Penguin Readers Factsheets
Level 3 – Pre-Intermediate
Teacher’s Notes
The Boxers
by Mary Tomalin
Summary
The story shows the trial of Jennifer Radman for the murder of her
brother, Michael Boxer. Jennifer is the single mother of four children
and does not have much money. When their father died, Michael
got all his money but Jennifer got nothing. The Prosecution says
that she murdered her brother for this money.
The Prosecution have witnesses who heard Jennifer say
Michael should be dead and who know that Jennifer needs money.
Jennifer is at her brother’s flat on the night he died. Michael is killed
by a stone sculpture and pieces of this are found on Jennifer’s
clothes and hands. Her neighbour says Jennifer’s car was not at
her house when Michael was murdered, between ten o’clock and
half past eleven.
The Defence say that Michael, a policeman, was frightened of
some men he put in prison and were now out. He thought they
might come after him and a week before his death he put new locks
on his doors. They also say that Jennifer is too small to lift the
heavy stone sculpture. Jennifer’s son, Daniel, says his mother
came back at about ten o’clock and did not to out again. He used
Jennifer’s car to buy some Chinese food, that’s why the neighbour
did not see her car.
At the end of the trial the prosecution and the defence give
summaries of what they think happened and the judge talks to the
jury about what they have to do. The prosecution says that Jennifer
wanted money from Michael and was so angry when he said no
that she killed him with the stone sculpture. The defence says that
Jennifer was not there at the time and that Michael was killed by the
two men who were out of prison. The jury must now decide.
Background and themes
The Boxers is a classic example of two of the most popular types
of story in the world, the murder mystery and the courtroom drama.
There are countless films, TV programmes, plays and novels and
we never tire of them. These stories are probably so popular
because they are easy to understand. The murder mystery keeps
us interested in how the plot develops. It is always a good idea for
a story to start with a simple problem which needs a clear solution.
The courtroom setting continues the theme of simple, clear
storytelling. Many different characters can be introduced with little
explanation of who they are or what they are like. All they have to
do is talk about the murder and who might have done it. For this
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The Boxers
reason, this type of story often has a great, larger-than-life
character at its centre, the famous detective or the brilliant lawyer.
The simple background of the story means the writer can create an
extraordinary character whom the audience can identify with, this
will keep them even more interested. This person will usually solve
the crime.
An advantage of this Penguin Reader is that at the end the
students in a class or the individual reader can then make up their
own mind about the verdict of the court. The author gives his/her
opinion but readers can disagree if they want and come up with a
different verdict.
The title of this Reader is The Boxers. One of the central themes
of the story is the Boxer family itself and the terrible problems they
all have. Some families judge who is good or who is bad, who
deserves praise and money, and who needs to be punished for the
way they live their life. Jennifer Radman’s father and brother do not
like her or the way she has lived her life. She had two children when
she was very young, then two more later on, and she has never
been able to get enough money to live well. We learn from a family
friend that Jennifer’s mother died when she was a child and her
father did not love her much. Jennifer’s brother is a policeman and
has a good position in life. He gets all his father’s money. These
life-long resentments can explode in violence, but it is Michael who
hits Jennifer on the night of his death. It would not be surprising if
Jennifer did want to kill her brother, and the prosecution talks about
this in court.
The tragedy of the Boxer family is even more complex than this.
In the author’s opinion the real murderer is Daniel, Jennifer’s son.
The bitterness of the family has moved into the next generation.
Daniel is an aimless and violent young man and when he sees that
his uncle has hit his mother he goes to his flat and kills him in a fit
of rage. Jennifer is lying in court to protect her son. Whatever
happens next in the court case, Jennifer’s problems and
unhappiness can only get worse.
Every murder must have more that one suspect, and it is
important that they should be convincing and have a real motive for
killing. Apart from Jennifer and Daniel, who may or may not have
actually committed the murder, there are other people in Michael
Boxer’s life who might have wanted to kill him. We see that he is a
violent man and that, as a policeman, there are criminals who have
a grudge against him and might want to kill him. Details like Michael
changing his locks and telling a friend he was afraid of two men he
put in prison mean it is also possible that someone else killed him.
This makes a very satisfying and mysterious end to the story. There
are lots of unanswered questions for the readers to think about.
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ACTIVITIES AFTER READING THE BOOK

