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SECOND
EDITION
Lower Secondary
English
REVISION
GUIDE
Paula Adair
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This text has not been through the Cambridge International endorsement process.
The Publishers would like to thank the following for permission to reproduce copyright material.
Acknowledgements
Every effort has been made to trace all copyright holders, but if any have been inadvertently overlooked, the
Publishers will be pleased to make the necessary arrangements at the first opportunity.
pp.38–9 ‘Shark Attack’ adapted from WJEC GCSE English Language Foundation Tier Unit 1 (Reading) exam
paper, June 2014, p.42 extract from, ‘Nik Wallenda: The man crossing the Grand Canyon on a tightrope’,
Jane Mulkerrins, 20 June 2013, Telegraph Media Group Limited., p.44 ‘Hurricane’ by James Berry, from
A Story I Am In: Selected Poems (Bloodaxe Books, 2011), reproduced with permission of Bloodaxe Books
www.bloodaxebooks.com, pp.46–7 ‘Rollerskaters’ from Give Yourself A Hug, copyright © Grace Nichols 1994,
reproduced with permission from Curtis Brown Group Ltd on behalf of Grace Nichols, p.49 extract from The
Hunger Games by Suzanne Collins, copyright © 2008 by Suzanne Collins, reprinted by permission of Scholastic
Inc., p.52 extract from War Horse by Michael Morpurgo, p.55 top extract from Inkheart by Cornelia Funke,
Chicken House, 2011., p.55 bottom, p.56, p.58 top extracts from Jasmine Skies by Sita Brahmachari, Pan
Macmillan, 2012., p.57, p.58 bottom, p.59, p.61 bottom, p.62 Sandra Cisneros, The House on Mango Street,
Vintage, 1983., p.60, p.61 top extracts from Little Liar by Julia Gray, Random House, 2018, p.63 extracts from
Pecked to Death by Ducks by Tim Cahill, Fourth Estate, 1993, pp.64–5 Lewis Clarke, from ‘British teenager
breaks South Pole record’ from Youngest to South Pole, https://youngesttosouthpole.wordpress.com,
19 January 2014, pp.65–6, extract from ‘Holidays to ease carbon guilt’, Mark Hodson, The Sunday Times,
May 13, 2007., p.75 extract from The Hundred Thousand Kingdoms by N. K. Jemisin, Hachette UK, 2010, p.79
extract from Animal Farm by George Orwell, Secker and Warburg, 1945., p.86 extract from ‘52 Polar Bears
‘Invade’ a Russian Town to Eat Garbage Instead of Starve to Death’, Brandon Specktor, 12 February 2019,
Live Science, a part of Future US Inc., p.88 extract from ‘Mountain Gorilla’, from National Geographic Kids,
https://kids.nationalgeographic.com/animals/mammals/facts/mountain-gorilla,p.88 extracts from ‘The mountain
gorilla’, 2018, from Africa Geographic,https://africageographic.com/stories/mountain-gorilla-gentle-giants/,
pp.91–2 extract from Half of a Yellow Sun by Chimamanda Ngozi Adichie, Fourth Estate, 2006.
Although every effort has been made to ensure that website addresses are correct at time of going to press,
Hodder Education cannot be held responsible for the content of any website mentioned in this book. It is
sometimes possible to find a relocated web page by typing in the address of the home page for a website in the
URL window of your browser.
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ISBN: 978 1 3983 4287 3
© Paula Adair 2022
First published in 2014
This edition published in 2022 by
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A catalogue record for this title is available from the British Library.
9781398342873_FM.indd 2
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Contents
Preparing for the test
1 Mechanics of English
4
5
2 P
aragraphing, punctuation and
sentence structures14
3 Grammar
23
4 Spelling and vocabulary
27
5 Non-fiction
38
6 Poetry and fiction
44
7 The Cambridge Reading Test
55
8 Structures of writing
69
Practice test paper 1 Non-fiction
86
Practice test paper 2 Fiction
91
Glossary
95
3
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Preparing for the test
As you’ve almost certainly realised by now, English is different from nearly
every other subject that you study at school. One of the main differences
becomes apparent as soon as you start to think about examinations and
preparing for them.
How do you go about revising for your Cambridge Checkpoint English test?
l
l
l
l
l
l
l
l
The Cambridge Checkpoint test consists of two question papers.
Each question paper lasts for 1 hour and 10 minutes.
Both question papers test how well you read and understand passages
that are printed on them.
Both question papers ask you to plan and write something of your
own that is in some way connected to the subject matter of the
reading passage.
The questions on the reading passages will not only test your
understanding of what you have read, but will also test some of your
knowledge of grammar, punctuation and how well you appreciate a
writer’s choice of words and control of structures.
Your own writing will be assessed according to how well you adapt the
content of what you write for the suggested audience, how well you
structure your ideas by using paragraphs, the variety and range of
your sentence structures, your use of vocabulary suited to your subject
matter and the accuracy of your spelling and punctuation.
It is a good idea to keep a list of interesting new words, and their
meanings, that you can use in your own writing. There are reminders to
add to this vocabulary list throughout this book.
It is important to remember that Cambridge Checkpoint will test how
well you apply what you have learnt in English during your time at
school. It does not test your ability to remember and repeat facts that
you have acquired in, for example, the way that a science test may ask
you to write down the definition of photosynthesis.
This revision guide will, therefore, concentrate on helping you to prepare
for the types of question that will be set in the Cambridge Checkpoint test
papers and aim to help you to become fully familiar with the best ways
in which to approach the different types of reading and writing on which
you will be tested.
Usually, when people say that they don’t like examinations and find them
hard and scary, this is because they are worried about not being able to
remember all the relevant details about a particular topic on a question
paper. English is different from other subjects. English tests do not expect you
to remember and repeat facts but instead, they expect you to demonstrate
how well you can write down your own ideas and understand what someone
else has written.
If you are well prepared for the approaching test there is no need to fear
it; instead, all you need to do is enjoy the experience. It is hoped that this
revision guide will help you to get the most enjoyment that you can from
your English Cambridge Checkpoint tests!
4
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Chapter 1 Mechanics of English
The English language is made up of many different components and this
section will revise some of these. For example, in order to write clearly
and effectively you will be using different types of sentence, made up of
different clauses and of varying lengths, to create particular effects. In
your sentences, you will use nouns, adjectives and adverbs to make your
writing both precise and enjoyable to read.
Parts of speech
Try this
In the table below are a number of terms you will have met before.
Complete the table by explaining the meaning of each term and giving
an example of it.
