A TALE OF TWO CITIES
BY CHARLES DICKENS
EASY NOTES(CLICK Here)
About the author
Charles Dickens, a world-famous author, born in 1812,
was the son of a clerk in the Navy office. His irresponsible parents ran into great debt and when Dickens was twelve, his father was placed in a debtors’ prison and the boy was put to work in a factory for some months. Dickens’s intense misery in this place made a profound impression on him and he drew greatly upon this experience in his
novels. At the age of fifteen, Dickens started work as an office boy and then became a reporter of debates in the Houses of Parliament. He started writing for several journals and achieved his first success with a series of articles called Sketches by Boz. His first novel, The Pickwick Papers, published in serial form, became very popular and Dickens became a celebrity. In 1836, he married
Catherine Hogarth, the daughter of his publisher. Oliver Twist, again written in serial form, was published between 1837 and 1839.
A steady stream of novels followed, about twenty in all. Dickens lived an extraordinarily active life; besides writing his novels and editing magazines, he championed a variety of social causes, among them the abolition of slavery and capital punishment, and the reform of prostitutes. He staged numerous theatrical productions and from 1858 onwards, he travelled through England and America, giving public readings of his novels. By the late 1850s, Dickens’s marriage was in serious trouble and he separated from his wife in 1858, having become involved with the actress Ellen Ternan. Dickens died suddenly in 1870, a writer who had achieved admiration and acclaim in a way no other novelist had done before.
Summary
A Tale of Two Cities was Charles Dickens’s second historical novel and is set in the late eighteenth century during the period of the French Revolution. It was originally published in thirty-one weekly instalments between April and November 1859.
Chapters 1–2: The version of the story published here
begins in the last decades of the eighteenth century, when
the poor and oppressed of France were at last beginning
to plan the downfall of the aristocracy. The book opens
with the description of a poor suburb of Paris called Saint
Antoine. A wine barrel is accidentally damaged and the
poor people of the area rush to drink the wine from the
street. The scene is witnessed by the local wine shop owner
Monsieur Defarge, who is also a revolutionary leader.
Monsieur Defarge is looking after his former employer,
Dr Manette, who has recently been released from prison
after spending many years locked up in the Bastille.
Dr Manette spends his time in his room making shoes
– a skill he learned while in prison. Two visitors from
England, Mr Jarvis Lorry – a representative of Tellson’s
Bank – and Dr Manette’s daughter, Lucie, have come
to take the doctor back to England in order to help him
restore his health.
Chapters 3 –7: A year or so later, back in England,
Charles Darnay, a young French aristocrat, is being tried
for passing information on British troops to the French.
Dr Manette and Lucie Manette give evidence in his
favour, as they met him on the ship which brought them
from France to England. Darnay, whose real name is
Evrémonde, left France because he was disgusted by his
family’s treatment of the poor people around them. He has
renounced his inheritance and intends to make his living
by teaching French language and literature. Thanks to the
Manette’s evidence and to a clever intervention by Sydney
Carton, a cynical and depressive English lawyer, Charles is
acquitted and leaves the court a free man.
Chapters 8–9: Darnay and Carton have several things in
common. They look very much alike and they both fall
deeply in love with Lucie Manette. Charles is unaware
that it was his own family that caused Dr Manette to be
imprisoned in the Bastille when he tells the doctor of his
love for Lucie. The doctor recognizes Charles, but bears
him no grudge. Meanwhile, Carton realizes his love for
Lucie is unrequited, but he tells her that she is so dear to
him that he will do anything to help her or anybody she
loves.
Chapters 10 –11: The story switches back to France in
Chapter 10 and we learn of the execution of Gaspard,
an inhabitant of Saint Antoine, for the killing of the
Marquis of Evrémonde (who is in fact Darnay’s uncle),
in revenge for the death of his child under the wheels
of the Marquis’s carriage. On hearing the description of
Gaspard’s execution, Monsieur and Madame Defarge,
sensing the time is right, begin to make plans to wreak
vengeance on the aristocracy in general, and on the
Evrémonde family in particular.
Chapter 12: Back in London, Charles marries Lucie.