Teacher’s Notes
Communicative activities
The following teacher-led activities cover the same sections of text
as the exercises at the back of the reader and supplement those
exericses. For supplementary exercises covering shorter sections
of the book, see the photocopiable Student’s Activities pages of this
Factsheet. These are primarily for use with class readers but, with
the exception of discussion and pair/groupwork questions, can also
be used by students working alone in a self-access centre.
ACTIVITIES BEFORE READING THE BOOK
1 In class tell students to look carefully at the cover
Level 3 – Pre-Intermediate
1 Put students into pairs. What do they think the verdict should
be? Is Jennifer guilty of the murder, or Daniel, or someone
else? Tell them to think carefully about the evidence then to
write down at least five reasons for their verdict.
2 Class discussion: ‘Killing people is always wrong’. Ask
students to think about this statement. Is it possible to kill
somebody and not go to jail? What kind of killing is very bad
and what kind is not so bad? Can the class think of any real-
life cases where someone did not go to jail for killing another
person? Why was this? What happened?
Glossary
It will be useful for your students to know these new words. They are

The Boxers
photographs. Ask the following questions: practised in the exercises at the back of the book. (The definitions are
based on those in the Longman Active Study Dictionary.)
(a) Who is the man in the bottom photograph? What is his
job? Can you see what he is wearing? Why is he Act 1 Act 2
wearing this? charge (with) (v) usually by the police, bruise (n) a dark mark on the skin
(b) Who you think the people in the top photograph are? to say officially that someone has caused by something hitting it
How do you think the woman feels? committed a crime dust (n) tiny pieces of matter, often
(c) What do you think this story might be about? debt (n) to owe money to somebody from stone or wood
else fingernail (n) very hard material at the
2 Put students in pairs and tell them to look the picture on funeral (n) the official ceremony, often end of each finger on a hand
pages vi-vii. Tell them to look at the words in boxes and to religious, to bury a dead body fingerprint (n) the shape on the skin at
write very short explanations of what these different people manager (n) somebody who runs an the end of each finger, often used by
do. They can look words up in their dictionary if they need to. office or a business police to identify someone
quarrel (v) to disagree with someone forensic officer (n) someone who
3 In class ask students if they like reading books or watching
using talking or speech studies the scientific parts of a crime,
films of courtroom dramas. Why or why not? Can they name eg blood or skin
rent (n) money paid to another person
a favourite one? to use their property, often a flat or a scratch (n) a long tear or mark on the
house skin, made by something sharp
ACTIVITIES AFTER READING A SECTION scene (n) a small part of a play or film sculpture (n) a work of art, often made
upset (adj) to be very unhappy of stone or metal, that shows the
Act 1 complete form of an object
1 Students work in pairs. Ask them to think of a short title for violent (adj) to use physical force to
hurt another person weapon (n) an object like a gun or a
each of the six scenes in Act 1. In class the pairs read out knife used to hurt or kill someone
will (n) the legal document that says
their new titles. what will happen to a person’s property Acts 3 and 4
2 Put students in small groups and ask them to answer the after their death manslaughter (n) the killing of another
following questions: person, without meaning to or by
mistake
(a) How does Gina Lopez feel about Mr Boxer? Why?
(b) Who does Mr Lampton like most, Jennifer Radman or
her father, Mr Boxer? Why?
(c) What is Tim Radley’s opinion of Jennifer Radman? Why?
Act 2
Put students in pairs. The end of Act 2 is the end of the first day
in court. Tell the students to look back over both Act 1 and Act 2.
They are crime reporters and have to write one paragraph as an
account of the day in court for a newspaper. Tell them to think of a
headline for the report. The first sentence of the paragraph must
introduce the main fact of the day. Then they should find four or
five of the most important things that happened in court and write
about them. At the end of the exercise students can read their
accounts for the class.
Acts 3 and 4
1 Students work in small groups. Ask them to think about the
defence witnesses in Act 3. What is their opinion of the
defence case? Are the witnesses helping Jennifer? Do they
think the prosecution or defence case is stronger at the end
of Act 3? In class the groups discuss their opinions.
2 Divide students into pairs. There are eight scenes in Acts 3
and 4. Give each pair a scene to think about. Give a pair two
scenes if there are fewer that eight pairs in the class. Each
pair has to describe their scene, say who is in it and what
happens. In class the other groups have to say which
scene it is.