Term
Meaning
Example
Noun
Adjective
Adverb
Verb
Preposition
Proper noun
Indefinite article
Definite article
Conjunction
Connective
5
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CHAPTER 1 MECHANICS OF ENGLISH
Try this
It is often a good idea to think about extending your sentences by including adjectives, adverbs and
prepositions. Look at the table below that contains different parts of speech.
Article
Adjective
Noun
Verb
Adverb
Preposition
Article
Noun
The
purple
walrus
edged
furtively
before
a
riverbed
A
miniature
spider
raced
slowly
through
the
beach
Each
rumbling
boy
bowed
hesitantly
down
that
hilltop
An
elegant
dancer
lumbered
lazily
beside
this
cottage
That
cunning
pixie
prowled
silently
past
another
shop
This
lively
fox
stalked
hopefully
above
a
school
The
intelligent
bear
dawdled
aggressively behind
the
valley
The
smooth
runner
hid
loudly
a
trail
beneath
Make some sentences out of the words, choosing one from each column. Some of your sentences
may not make much sense!
Write down three of your best sentences.
Change some of the words to make sure your sentences make sense. For example:
The intelligent fox stalked silently beside the riverbed.
The cunning pixie prowled furtively through the valley.
Write five more sentences, using some of the words above, but also your own ideas. Make sure you
use all the parts of speech that appear in the table.
6
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Sentence variety
Sentence variety
Variety is important. If all your sentences begin in the same way, your
writing will sound predictable and boring. Sentence variety is the key to
becoming a successful writer.
There are many different ways in which you can begin a sentence.
For example, you could use some of the following:
pronoun a word used
instead of a noun, such
as I, you, it
participles -ing words
paragraph a group of
sentences about the
same idea or topic
1
2
3
4
5
6
7
8
Adverbs (describing a verb)
Pronouns (I, you, he, she, it, we, they)
Prepositions (on, behind, between, over, etc.)
Participles (-ing words)
Definite or indefinite articles (the, a, an)
Adjectives (describing words)
Connectives (linking words)
Verbs (action words)
Try this
The following paragraph uses all of the beginnings mentioned above.
Add numbers (from the list above) to the paragraph to indicate how each
sentence starts.
I screamed and ran. The window had been broken. Behind me I heard
heavy breathing. Peering over my shoulder nervously, I felt the presence
of someone nearby. Cold beads of sweat began to trickle down my
forehead. Slowly, fear gripped my body. Although I knew I was being
foolish, my hands began to tremble. To run was my only option.
opinion a view about
something, which
may not be based on
fact
Improving your writing style
Look at the following article written by a student giving an opinion about
footballers’ wages.
I think it is unfair that footballers earn so much money. It is unjust
and scandalous. I think there should be a law that puts a limit on how
much money they can earn. I think, for example, that top footballers
shouldn’t be allowed to earn more than one million pounds a year.
I believe that a limit like this would make the game more fair and
competitive and it could stop unfair competition with clubs trying
to lure players with higher wages. I think it will help teams in lower
leagues attract better footballers and as a result they will have a
better chance of winning matches against the top teams. I also think
that by doing this we would bring football back into the real world as
many ordinary people feel that players are out of touch with their
fans. I believe it is wrong that we seem to be valuing footballers more
than doctors and nurses by paying them so much money.
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CHAPTER 1 MECHANICS OF ENGLISH
Try this
What do you think the student could do to improve this piece of writing?
Rewrite it, thinking about how you can vary the way you start
each sentence.
When you have done this, pick out your favourite sentence and explain
your choice.
Now, using the skills you have been practising, write the rest of
the article.
Complete this answer on a separate piece of paper.
fiction writing about
imaginary events or
people
Try this
Here is another piece of student writing. This time, it is fiction.
A crash! A clatter! The sound of someone trying to keep their
voice low. Sounds of activity awoke me from my dark, silent
dreams. With my eyes wide open, my ears nailed to the floor of
my room, I listened patiently, waiting for a clue as to what was
going on. I had no idea what had caused the noise.
Does this paragraph sound boring and predictable? Explain your opinion.
Does the writer vary the beginning of the sentences? Explain how the
writer does this.
Now continue with this story by adding another four paragraphs of your
own, remembering what you have learnt so far.
Complete this answer on a separate piece of paper.
Different types of sentence
In order to be a good writer and achieve high marks in tests and exams,
you will need to show that you can write different types of sentence and
sentences that are of different lengths.
Here are some different types of sentence.
simple sentence a
sentence that has a
subject and one verb
subject the part of
the sentence that
does the action
Simple sentences
These sentences are exactly what you think they are – simple! A simple
sentence has a subject and one verb (an action word) and it gives one
piece of information.
For example:
The girl chased the ball.
8
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Different types of sentence
Try this
Make up five simple sentences of your own.
compound sentence
a series of simple
sentences joined
together with a word
like and or but
Compound sentences
Don’t feel worried by this term! Compound sentences are just simple
sentences joined together. They have two (or more) verbs and give two
(or more) pieces of information.
For example:
The girl chased the ball and she scored a great goal.
Try this
Make up five compound sentences of your own.
HINT
It is sometimes a
good idea to use
connectives like ‘and’,
‘but’ and ‘then’ when
you write compound
sentences.
complex sentence
a sentence with
two or more verbs
and containing two
or more pieces of
information
Complex sentences
As the name suggests, these sentences are slightly more complicated –
they are a bit longer and contain more details. Often, a complex
sentence will have two (or more) verbs and contain two (or more) pieces
of information. A complex sentence is different from a compound
sentence because the second part of the sentence either depends on or
refers back to the first part.
9
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CHAPTER 1 MECHANICS OF ENGLISH
For example:
The girl chased the ball until she scored a goal.
You could also turn it round and write:
Until she scored a goal, the girl chased the ball.
HINT
It is sometimes a
good idea to begin a
complex sentence with
one of the following
words:
l
l
l
l
l
l
l
l
l
l
Try this
Make up five complex sentences of your own.
As
Although
After
While
When
Unless
Before
Because
If
Since
minor sentence a
short, incomplete
sentence that does
not include a verb
Minor sentences
These are short, incomplete sentences because they do not have verbs. Writers
often use minor sentences for emphasis or to create a particular effect.
For example:
Fog everywhere.
Try this
Make up five minor sentences of your own.
10
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Different types of sentence
Try this
1 What types of sentence are these?
a The little dog barked because it couldn’t have any treats.
b It sat by its bowl.
c It whined like a baby.
d When it finally stopped barking, its owner was relieved.
e The owner took the dog outside and gave it its favourite treat.
f
Peace at last!