The joyful day is marred by the doctor suffering a relapse
into his previous mental disorder as he remembers how
he suffered at the hands of Charles’s uncle and father. The
doctor stays shut away in his room for several days until
Mr Lorry manages to make him realize what has happened
to him.
Chapters 13 –17: Meanwhile in France, the
revolutionaries are gaining the upper hand. Castles are
being destroyed, the Bastille is taken by the crowd and
many aristocrats are being arrested and executed at the
guillotine. Mr Lorry is sent to Paris by Tellson’s Bank in
order to help save as many assets of the bank’s French
customers as possible. Via the bank, Charles receives
a letter from his former servant in France telling him
that he has been arrested and will be executed. His only
chance of survival is if Charles comes to France in order to
explain to the court how the servant was trying to help the
poor. Charles is torn between his family in England and
his duty to his former servant, but he decides to return
secretly to his home country. Not long after his arrival
in France, Charles is arrested for being an émigré. He is
taken to see Defarge and is put in prison while he awaits
trial. Dr Manette hears of Charles’s plight and comes to
Paris himself. Thanks to his years of imprisonment in the
Bastille, he is able to win the trust and confidence of the
crowd and manages to keep Charles safe until the trial.
Chapters 18 –22: At the trial, Dr Manette’s evidence is
again a determining factor in ensuring Charles’s acquittal,
but their joy is short-lived as Charles is re-arrested after
being accused by Monsieur and Madame Defarge on the
evidence of a letter written by Dr Manette himself during
his time in prison. The letter tells of how Charles’s uncle
and father had the doctor thrown into prison without trial
and when it is read out in court the result is devastating
– Charles Darnay is found guilty and sentenced to death.
Chapters 23–27: All seems lost for Charles, but his
rescue comes from an unexpected quarter. Sydney Carton,
who has sworn his love to Lucie, devises a daring plan to
substitute himself for Charles. He manages to enlist the
help of a spy and gets into the prison on the eve of the
execution. He exchanges clothes with Charles and drugs
him to stop him protesting. Charles leaves the prison in a
drugged state in the arms of the spy, while Carton prepares
to die in his place, telling himself that ‘it is a far, far better
thing that I do than I have ever done; it is a far, far better
rest that I go to than I have ever known.’
Background and themes
Revolution: The French Revolution, which began in 1789
and continued with extreme violence until 1799, turned
the country of France upside down. The Bastille, a prison
in Paris famous for its political prisoners, was stormed by
a mob on 14 July 1789 and the prisoners were released.
The King and Queen of France were imprisoned and
executed, as were thousands of aristocrats. They were sent
to the ‘guillotine’, a large device used to behead people,
which was set up in a public square. During the ‘Days of
Terror’, many innocent people were wrongly accused of
sympathizing with the old regime and were guillotined. It
was an extremely bloody period, but out of the revolution
the first constitutional government was born. In other
words, this was a government that operated according to
written and agreed principles about the rights of every
individual in the country. It is true to say that the French
Revolution, one of the first of its kind in the world, set a
formidable example to other countries. It taught the world
that ordinary people had rights and that governments
could be overthrown by ordinary people.
Social injustice: The theme of social injustice is strongly
present in this novel, as it is in many other of Dickens’s
works. Dickens, who had great sympathy for poor
people, having known great poverty himself as a child,
was naturally drawn towards the French Revolution, as a
subject for a novel. In A Tale of Two Cities he depicts with
tremendous power and realism the sufferings of the poor,
and the way in which aristocrats oppressed and abused
them. He shows, with great insight, how ordinary men
and women were driven by their suffering to become
implacable murderers of the aristocracy.
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A Tale of Two Cities
Violence and death: Death and, perhaps more precisely,
killing and violence in general form one of the main
themes of the book. Dickens describes eighteenth century
attitudes to killing in appalling detail, beginning with
the running over of Gaspard’s child by the remorseless
Marquis, continuing with graphic descriptions of mob
violence, and ending with Sydney Carton’s heroic
execution at the guillotine.
