mr Lal . . . . . . . . . . . . . . . . . . .
9 ‘I . . . . . . . . . . . . . . . . . . . my husband . . . . . . . . . . . . . . . . . . . hunting.
the piano. (play)
But I think that . . . . . . . . . . . . . . . . . . . an impossible dream.’
2 Larry Adams . . . . . . . . . . . . . . . . . . . angry and bored.
(always hope, stop, be)
(feel)
10 ‘Maybe tomorrow . . . . . . . . . . . . . . . . . . . better things,’ said
3 June . . . . . . . . . . . . . . . . . . . the music. (enjoy)
Mr Lal and he . . . . . . . . . . . . . . . . . . . . (bring, smile)
4 Mr Lal . . . . . . . . . . . . . . . . . . . playing and . . . . . . . . . . . . . . . . . . . to
Larry and June. (stop, talk) What do you think will happen next? Talk to your class.
5 ‘Many white men . . . . . . . . . . . . . . . . . . . in the forest,’ said
Mr Lal. (die)

ACTIVITY 7 Anagrams
Rearrange these groups of letters to make words.
NUTHRE STROFE
................................ ................................

NUG SLAMIAN
................................ ................................

GNIVENE DOSWASH
................................ ................................

Use the words above to complete this paragraph.

It was early (1) .The (2)

were long. A man with a (3) walked
through the (4) . He was looking for
wild (5) . He was a (6) . He
Look at the picture. What animals were hiding in the
walked through some long grass. An animal was
forest? Work with a partner. Look up the English
hiding in the grass. He did not see it. He walked
words for the animals. Write them here:
past some rocks. An animal was hiding there. He
did not see it. He walked under some trees. Some 1 A . . . . . . . . . . . . . . . . . . . was hiding in the grass.
animals were hiding there. He did not see them. 2 A . . . . . . . . . . . . . . . . . . . was hiding in the rocks.
He walked beside a river. An animal was hiding 3 A . . . . . . . . . . . . . . . . . . . and a . . . . . . . . . . . . . . . . . . . were hiding in
there. He did not see it. Then he saw a big, grey the trees.
animal in front of him. He walked slowly towards 4 A . . . . . . . . . . . . . . . . . . . was hiding in the river.
it. He lifted his gun...
What happened next? Work with a partner. Think of
an ending to the story.

10

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 T H E D E T E C T I V E

WORKSHEET 3

ACTIVITY 9 Supermarket shelves

Look at this plan of a typical British supermarket. How many words for food do you know? Use the pictures on
the plan and a dictionary to find out.

3 8 12
WAREHOUSE

1 2 4 5 6 7 9 10 11 13 14 15 16 17

CHECK-OUTS customer toilets

service 18

offices
EXIT ENTRANCE

1 Where would you find these items? Write the Now write your own shopping list.
number of the aisle. If you don’t know some of the
words, use your dictionary.
A toilet roll . . . . B baked beans . . . .
C fresh chicken . . . . D dog biscuits . . . .
E cornflakes . . . . F potatoes . . . . G yoghurt . . . .
H bread rolls . . . . I fresh beef . . . . J soap . . . .
2 Here are two shopping lists.
A B

tea
orange juice Give it to your partner. Your partner plans the
quickest route round the shop.
cornflakes
......................................
milk 3 You are standing beside aisle 3. You have asked an
rice assistant for directions to somewhere. This is what
the assistant says:
latest Rhianna CD
Walk along to aisle 14, turn right, walk to the end of
aisle 14, turn left, and you will see them on your right.
Where do you want to go? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …
Which aisles do you need to go to? You are in a 4 You are standing beside the newspaper kiosk. You
hurry, so plan the best route round the supermarket. want to buy a bottle of wine. Write the directions.
...........................................................................
List A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................................................................
List B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................
11

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 T H E D E T E C T I V E

WORKSHEET 4

ACTIVITY 10 Peter
Peter goes through a range of emotions during this
story. Each time his feelings change, make a note in Feelings Reasons
the left-hand column with the page number. Write bored, p.27 nothing is happening
the reason for each feeling in the right-hand column.

ACTIVITY 11 Who said that?