2 How did you decide what types of sentence they are?
Using different types of sentence
Try this
Look at this piece of writing by a student.
Guilt. I never liked that feeling. The feeling that almost made
you sick to the stomach. I knew I was wrong and shouldn’t be
doing it, but I couldn’t face what was waiting for me. I just
couldn’t stay and let them do that to me. Although I had to run,
I wondered what would happen when they found me.
How many different types of sentence can you find in the piece?
Which sentence do you think has the greatest effect on the reader?
Explain your answer.
Now continue the story using a range of different types of sentence.
Complete this answer on a separate piece of paper. Write about a page.
11
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CHAPTER 1 MECHANICS OF ENGLISH
speech a piece
of persuasive text
delivered to an
audience
You should also use different types of sentence for effect when writing on
the non-fiction paper.
Here is an extract from a speech defending wolves.
I am here tonight to change your mind about one of the most
misunderstood and maligned animals in the world. Like us, this
animal lives in close families and loves playing and having fun. Any
idea who this creature can be? Yes, the wolf.
Evil and vicious? Not so. The wolf is a clever and loving animal,
nothing like the way it is presented in ‘Little Red Riding Hood’ and
‘The Three Little Pigs’. When we were little, we all enjoyed such
stories. Now we have grown up and we can understand the truth
behind the fiction.
TOP TIPS
Minor sentences
can often be used to
emphasise a point.
Sometimes it is
effective to use a very
short sentence or a
one-word ‘sentence’
after a longer one to
create dramatic effect
or to show contrast.
For example:
I think not.
A series of short
sentences can also
add dramatic effect
and create tension or
suspense. For example:
I came. I saw. I
conquered.
Try this
How many different types of sentence can you find in this piece of
persuasive writing?
Now write another two or three paragraphs to continue the speech.
Remember to include different types of sentence.
Complete this answer on a separate piece of paper.
Check your understanding
1 Which of these is a complex sentence? Tick (✓) one box.
a Although he had a new phone, he was still unhappy.
b He had a new phone.
c He was still unhappy.
d How can you be unhappy with a new phone?
2 Select the correct word to complete this complex sentence.
Jack’s parents bought him a new car
passed his driving test.
– if
– because
– although
– however
he had
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Different types of sentence
main clause the part of
a sentence that makes
sense on its own
subordinate clause the
part of a sentence that
doesn’t make sense on
its own and depends
on the main clause
TOP TIPS
Remember that a
main clause can form
a complete sentence
standing alone.
However, a
subordinate clause
cannot stand alone. It
is often introduced by
a conjunction, and is
dependent on a main
clause (for example,
‘when it rang’ in ‘She
answered the phone
when it rang.’).
3 Identify the main clause in this sentence. Remember that a main
clause is the part of the sentence that makes sense on its own.
Although the test was difficult, Haleema hoped she would achieve
high marks.
a the test was difficult
b she would achieve high marks
c Although the test was difficult
d Haleema hoped she would achieve high marks
4 Identify the subordinate clause in this sentence. Remember that
a subordinate clause is the part of the sentence that doesn’t make
sense on its own and depends on the main clause.
Yusuf was disappointed when he found out the train had
already left.
a when he found out the train had already left
b Yusuf was disappointed
c already left
d the train had already left
5 Which of these is not a complex sentence?
a My favourite subjects are maths and physics.
b Although I am good at maths, I hate physics.
c I enjoy maths because I am good at it.
d Maths is my favourite subject, even though I don’t always
achieve high marks.
conjunction a joining
word (a type of
connective), such as
however, because,
and
13
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Chapter 2 Paragraphing, punctuation
and sentence structures
Paragraphs
In order to communicate clearly and effectively, you will need to organise
your writing and ideas into sections or paragraphs.
A paragraph is a series of sentences about the same topic, or which follow
on from each other. You should use paragraphs to divide and organise
your ideas. Paragraphs help your readers to follow your train of thought.
Try this
Practise organising your ideas into paragraphs by describing what you
did at the weekend.
connective a linking
word, used to join
together words,
phrases or clauses, or
to show relationships
between sentences,
such as and, but, then
You may want to use some of these connectives (linking words) to help
join your ideas together. Add some connectives of your own to the table.
also
too
however
anyway
besides
first of all
secondly
then
lastly
so
since
to begin with
next
in the end
to sum up
in a nutshell
Complete this answer on a separate piece of paper.
Try this
Read the extract from a travel brochure below and mark where each new
paragraph should start. Explain why you would begin a new paragraph in
each case.
Complete this answer on a separate piece of paper.
At first glance, Mauritius looks like it should be part of the
Caribbean, with its immaculate, idyllic beaches and crystal blue
sea. Tempted to take a plunge in these breathtaking, calm waters,
home to groups of elegant dolphins swimming playfully around
boats? Fancy a more active holiday? Then you’ll have the opportunity
to indulge your passion for water sports like snorkelling or, for the
more adventurous, there is wind- and kite-surfing. Mauritius has a
wealth of natural history.
14
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Sequencing your ideas
TOP TIPS
Start a new paragraph
when you:
l
l
l
start a new point
or topic
write about a
different time
write about a
different place.
audience the people
for whom a piece of
writing is intended
purpose the reason
why something is
written
Surrounded by high mountains and dense forest, the island is home to
some of the most rare and exotic animals in the world. Mauritius was
discovered more than 600 years ago and since then, it has absorbed
the influence from so many different cultures. You can enjoy Creole
cooking and Grand Gaube is considered to be the culinary hot spot of
the island. Also dotted around the island you can enjoy the spectacle
of architectural splendour in the form of chateaux built during the time
of the French occupation of the island.
As you have read earlier, using connectives is a helpful way of joining your
ideas together and connectives have many uses. Here are some
connectives that may help you when you are writing for different
purposes and audiences.
When you want to
Connectives
explain a point or idea
so, because, therefore, as a result of,
consequently
add a point or idea
also, moreover, in addition to, furthermore
prove a point or idea
for example, for instance, such as
compare points or ideas
in the same way, likewise, similarly
show differences/contrast ideas
however, on the other hand, alternatively,
whereas
Sequencing your ideas
Using paragraphs helps you to organise your thoughts when you are
writing. This is important because, in order for your work to make sense,
your ideas need to be in a logical order so that they flow clearly from one
to the next.
Try this
Read the speech about the disadvantages of mobile phones on the
opposite page. The paragraphs are well written but they are a bit
jumbled, so the writer’s argument doesn’t sound well organised or fluent.