© Pearson Education Limited 2003 Published and distributed by Pearson Education

Factsheet written by Michael Nation
Factsheet series developed by Louise James
Penguin Readers Factsheets

Level 3 – Pre-Intermediate
Student’s activities

The Boxers
by Mary Tomalin

The Boxers
These activities can be done alone or with one or more other Scenes 4 and 5
students. Pair/group-only activities are marked.
Match the sentences (a)–(f) with (i)–(vi)
(a) Mrs Radman wanted the bank …
ACTIVITIES BEFORE READING THE BOOK
(b) I had to ask her …
1 Read the Contents list and the Introduction and answer these (c) She planned …
questions: (d) So Mrs Radman hoped …
(a) Why is Jennifer Radman in court? (e) I own a number …

(b) How did Michael Boxer die?
(c) What was Michael Boxer’s job?
(d) How many days does the trial last?
2 Why do you think this story is called The Boxers?
3 Look at the picture on pages vi and vii. Is a court like this in
your country? How is it the same and how is it different?
4 Look at The People in the Play on page viii. Choose one of
the witnesses and try to think what they will be like. Why do
they think they are in court? What could they know that is
important for the trial?
ACTIVITIES WHILE READING THE BOOK
Act 1
Scene 1
Answer these questions:
(a) What is happening in this scene? Is it important? Why?
(b) Why are the lawyers speaking to the jury?
(c) Who is the defendant?
(d) Who has to prove the case, the prosecution or the defence?
Scene 2
1 Gina Lopez tells the Prosecution that Jennifer and her father
both got very angry in the restaurant. Find six things that
show this.
2 Why do you think Jennifer and her father met in a restaurant,
and not at her home or his home?
Scene 3
Are these sentences True or False? If one is False make
it correct.
(a) Mr Lampton doesn’t work now.
(b) He went to school with Mr Boxer.
(c) Mr Boxer’s funeral was on December 1st.
(d) Jennifer asked her brother for £4,000.
(e) Jennifer saw her father every two weeks.
( f ) Jennifer had a baby when she was sixteen.
(g) Mr Boxer was a very good father.
(h) Jennifer’s mother died when she was two.
( i ) Jennifer left home when she was sixteen.
( j ) Her boyfriend stole some money.
Photocopiable
(f ) I went to see her …
(i) of flats.
(ii) to get a nine-to-five job when her youngest child started
school.
(iii) to lend her £5,000.
(iv) in early December.
(v) to leave.
(vi) to pay her debts?
Scene 6
Answer these questions.
(a) Why do you think Mr Foley looks nervous?
(b) What time did he first see Jennifer’s car?
(c) What time did he next see her car?
(d) Did he see Jennifer’s car after that?
(e) Why are these times important?
(f ) Do you think Mr Foley helps Jennifer or not?
Act 2
Scenes 1 and 2
1 Write the questions for these answers;
(a) “It was probably about 11 o’clock.”
(b) “It was a grey stone sculpture of a man’s head.”
(c) “I ran around the house, looking at the windows.”
(d) “No, there were only two keys.”
(e) “She’s lighter than me.”
( f ) “No, everything was in its place – except the sculpture.”
2 Work with another student. You are members of the jury and
are talking about the stone sculpture. Talk about how how
heavy it is. Is this important? What do you think about what
Mrs Stanton, the Prosecution and the Defence say?
Scene 3
1 The jury looks at photographs two to eight, they show Mr
Boxer’s body. What do you think is in these photographs? Try
to describe as much as possible.
2 What does Harry Ross think of Jennifer? How do you know
and why does he think this?