Entrapment: It has been suggested that the plight of
Dr Manette and the effect his imprisonment had on him
may be seen as a reflection of Dickens’s sense of being
trapped in a loveless marriage. When he wrote this novel
in 1859, he was forty-seven years old. His marriage to
Catherine Hogarth had failed and he no longer lived
with her. He had fallen in love with a young actress called
Ellen Ternan, but in those days it was unthinkable that he
should live with her. Critics have also suggested that Ellen,
who was blond and blue-eyed, could have been the model
for Charles Darnay’s beautiful wife, Lucie.
Love and hate: Two other important themes in the book
are love and hate. Hate is embodied in Madame Defarge
and her obsessive quest for vengeance on the Evrémonde
family, while the power of love is exemplified by Sydney
Carton’s act of self-sacrifice. Dickens had got the basic
idea for the plot from a play where two men fall in love
with the same woman; one of the men gives up his life
to save the other man. At the end of A Tale of Two Cities,
Carton, who is a clever man but who is dissatisfied and
disappointed with the way he has lived his life, does
something utterly heroic. He gives up his life to save
Charles Darnay, knowing that this will protect Lucie,
the woman he loves, from terrible unhappiness. This is
the ultimate self-sacrifice. Again, critics have speculated,
that Dickens was – subconsciously or even consciously
– writing about ‘sacrifice’ because of the tremendous
sacrifice he had to make in not being able to live more
closely with Ellen Ternan.
Discussion activities
Before reading
1
Research: Tell the students that A Tale of Two Cities
is set during the French Revolution. For homework,
students use the Internet and reference books to find
out more about the period. Each student should write
say ten simple sentences about it. Then, in class, put
the students into groups of three or four and ask them
to share their information. Finally, elicit information
from the class and put it on the board. You may also
wish to add more facts about the subject yourself.
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Chapters 1–5
After reading
2
Pair work: Write the following list of characters on
the board: Lucie Manette, Dr Manette, Charles
Darnay, Jarvis Lorry, Sydney Carton, Monsieur
Defarge. Working individually, the students write
down the above characters in order, according to how
interesting they find each of them. Then put the
students into pairs and tell them to compare each
other’s list. They must explain why they chose the
order that they did and, if they differ, try to come to
an agreement about the order so that they can present
a common list to the rest of the class.
3
Write: The trial of Charles Darnay
Tell the students to re-read Chapter 3 very carefully
because they are going to re-write the chapter
in the form of a stage play with the following
characters: Charles Darnay, Mr Stryver, the judge,
the Government lawyer, John Barsad, Roger, Cly,
Miss Manette, Dr Manette, Sydney Carton. Some
of the dialogue is already present in the book, but
some is presented in the form of indirect speech and
so the students will have to re-formulate these parts
of the chapter. When the groups have finished, they
exchange their scripts with another group and check it
for errors of grammar and vocabulary. At the end of
the activity, they hand their scripts in to the teacher,
who will choose the best script to be performed as the
following role play.
4
Role play: Put the students into groups so that each
member of the group will play at least one character
at the trial. The maximum size of the groups is
therefore nine, but as some of the roles are rather
small (e.g. Sydney Carton doesn’t say much), you
may prefer to have smaller groups with one or more
students playing more than one role. Once the groups
have been established, the roles are allocated to the
students and they practise reading the script out loud
as if it were a radio play. They should work on their
pronunciation and intonation. Go round the class
to monitor the activity and to give advice where
needed. If there is sufficient time and space, and
motivation on the part of the students, you may
decide to get the students to act out the scene for
their classmates, although given the length of the
scene and the number of students involved, it is more
straightforward to restrict the role play to a reading
out loud activity.
5
Guess: On page 16, Sydney Carton tells Charles
Darnay that ‘The world has no good in it for me,
and I am of no good to the world’. Put the students
into groups of three or four. Ask them to discuss the
following questions: Why do you think Sydney Carton
feels so negatively about his place in the world? Why does
Carton dislike Charles Darnay so much? After five or
ten minutes, conduct a feedback session with the
whole group.