Decide the order in which the paragraphs should be written so that the
ideas flow smoothly and make sense.
Are there any clues in the use of connectives to help you make
your decisions?
Are there any paragraphs about similar topics that might be placed next
to each other?
15
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CHAPTER 2 PARAGRAPHING, PUNCTUATION AND SENTENCE STRUCTURES
1 Only last week, a young boy was viciously attacked in broad
daylight when he used his mobile phone to call his mother.
Surely this sort of appalling crime cannot be allowed to
continue?
2 Furthermore, mobiles are causing chaos in schools. They
disturb lessons and have actually been used by dishonest
students to help them cheat in exams!
3 Teenagers are stealing and committing petty crimes more
than ever to pay their mobile phone bills. Even the President
admitted last week that he was very worried about how
much money his own children are wasting on ‘mindless
mobile chat ’.
4 In conclusion, I admit that mobile phones can be useful
in emergencies, but how often do these really happen?
Meanwhile, young people are causing serious damage to the
most important and delicate part of their bodies.
5 We have managed perfectly well without mobile phones
in the past, and I strongly believe that when the real facts
about them are known we will have to cope without them in
the future because they will be banned.
6 Text messaging is also causing serious problems in schools
because youngsters become so accustomed to writing in this
shorthand style that they forget how to write properly and
fail their exams. Do we really want a younger generation who
can only scrawl in meaningless slang?
Topic sentences
topic sentence a
sentence that outlines
or summarises the
main idea or subject
of a piece
A topic sentence is sometimes used at the beginning of a paragraph to
outline or summarise the topic or subject. It often answers the questions
‘who?’, ‘why?’ and ‘how?’. Usually, every word in the sentence is important
and it is followed by ideas supporting the point that has been made.
Look at this example of a topic sentence and paragraph on the subject of
saving energy in school/college.
Langdale College is working hard to reduce energy consumption on
a daily basis. At the end of each day, all computer terminals are
closed down and switched off. Staff and students are encouraged
to turn classroom lights on only when needed and to make sure that
when the room is empty all lights are switched off.
The first sentence is the topic sentence and the following sentences
develop and add detail to the topic sentence.
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Direct speech
Try this
Write a topic sentence and paragraph about each of the following
subjects:
l
l
l
l
Music
Television
Space travel
Pets
Complete this answer on a separate piece of paper.
Direct speech
direct speech the
actual words that are
spoken
You need to use paragraphs correctly when you are writing direct speech,
otherwise it is unclear who is speaking the words.
Remember to begin a new paragraph whenever a different person begins
to speak.
Try this
quotation words or
phrases taken from
a text
1 Which of the following statements are false?
a Other punctuation marks are not needed when using speech
marks in a sentence.
b Speech marks go around the quotation or words spoken.
c Punctuation marks usually go inside speech marks.
d Single and double speech marks have the same purpose.
2 Which of these statements are true?
a The first word inside speech marks usually begins with a
capital letter.
b Speech marks can be used instead of brackets.
c Speech marks are used to emphasise points.
3 In which of these sentences have speech marks been used
correctly?
a ‘Keep going’ and don’t give up, bellowed the trainer.
b ‘Keep going and don’t give up, bellowed the trainer.’
c ‘Keep going and don’t give up,’ bellowed the trainer.
d Keep going and ‘don’t give up,’ bellowed the trainer.
Try this
Look at the extract on page 18 and identify and mark the start of five
paragraphs. How did you make these decisions?
Complete this answer on a separate piece of paper.
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CHAPTER 2 PARAGRAPHING, PUNCTUATION AND SENTENCE STRUCTURES
I recently found out that you are considering moving to Spain. That
would make a huge difference from the constant bad weather in
the UK. I think that moving abroad would be a great opportunity for
you and your family to make a fresh start in life. I hear the food in
Spain is much healthier than here. Although I’m sure that it would be
fantastic, there would be a lot of hard work finding jobs and learning
the new language. What Spanish phrases can you say? There is also
the difficulty in driving on the other side of the road but I’m sure Alex
won’t have any difficulty with that. I’m sure that you will make the right
decision. What are the children’s views on moving to Spain? I’ll bet
they are very excited about going to new schools and meeting new
friends. If you do decide to go, we will be very supportive and will
help you in any way we can, although we will miss you all very much.
Apostrophes
apostrophe a
punctuation mark
(’) used to show
that letter(s) have
been removed
(omission), or to
show that something
belongs to someone
(possession)
Using apostrophes in the right places will help to improve the accuracy of
your work and earn you higher marks. Remember that you only need to
use apostrophes for two reasons:
l
l
when something belongs to someone (possession)
when you shorten a word and leave letters out (omission).
Try this
Here are some signs that you might come across in everyday life.
The apostrophes have not always been put in the right places, however,
so rewrite the signs as they should be written. Be careful – some may be
correct.
1 Farm fresh carrot’s and potato’s for sale
2 Mens’ department on second floor
3 Children’s Play Area at rear of restaurant
4 Slimmer’s Club. New Members’ are welcome!
5 Party Aces! Lets Plan All Your Party’s.
6 Holiday Cottage’s For Rent. Apply Within.
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Apostrophes
Try this
Read this paragraph and put in any missing apostrophes.
Josefs future plans had been fully discussed by his parents
and teachers but his wishes hadn’t really been consulted. He
would’ve preferred to grab lifes challenges and take his chances
in the big, wide world rather than drift into his familys business
working in dreary offices. His fathers opinion was clear: hed
go to university, to the familys traditional colleges, and then
become his fathers assistant in the firms Madrid branch. That
was why, when he first spotted the advert in The Independents
back pages just after the womens section, his heart had missed
several beats …
Have you ever wondered whats really out there?
Did you find the 11 missing apostrophes?
In each case, indicate whether the apostrophe is to show possession
or omission. Label each apostrophe that you have added with ‘P’ (for
possession) or ‘O’ (for omission).
Try this
Read this letter about teenagers learning to drive. It was written by
a student in exam conditions and there are many errors in spelling,
punctuation, expression and paragraphing.
l
l
l
Find as many of the mistakes as you can.
Correct the mistakes.
Rewrite and improve the letter.
Complete this answer on a separate piece of paper.
Dear editor, im wrighting you a letter abiut raising the age limit of
teenagers learning to drive because of all the acidents they have.
Teenagers 17 to 18 should still be abel to drive if they payed for
there insurance they are covered about. 45% of teenagers drive
fast and play loud music and the other 55% drive sensaball so that
not fare on the people who drive with cate around the sttreets.