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Penguin Readers Factsheets

Level 3 – Pre-Intermediate
Student’s activities

Scene 4
1 Look at the list below. Put the right words in the spaces in the
sentences.
car doors family friend garden gun
house knife locks windows
(a) No _____ were broken and the _____ and _____ were
all locked.
(b) Perhaps Michael Boxer opened the door to someone
who was carrying a _____ or a _____ ?
(c) As a result, the police believe that Michael opened the
door to a _____ or someone in his _____.
(d) But they can’t find any pieces of the murder weapon –
Act 4
Scene 1
Work with a partner. Jonathan Peters says Michael Boxer could get
very angry, be violent when he had a lot to drink, hit a girlfriend
once and was violent with dangerous criminals. Some people hated
him. Why do you think Jonathan Peters liked him and was his
friend? Think about the things Michael Boxer and his friend did and
talked about.
Scenes 2 and 3
Read this description of Daniel Radman and Sharon Phillips. If you
find something wrong, make it right.

not in her _____ , not in her _____, not in her _____.
2 Michael Boxer probably knew his killer. How do we know
this?
Scene 5
1 Do you think Jennifer was not at home at 10.45? What do
you think of what Mr Nichols says? Give three reasons why
The Boxers
Daniel Radman is eighteen years old and lives with his mother.
He works in a garage, and gives his mother money for food and
rent. He was in trouble with the law. He went out drinking and
had a fight. Afterwards he went to prison. Daniel’s girlfriend,
Sharon Davies, is going to have his child in three months and he
is going marry her. She lives with Daniel in Jennifer’s house.
Daniel usually goes to an Indian restaurant on Saturday night.
On the night of December 14th they had a meal, stayed up

Photocopiable
he does not prove this.
talking and went to bed at about midnight.
2 Who works best in this scene, the Prosecution or the
Scene 4
Defence? Which one of them uses Mr Nichols’ information
best? 1 What do you think is the most important piece of evidence for
the Prosecution and for the Defence?
Act 3 2 What can the jury do if they think Jennifer killed her brother
Scenes 1 and 2 without meaning to?
1 What do the times (a)–( f ) refer to? Match them to the
ACTIVITIES AFTER READING THE BOOK
sentences (i)–(vi)
(a) 8 o’clock 1 Work in pairs and think of another title for this story.
(b) twenty minutes
2 Which character did you like best in the story, and which did
(c) about 10.00 p.m.
you like least? Say why.
(d) 10.30 or later
(e) between 10 o’clock and 11.30 3 Work in small groups. Jennifer is found not guilty and walks
(f ) 10.45 free from court. What will her life be after this? Write a short
account.
(i) Jennifer says she got back home.
(ii) Michael Boxer was killed.
(iii)Jennifer left her house to visit her brother.
(iv) Jennifer’s neighbour did not see her car.
(v) The journey from Jennifer’s house to her brother’s
house.
(vi) The prosecution says Jennifer came home.
Scenes 3 and 4
1 Students work in pairs. You are Mrs O’Connell and Miss
Sarah Rose and you talk before you go into court. You talk
about Jennifer and your opinions of her and her children. You
also have opinions about the murder. Write a short dialogue.
2 Look at (a)–(i) below. Decide which are about Mrs O’Connell
or Miss Sarah Rose and make two lists.
(a) Looks after three young children.
(b) Knows Jennifer’s daughter.
(c) Jennifer helps her.
(d) Lives next door to Jennifer.
(e) Works in a school.
(f ) Saw Jennifer at about 10 o’clock.
(g) Discussed money with Jennifer.
(h) Does not feel Jennifer is a murderer.
( i ) Does not feel Jennifer is violent.
( j ) Saw Jennifer washing her car.

© Pearson Education Limited 2003 Published and distributed by Pearson Education

Factsheet written by Michael Nation
Factsheet series developed by Louise James