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PENGUIN READERS Teacher’s notes LEVEL 5 Teacher Support Programme
A Tale of Two Cities
Chapter 6
After reading
6
Discuss: After they have read Chapter 6, give the
students five minutes to jot down how they feel about
the character of the Marquis of Evrémonde. Ask one
of the students to give their opinion and write up on
the board any key words. Then invite another student
to add their comments. Continue round the class for
as long as the students remain interested.
7
Guess: Put the students into small groups. Ask them
to re-read the end of Chapter 6 carefully and to try to
imagine who the man hiding under the Marquis of
Evrémonde’s carriage was. They should try to answer
the following questions: Why was he hiding there?
What does he want? After a few minutes, ask each
group to present their ideas to the rest of the class.
Chapter 7
After reading
8
Role play: Put the students into pairs. Ask them
how they think Darnay and his uncle feel about each
other. Tell them to write down a few ideas. Then tell
them to practise reading out the dialogue between the
two men on pages 26 –28. Ask one or two of the pairs
to perform the dialogue in front of the whole class.
9
Guess: Working individually, the students try to guess
who killed the Marquis and for what motive. Ask for
volunteers to present their ideas to the rest of the
class.
Chapters 8–9
After reading
10 Discuss: Why do so many men in the story fall
in love with Lucie Manette? Put the students in
groups of three or four. Tell them to discuss the
above question and to be prepared to present their
opinions to the rest of the class. After a suitable length
of time – say fifteen minutes – each group elects a
spokesperson to come and present the group’s findings
to the whole class.
11 Write: How does Lucie feel after Carton’s declaration
of love? Working individually, students write an entry
in Lucie’s diary in which she says what she thinks of
him and how his declaration has affected her.
Chapter 10
After reading
12 Discuss: Tell the students to read Chapter 10
carefully and to pay particular attention to what
happens to the road mender. Working in pairs, the
students compare and note down the differences
between the road mender’s life in the village and
the few days he spends with the Defarges. Tell the
students to discuss the following question: How do
you think the road mender has been affected by his time
with the Defarges? Give the pairs ten minutes or so to
discuss the question and then call on volunteers to
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present their ideas to the rest of the class.
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13 Guess: Working in small groups, ask the students to
imagine what is going to happen next in the story.
You might like them to consider the following
questions: Will Defarge and his accomplices find out
that Darnay is a member of the Evrémonde family?
What will they ask the road mender to do?
Chapter 11
After reading
14 Role play: Write the names of the following three
characters on the board: Monsieur Defarge, Madame
Defarge, John Barsad. Working individually, the
students write down as many words and expressions
as they can to describe each of these characters (their
occupation, their appearance and their personality).
After a few minutes, put the students into groups of
three and tell them to each choose one of the roles
and to practise reading out loud the dialogues in
Chapter 11. After a few minutes, call upon one or
two of the groups to perform the dialogues to the rest
of the class.
Chapter 12
After reading
15 Write: Tell the students to imagine that after he
diagnoses and recovers from his mental disorder,
Dr Manette decides to record the details in his diary.
Working individually, students write this diary entry.
When they have finished, they show their work to
another student, who corrects it for both factual and
language errors.
Chapters 13 –14
After reading
16 Debate: Is violence ever justified?
Chapters 13 and 14 recount some rather violent
episodes as the people of France seek to overthrow the
regime. Divide the class into two equally-sized groups.
Tell them that they are going to have a debate on the
above question. Write the following statement on the
board: This house believes that violence is never morally
justified. Regardless of their personal views, allocate to
one half of the class the role of arguing in favour of
the statement, and to the other half, allocate the role
of arguing against the statement. Give the groups
enough time to prepare their arguments and to elect
two spokespersons. Then proceed with the debate,
with the two speakers in favour going first. At the end
of the debate have the class vote on the question.
Chapters 15 –19
After reading
17 Discuss: Tell the students to re-read Gabelle’s letter to
Darnay on page 64. Put them into small groups and
have them answer the following questions: How do
you think Darnay feels when he reads the letter? What
would you do if you were in Darnay’s place? Would you
tell anybody about the letter? Would you go to France to
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A Tale of Two Cities
try to help Gabelle? Tell the students they must be
prepared to justify their answers. After ten or fifteen
minutes, conduct a feedback session with the whole
class.