Teenagers of that age start getting jobs and most of them may
need a car to get to work or mabe they need to be able to drive to
do there job. You should leave the age limit as they are and a long
as there paying their insurance theres no problem. Yours trully.
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CHAPTER 2 PARAGRAPHING, PUNCTUATION AND SENTENCE STRUCTURES
Other punctuation marks
There are many different punctuation marks and it is a good idea to show
the examiner that you can use more than just a full stop or comma.
Try this
Look at this list of different punctuation marks and complete the table to
show that you understand when to use each one.
Punctuation
When to use it
Full stop
Comma
Colon
Semicolon
Ellipsis
Question mark
Exclamation mark
Brackets/parentheses
Hyphen
Colons and semicolons
A colon looks like this :
A semicolon looks like this ;
A colon can be used to introduce a list of things.
A semicolon can be used to break up lists of things, to join closely
connected ideas in a sentence or to separate two main clauses.
Try this
1
Which of these sentences has used a semicolon correctly?
a Usually I enjoy going to parties; however, sometimes I prefer
to stay at home.
b Usually I enjoy going to parties however; sometimes I prefer
to stay at home.
c Usually I enjoy going to parties however sometimes; I prefer
to stay at home.
2 Which of these statements is true?
a A semicolon is the same as a comma.
b A semicolon has the same purpose as a colon.
c The first word after a semicolon does not start with a
capital letter.
d The first word after a semicolon starts with a capital letter.
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Other punctuation marks
3 Which of these sentences has used a semicolon incorrectly?
a I finished my homework early; therefore, I played on my
computer.
b There are many places to visit in my area; the park, which is
free, the shopping mall which is always busy.
c The recruitment process for university is hard; only the best
students are good enough.
d The sprinter wanted to get a good start; she moved before
the starter gun.
4 Which of these statements has used a colon correctly?
a There are many types of popular music: rap, disco, heavy
metal and rock.
b There are many types of popular music: rap: disco: heavy
metal and rock.
c There are: many types of popular music rap, disco, heavy
metal and rock.
5 Which of these sentences has used a colon incorrectly?
a There are many: consequences to an unhealthy diet heart
disease, cancer and obesity.
b There are many consequences to an unhealthy diet: heart
disease, cancer and obesity.
c I love eating foreign foods: Italian is my favourite.
d University life is very exciting: you will have the opportunity to
make new friends.
Brackets or parentheses
Using brackets or parentheses can be a useful way of adding extra
information, or including a personal observation, without disturbing the
flow of your sentence. Remember that the sentence must still make sense
if the bracketed part is removed.
brackets the symbols
( ) put around an
extra/separate word(s)
in a sentence
Try this
1 Look at the following sentences and decide which one has used
brackets correctly.
a The college (which was located near the train station) had an
excellent reputation.
b The college which was located (near the train station) had an
excellent reputation.
c The college which was located near the train station (had an
excellent reputation).
d (The college which was located near the train station) had an
excellent reputation.
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CHAPTER 2 PARAGRAPHING, PUNCTUATION AND SENTENCE STRUCTURES
TOP TIPS
When you write in
timed conditions (like
an exam) you need to
leave enough time to
check your work very
carefully for mistakes
in your spelling,
punctuation and
grammar. You should:
l
l
l
2 Write five sentences of your own in which brackets are used to
include additional information.
correct any
spelling mistakes
correct any
mistakes in the
way you use
paragraphs and
punctuation marks
make sure your
writing makes
sense.
This skill is called
proofreading.
Check your understanding
Read this extract from a letter about selecting students for an outdoor
excursion. It was written by a student in exam conditions. There are
many mistakes in spelling, punctuation and grammar.
l
grammar how words
work together to
make meaning
proofreading
checking your
work for spelling,
punctuation and
grammar mistakes,
and sense
l
l
Circle all the spelling mistakes and then correct them.
Underline all the errors in punctuation and correct them.
Highlight all the errors in expression and improve them.
Im wrighting to you today to show my feelings and thoughts on
that all students should take part inn a camping and outdorr
activitys evry year. As I and fellow students’ has took a
query around and a very much big percentage of the school
agree. The feelings and thughts are vry positive because most
students’ think it would take the stress of school work to a
minimum. There has been some sugestions of the class that has
contributed to school life the most to be token on the activities
with such contributions as award stickers and behaviur.
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Chapter 3 Grammar
The term grammar basically refers to how words work together to make
meaning. In order to write in a grammatically correct way, you need to
make sure that the subjects and verbs in your sentences agree and that
you use tenses accurately and consistently.
Tenses
The tense of a verb tells us when it takes place. The main tenses that we
use when writing narratives and more formal texts are the past tense and
the present tense.
It is important that you are consistent in your use of tenses in any piece
of writing. If you begin writing in the past tense, you need to continue
in that tense throughout the piece. Likewise, if you begin writing in the
present tense, you need to continue in that tense.
TOP TIPS
Past tense means
you are writing about
actions that have
already taken place
and so are in the past.
Present tense means
you are writing about
actions as they are
currently happening.
Usually, it is
easier and more
straightforward to
write a story using the
past tense.
Try this
Which tenses are being used in the following sentences?
1 I enjoy going to the cinema to watch sci-fi movies.
2 I studied geography last year.
3 She threw the stone into the river.
4 She is throwing the stone into the river.
Check your understanding
1 Complete this sentence with the correct tense of the verb.
Yesterday I
my Cambridge Checkpoint test
with high marks.
– pass
– passed
– will pass
– was passing
2 Which statement best explains why the sentence below is correct?
I had an argument with my best friend and as a result I felt
very guilty.
a Both verbs are written in the present tense.
b Both verbs are written in the past tense.
c The first verb is written in the past tense and the second
in the present tense.
d The first verb is written in the present tense and the second
in the past tense.
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CHAPTER 3 GRAMMAR
3 Complete this sentence with the correct tense of the verb.
The sprinter completed a personal best time for the season, but still
in second place.
only
– finishes
– will finish
– finished
– is finishing
4 Choose the correct opening for this sentence.
my homework, I couldn’t wait to message my friend.
– After I am finishing
– After I was finishing
– After I finished
– After I shall finish
Subject/verb agreement
Writing grammatically means that there has to be agreement
between the subjects and verbs in your sentences. So, what does this
actually mean?
The subject (the thing or person performing the action of the verb) and
the verb must agree in number.
l
plural a word showing
more than one of
something
l
A singular noun must have a singular verb
A plural noun must have a plural verb.
For example, decide which of the following sentences is correct:
l
l
They was going to the cinema.