First decide who made each of these statements and 5 ‘Is he going to offer me a job?’ . . . . . . . . . . . . . . . . . . . . . . . . . . .
who they are talking about. Sometimes the speaker is ..........................................................................
talking/thinking to him/herself. Then report what the
speaker said in each case, as in the example. 6 ‘Did you take this tea from the shelf?’ . . . . . . . . . . . . . . . .
..........................................................................
‘I’m a detective,’ he told everyone. Peter
7 ‘I’m not stupid.’ . . . . . . . . . . . . . . . . . . . .
Peter told everyone that he was a detective.
..........................................................................
1 ‘I’m bored,’ he said. . . . . . . . . . . . . . . . . . . . .
8 ‘I hope you understand our mistake.’ . . . . . . . . . . . . . . . . . .
..........................................................................
..........................................................................
2 ‘Has he seen me?’ he wondered. . . . . . . . . . . . . . . . . . . . .
9 ‘What did you get?’ . . . . . . . . . . . . . . . . . . . .
..........................................................................
..........................................................................
3 ‘He’s going to put the wine in his coat,’ he
10 What do you think the manager said to Peter?
thought. . . . . . . . . . . . . . . . . . . . .
..........................................................................
..........................................................................

4 ‘Has he seen her?’ he wondered. . . . . . . . . . . . . . . . . . . . .

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

12

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 T H E D E T E C T I V E / T H E R E S TA U R A N T

WORKSHEET 5

ACTIVITY 12 Daily report

Peter has to write a report of the incidents that happen each day in the supermarket. He writes notes. Write his
report for today. Write about the girl and the old man, then make up a second incident that happens later the
same afternoon.

DATE TIME DESCRIPTION OF INCIDENT ACTION

23/8

ACTIVITY 13 The menu

The Flower Garden is the name of the restaurant in
the next story you are going to read. This is the
menu on the day the story is set.
Study the menu and choose what you would like to
eat. Work with a partner. Use a dictionary to find the
meaning of any unknown words. Compare what you
have found out with the class.
Now choose a meal for a vegetarian.
First course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Second course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Dessert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Work in groups of three. One of you is the waiter.
The other two are customers. The waiter takes the
customers’ order from the menu. Remember to ask
what they would like to drink.

13

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 T H E R E S TA U R A N T

WORKSHEET 6

ACTIVITY 14 True or false?

Stop reading when you get to the end of page 35.
Are these statements true or false? If you think they
are false, say why.
1 Clive Gordon owns The Flower Garden hotel and
restaurant. . . . . . . . . . . . . . . . . . . . .
2 The hotel is in the middle of a city. . . . . . . . . . . . . . . . . . . . .
3 Today he is expecting an inspector from the Good
Hotel Guide. . . . . . . . . . . . . . . . . . . . .
4 His wife, Karen, works in the kitchen.
....................
5 Clive is a good cook but a lazy man.
....................
6 Karen is happy with her life at The Flower Garden.
....................
7 Karen’s hands are red from cutting vegetables.
....................
8 The first customer arrives at the hotel in an
expensive car. . . . . . . . . . . . . . . . . . . . .
9 The second customer is wearing expensive
clothes. . . . . . . . . . . . . . . . . . . . .
10 WHAT WILL HAPPEN NEXT? Write your
prediction here.
..........................................................................

ACTIVITY 15 Giving advice

Look at this café. There are all sorts of things wrong You can say things like this:
with it. Work in pairs. Imagine one of you is an
You should clean the windows.
inspector for the Good Café Guide. The other is the
owner of the café. The inspector gives the owner If you don’t give people bigger portions, they won’t come
some advice on how to improve his/her chances of here.
getting in the guide.

14

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 T H E R O A D T H R O U G H T H E H I L L S

THE RICHMOND READERS SERIES

The Richmond Readers Series presents a selection Richmond Readers offer the student
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Well-written stories in a variety of styles which
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guarantee an enjoyable reading experience.
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and Threshold syllabi and the Cobuild lists of the the Readers will be within the appropriate language
most frequently occurring words in the English level.
language. Structures and vocabulary have been
Background information, glossaries and
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Each reader has a glossary and a number of different A broad selection of genres which will appeal
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The Teacher’s Notes Booklets are a unique feature of additional activities and projects provided
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First published 1998
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