18 Role play: In Chapter 16 Charles Darnay returns to
France and is arrested. Split the class into two equal
halves. Ask one half of the class (group A) to imagine
they are in Darnay’s position, and the other half of
the class (group B) to imagine they are in the position
of the officials in France. Working in pairs, the
students think of as many arguments as they can in
favour of their allocated position. After ten minutes
or so, create new pairs so that each new pair is made
up of a student from group A and a student from
group B. Now ask the students to act out a scene in
the guard house – just before Darnay is handed over
to Defarge – during which Darnay seeks to persuade
the official that he should be set free.
19 Write: At the end of Chapter 17 we can read that
Dr Manette never doubted that ‘he would save
Lucie’s husband in the end’. Working individually or
in pairs, the students write a letter from Dr Manette
to Mr Lorry explaining why he feels so confident
that he will be successful in his attempt to save his
son-in-law.
20 Write: The second trial of Charles Darnay
This activity is essentially the same as Activity 3
above. Tell the students to re-read pages 81– 83 in
order to be able to re-write the chapter in the form
of a stage play with the following characters: Charles
Evrémonde, called Darnay, the judge (the President),
Dr Manette, Theophile Gabelle, the crowd, the jury.
Again, although some of the dialogue is already
written in the book, some of it is presented as indirect
speech, so the students will have to re-formulate
these passages. When the groups have finished, they
exchange their scripts with another group and check it
for errors of grammar and vocabulary. At the end of
the activity, they hand their scripts in to the teacher,
who will choose the best script to be performed as the
following role play.
21 Role play: Allocate the roles of Darnay, Dr Manette,
the judge and Theophile Gabelle to four students.
The rest of the class play the crowd and the jury.
Distribute the script to the students and they practise
reading it out loud as if it were a radio play. Monitor
their pronunciation and intonation and provide
feedback. Read the scene several times. If there is
sufficient time, re-allocate the roles to different
students and repeat the activity.
22 Guess: Ask the students who they think is the third
person who has accused Charles Darnay at the end of
Chapter 19. Ask them to justify their answers.
Chapters 20 –21
After reading
23 Discuss: Put the students into groups of four. Have
them discuss the following question: What plan do you
think Carton has to save Darnay? After ten or fifteen
minutes, ask the groups to present their ideas to the
rest of the class.
Chapters 22–27
After reading
24 Discuss: Revenge is sweet.
After they have read Chapters 22 and 23, put the
students into groups of four and have them think
about the following questions: Do you understand the
reaction of the crowd on page 103 after Dr Manette’s
letter is read out in court? How would you feel if you
were in the crowd at that moment? Do you understand
why Madame Defarge is so full of hatred for the
Evrémonde family? How do you think you would feel if
you were in her place? After ten or fifteen minutes,
conduct a feedback session with the whole group.
Write some of their ideas on the board.
25 Pair work: Give the students a few minutes to
consider how Jarvis Lorry must have felt when the
coach carrying him, Lucie, Charles and their child is
stopped at the gates of Paris. Put the students into
pairs and tell them to act out the dialogue between
Mr Lorry and the guard.
26 Debate: Put the students into pairs and ask them
to consider their answers to the following question:
Do you agree with the assertion made by Jacques Three
on page 118 that a good Republican should not feel sorry
for such people like Doctor Manette? After ten minutes
or so, ask one of the pairs to volunteer their opinions
and invite the rest of the group to react to it.
Continue for as long as the group remains interested
in the topic.
27 Discuss: Sydney Carton goes to the guillotine
convinced that ‘it is a far, far better thing that I do
than I have ever done.’ Ask the students how they feel
about the following question: Did Darnay deserve
Carton’s sacrifice? Give them a few minutes to jot
down their ideas and then put them into groups of
four to discuss and exchange their views. At the end
of the exercise, ask one or two of the groups to sum
up their views in front of the whole class.
Vocabulary activities
For the Word List and vocabulary activities, go to
www.penguinreaders.com.
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