They were going to the cinema.
The second sentence is correct because ‘they’ is a plural subject and
‘were’ is a plural noun.
Try this
1 Which statement explains why this sentence is correct?
Jamila and Chloe were both interested in learning about technology.
a The subject and verb are both singular.
b The subject and verb are both plural.
c The subject is plural and the verb is singular.
d The subject is singular and the verb is plural.
2 Which statement best describes why this statement is incorrect?
The politicians in the government was holding a vote late last night.
a The subject and verb are both plural.
b The subject and verb are both singular.
c The subject is plural and the verb is singular.
d The subject is singular and the verb is plural.
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Subject/verb agreement
3 Complete the sentence with the most appropriate word.
When I leave school, I
going to apply for a part-time job.
– is
– were
– am
– can
4 Which verb is the correct one to complete this sentence?
The passengers
rushing to board the aeroplane.
– was
– am
– is
– were
5 Explain why this sentence is incorrect.
We was hoping for good weather for our camping trip.
a The subject is singular but the verb is plural.
b The subject and verb are both plural.
c The subject is plural but the verb is singular.
d The subject and verb are both singular.
Check your understanding
Choose the correct form of the verb in these sentences. Circle the
correct form.
1 Everyone in the class (was/were) shouting the answer at once.
2 The netball team (is/are) having an end of season celebration.
3 The government (is/are) going to pass a strict new law.
4 There (was/were) a large group of teenagers at the shopping mall.
TOP TIPS
Be careful with some nouns that are singular although they may sound
plural.
For example, nouns like ‘class’, ‘team’, ‘government’ and ‘group’ are singular
even though they refer to a number of people. You should therefore use a
singular verb with nouns like these.
For example, decide which of these sentences is correct:
l
l
All of my class is going on a trip to the cathedral.
All of my class are going on a trip to the cathedral.
The first sentence is correct because ‘class’ is a singular noun and it must
have a singular verb.
The same rule applies with the words ‘everyone’ and ‘everybody’.
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CHAPTER 3 GRAMMAR
Definite and indefinite articles
An article is simply a word that comes before a noun: ‘a’, ‘an’ and ‘the’.
You probably use these articles without even thinking about it. However,
there are a few points to be aware of.
Both ‘a’ and ‘an’ are indefinite articles. You use ‘an’ in front of a noun
beginning with a vowel (a, e, i, o, u) but use ‘a’ in front of other nouns
(those that start with consonants).
For example:
a school
an apple
l
l
definite article a
word that comes
before a specific
noun (the)
indefinite article
a word that comes
before a non-specific
noun (a or an)
So, what is the difference between using ‘a/an’ and ‘the’? The indefinite
article (a/an) refers to a noun that is non-specific, whereas the definite
article (the) refers to a specific or definite noun.
For example, look at this sentence:
It looks like it is going to rain so I had better take an umbrella.
In this case the umbrella is any umbrella and not a particular one, and
since it begins with a vowel, the article ‘an’ is correct.
Check your understanding
Complete these sentences with the correct article (a, an or the).
1
bus I wanted to catch at 4.45 p.m. did not arrive.
2 I picked
orange for my lunch from the canteen.
3 My textbook stated that
First World War ended in 1918.
wonderful achievement.
4 Winning first place in a race is
5 The Great Wall of China is one of
the World.
6 Students will need
Seven Wonders of
calculator to complete the maths exam.
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Chapter 4 Spelling and vocabulary
Spelling
It is important that your written English is as accurate as possible – and
part of that is checking your spelling carefully.
Homophones
If you are struggling to spell a word in a test or exam, it is a good idea
to try to sound it out in your head. However, things become a bit trickier
when some words sound the same even though they are spelt differently
and mean different things. These words are called homophones.
homophones words
that sound the same,
are spelt differently
and mean different
things
Try this
1 Look at the grid below and circle the correct word to answer
each question.
a If I am listening to
something, which
one is correct?
here / hear
d If I am travelling on a
g If I am writing about
cruise ship, which one
something owned
is correct?
by them, which one
is correct?
see / sea
there / their / they’re
b If I am thinking about e If you want to slow
h If I am asking if my
walking through a
down your car or bike,
answer is correct,
forest, which one is
which one would you
which one is it?
correct?
use?
right / write
would / wood
break / brake
c If I am describing
the way the wind is
blowing, which one
is correct?
blew / blue
f
If I am describing the
way someone eats
gum, which one is
correct?
choose / chews
i
If I am describing
the king and his
rule, which one is
correct?
rain / rein / reign
2 To show that you understand the difference between the
homophones in question 1, write a sentence for each of the
homophones you didn’t choose.
a
b
c
d
e
f
g
h
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CHAPTER 4 SPELLING AND VOCABULARY
i
j
k
Try this
Complete the table below. Write down the meaning of each word in
the first column. Then write down a homophone for the word and the
meaning or usage of the homophone.
The first one has been completed as an example.
Word
main
Meaning/usage Homophone
Most important mane
Meaning/usage
Hair belonging to a lion/horse
waste
plain
vein
two
bear
board
son
sight
cereal
one
poor
past
no
draw
band
caught
pear
week
steal
Now write sentences using each of the words and homophones from
the table on a separate piece of paper.
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Spelling
HINT
To help you revise the
differences between
these homophones, it
can be useful to draw
a picture to represent
the distinction visually.
Try this
Think of another five words that are homophones and copy and
complete the table below in the same way.
Word
Meaning/usage
Homophone
Meaning/usage
Try this
The queen, who reigns
over her people, is
holding the reins in the
rain.
In this piece of writing, the student has become confused about which
homophones to use.
Find the 15 mistakes and correct them. Underline each mistake and then
write the correct word above the mistake.
Dear Sir,
You asked me to right a letter to ewe for homework so I have.
You said I should chews what I should right. I could knot decide
what two do. So I decided too tell ewe about my holiday at the
seaside. I had a grate time and a lovely view of the clear blew
see from my hotel. It was a long weigh from hear. I hope ewe had
a good holiday to.
mnemonic a pattern
of words or letters to
help you remember
something
Mnemonics
Sometimes, you may want to learn the spelling of a longer word, or a
tricky-sounding one.
Making up a mnemonic or a silly rule can help you to remember words
like this.
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CHAPTER 4 SPELLING AND VOCABULARY
For example:
NECESSARY – Never Eat Cake Eat Salad Sandwiches And Remain Young
Another way to remember tricky words is by finding a smaller word inside
a longer word.
For example:
ENVIRONMENT – There is always ‘iron’ in our environment.
A technique like this might help you to remember that there is a silent ‘n’
in the middle of the word.
Try this
Try making up a mnemonic or rule of your own for the following words:
TOP TIPS
Another way to
remember tricky
spellings is to write
the word down and
write the part you
have difficulty with in
a different colour or in
capital letters, so that
it stands out.
For example:
receive recEIve
l
definitely
l
embarrass
l
parliament
Try this
Can you find a smaller word within these tricky words to help you
remember them?
Write the small word next to the tricky spelling.
1 Secretary
2 Separate
3 Soldier
4 Believe
5 Business
Then try to think of a sentence or silly rule that might help you to
remember each word. Complete this answer on a separate piece of paper.
For example:
Secretary – secret – a secretary will always keep a secret.
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Spelling
Try this
The table below contains some commonly misspelt words.
Write down the words and show how you would remember the
tricky parts.
Complete this answer on a separate piece of paper.
accidentally
fortunately
happened
annual
government
immediately
appearance
independent
restaurant
beginning
knowledge
sincerely
committed
miscellaneous
thoughtful
conscience
opportunity
thoroughly
courageous
permanent
vengeance
equipment
privilege
weird
experience
recommend
Identifying misspellings
When you are having difficulty spelling a word, write the word down in
rough first. If it doesn’t look right, it probably isn’t, so try again.
Try this
Look at the words in the lists below and decide which ones have been
written correctly. Circle the correct words.
1 definite
definate
definit
2 dissappoint
disappoint
disapoint
3 terrifyed
terrified
terriffyed
4 disastrus
disastrous
disasterous
5 argument
arguement
arguemeant
Revision of spelling rules
‘I’ before ‘e’ except after ‘c’
For example:
l
l
l
believe
receive
ceiling
Remember there are exceptions:
l
l
l
l
ancient
weird
leisure
neighbour
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CHAPTER 4 SPELLING AND VOCABULARY
Changing -y to -ies or adding -s
When the word ends in a vowel + y, just add ‘s’:
l
l
l
key – keys
delay – delays
trolley – trolleys
If the word has a consonant before the ‘y’, take off the ‘y’ and add ‘ies’:
l
l
l
story – stories
company – companies
difficulty – difficulties
Adding -es to words ending in -s, -ss, -ch, -sh, -x
l bus – buses
l business – businesses
l watch – watches
l bush – bushes
l box – boxes
vowel suffix a suffix
that begins with a
vowel, such as -ed,
-ing
Doubling up rule
When adding a vowel suffix (for example, -er, -ing, -ed, -ence) to a word
that has one syllable and ends with one vowel next to one consonant,
double up the final consonant:
l
l
l
swim – swimming
put – putting
tap – tapping
This happens in longer words when the stress is on the final syllable:
l
l
l
begin (beGIN) – beginner, beginning
refer (reFER) – referring, referred
occur (ocCUR) – occurring, occurred, occurrence
Drop the ‘e’ rule
We usually drop the final silent ‘e’ when we add vowel suffix endings.
For example:
.
l
l
l
write + ing = writing
hope + ed = hoped
excite + able = excitable
We keep the ‘e’ if the word ends in -ce or -ge to keep a soft sound, with
-able or -ous:
l
l
l
l
courage + ous = courageous
outrage + ous = outrageous
notice + able = noticeable
manage + able = manageable
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Spelling
Changing the ‘y’ to ‘i’ when adding suffix endings
If a word ends in a consonant + ‘y’, the ‘y’ changes to ‘i’, unless adding
endings that already begin with an ‘i’ (-ing, -ish):
l
l
l
l
l
l
l
beauty + ful = beauti + ful = beautiful, beautify, beautician
happy + ness = happiness, happily, happier, happiest
angry + er = angrier, angriest, angrily
pretty – prettier, prettiest but prettyish
dry – dried but drying, dryish
defy – defies, defied but defying
apply – applies, applied but applying
Change -f to -ves or -s
Most words ending in -f or -fe change their plurals to -ves.
l
l
l
l
l
l
l
l
l
calf – calves
half – halves
knife – knives
leaf – leaves
life – lives
wife – wives
shelf – shelves
thief – thieves
yourself – yourselves
Some words can have either a -ves or -s ending:
l
l
l
scarf – scarfs/scarves
dwarf – dwarfs/dwarves
handkerchief – handkerchiefs/handkerchieves
Words that end in -ff just add -s to make the plural:
l
l
cliff – cliffs
sniff – sniffs
Some words that end in -f add -s. Nouns that end in two vowels plus -f
usually form plurals in the normal way, with just -s:
l
l
chief – chiefs
roof – roofs
There are exceptions:
l
l
thief – thieves
leaf – leaves
Words ending in -ful
The suffix -ful is always spelt with one ‘l’, for example:
l
l
l
l
l
faith + ful = faithful
hope + ful = hopeful
careful
helpful
useful
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CHAPTER 4 SPELLING AND VOCABULARY
Adding -ly
When we add -ly to words ending in -ful then we have double letters:
l
l
l
gratefully
faithfully
hopefully
We also add -ly to words ending in ‘e’:
l
l
l
l
l
love + ly = lovely
like + ly = likely
live + ly = lively
complete + ly = completely
definite + ly = definitely
But note this common misspelt word:
l
true + ly = truly
We change the end ‘e’ to ‘y’ in these -le words:
l
l
l
gentle – gently
idle – idly
subtle – subtly
Vocabulary
Try this
vocabulary words
that are used
onomatopoeia the
use of words to
indicate the sound
they make, such as
buzz, crack
Here are some tricky words that many people struggle to spell. Improve
your vocabulary by using these words, but be sure to spell them
correctly.
Think of an easy way to remember each one:
Onomatopoeia
paraphernalia
conscientious
acquiesce
mischievous
accommodation
ingenious
miniscule
Wednesday
nauseous
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Vocabulary
Synonyms and antonyms
Try this
Look up the meanings of each of the words in the table below and add
them to your vocabulary list.
Try to use some of them in your own writing.
synonym a word with
a similar meaning to
another word, such
as ‘ancient’ being a
synonym for ‘old’
antonym a word that
means the opposite
of another word
Complete the table with a synonym and an antonym for each word.
Word
Synonym
Antonym
gigantic
paraphernalia
conscientious
acquiesce
mischievous
ingenious
miniscule
Whenever you are asked to write something, it is important that the
words you choose are effective and suitable. To do this well, you need to
think about all the words you know and decide which word communicates
exactly what you want to say. It is often a good idea to use synonyms to
stop you from repeating the same words and to make your work sound
more interesting. You can use a thesaurus to help you find synonyms or
antonyms.
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CHAPTER 4 SPELLING AND VOCABULARY
Try this
Read this student’s letter of complaint about a disastrous experience at
a restaurant.
When we got to the restaurant we got a shock! There was no
‘ample car park’ so we realised we’d got to park our car on a
narrow road outside. After we got inside it took us more than
thirty minutes for the waiter to get us a table because other
people had booked theirs in advance. We finally got to our
table but after we’d ordered our meals the waiter didn’t even
get us the right food! The correct order took a further twenty
minutes to get to us and we didn’t even get an apology from the
staff for having to wait so long. Naturally we were getting really
annoyed but complaining to our waiter didn’t get us anywhere
as he simply ignored us! Our meal was so unsatisfactory we
were glad to get out of there but when we got back to our
car we were outraged: it had got a deep scratch all along one
wing. I therefore insist on getting a full refund for our very
disappointing meal or I will consider getting the police involved.
The extract sounds boring because the student has used the word ‘got’
too much. Rewrite the paragraph, replacing the word ‘got’ with more
appropriate and interesting words.
Complete this answer on a separate piece of paper.
Try this
Now write your own letter of complaint about poor service or a
faulty product.
Complete this answer on a separate piece of paper.
TOP TIPS
Using emotive
language (words
that affect the way
the reader feels) can
add impact to your
writing and make it
more effective. Think
carefully about the
effects of the words
you choose.
Try this
Here are some synonyms for the word ‘tragic’:
l
l
l
disastrous
awful
dreadful
l
l
l
devastating
catastrophic
unfortunate
l
l
l
horrendous
terrible
cataclysmic
Each of the words has a similar meaning but affects the reader in a
slightly different way.
Explain the difference in the meaning of each word.
Think of a situation in which you would use each word.
Complete this answer on a separate piece of paper.
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Vocabulary
Check your understanding
1 Which of these words is not a synonym for ‘respectful’?
a Polite
b Well-mannered
c Deferential
d Ancient
2 Which of these words is a synonym for ‘tired’?
a Devastated
b Weary
c Disrespectful
d Vapid
3 Which of these words is not a synonym for ‘cynical’?
a Disenchanted
b Disillusioned
c Optimistic
d Pessimistic
4 Which of these words is a synonym for ‘curious’?
a Eager
b Keen
c Inquisitive
d Intelligent
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Chapter 5 Non-fiction
Non-fiction texts are pieces of writing about real people and real events.
In other words, they are based on facts and not made up. There are
different types, or genres, of non-fiction writing, many of which you will
come across in your everyday life. For example, you might use a reference
book or textbook in class, or you might enjoy reading about your favourite
hobby or interest in a magazine or on the internet.
Non-fiction can take many forms, including:
l
l
l
l
l
l
l
l
non-fiction writing
about real people and
real events
facts things that are
known or proven to
be true
genre a style or type
of writing (or art or
music)
biography a piece
of writing about
someone else’s life
autobiography a
piece of writing about
your own life
report an account
of something, often
formal, that gives
information that has
been collected
travelogue a piece of
writing about travel
essay a piece of
writing on a particular
subject
biographies, autobiographies and memoirs
academic textbooks and reference books
reports in newspapers and online
guides and manuals
travelogues and travel literature
essays that consider a particular viewpoint
articles
leaflets.
The following piece of non-fiction writing is from an internet article and is
about sharks.
Shark Attack
Every year around one hundred shark attacks on humans are reported
worldwide. About one in six of these attacks is fatal, although this figure
varies depending where in the world the attack takes place. So, for
example, if you are attacked by a shark off the coast of the United States of
America, you have a much greater chance of surviving than if you are
attacked off the coast of South Africa or Australia. Since records have
been kept, the United States has recorded the highest number of shark
attacks, but the highest number of fatal shark attacks has been off the coast
of Australia. If you are swimming in an area where there may be sharks, it
is sensible to swim at beaches where there are lifeguards, who are there
to check on your safety. You should avoid swimming alone because larger
groups of people may discourage a shark from attacking. Don’t go in the
water at dawn or dusk. This is feeding time for sharks when they are most
active and they are also harder to spot. Lifeguards look for signs of sharks
in the area. Stay close to the shore where sharks are less likely to be
swimming and, if necessary, you can be easily reached. Keep away from
river mouths because sharks tend to collect in these areas. It is sensible
also to avoid waters contaminated by sewage because sharks enjoy
swimming in these areas.
It is important that you don’t go swimming if you have an open wound –
sharks are attracted by the smell and taste of blood and may attack you.
You should also take off any jewellery before getting in the water because
sharks can confuse it with fish scales and attack you.
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Non-fiction
When you are swimming where there may be sharks, try to avoid splashing
so as not to alert sharks to your presence. Move away if you see a large
group of dolphins and sea birds because they eat the same food as
sharks. If you spot a shark, do not act aggressively. Simply get out of the
water as calmly and as quickly as possible. Sometimes a shark may attack
people because it is simply curious. If you take these precautions, you can
greatly reduce your chances of being attacked.
Try this
1 Which country has had the most shark attacks since records began?
2 Which country has had the most fatal shark attacks since records began?
HINT
You do not need to
write in full sentences
when writing a list.
HINT
Avoid repeating
yourself and make
sure every word is
relevant.
3 What is the purpose of the text? Tick (✓) two boxes.
a To describe a shark attack
b To give advice about how to protect yourself from sharks
c To make the readers feel sorry for victims of shark attacks
d To warn readers about the dangers of sharks
e To stop readers from visiting Australia
4 Which literary device is ‘highest’ an example of? Tick (✓) one box.
a Alliteration
b Euphemism
c Ellipsis
d Superlative
e Simile
5 Write a list of the things you can do to protect yourself from a
shark attack.
6 Summarise what you should do to avoid being attacked by a shark in
40 words.
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CHAPTER 5 NON-FICTION
Now read this newspaper report which describes an actual shark attack
on a surfer.
The man who took on a killer shark … and survived
Brave surfer Simon Smith yesterday plucked up courage to venture back
into the sea again.
It was the first time he had done so since his left leg was almost bitten
off by the great white shark – made famous in the Jaws films – off
Southern Australia.
Attacked
Doctors had feared that he might never walk again, let alone surf.
Simon, 25, was determined to prove them wrong.
But he chose less hazardous waters yesterday at Newquay, Cornwall. He
laughed, ‘I may catch my death of cold here but at least I won’t get attacked by
a shark. I thought I would never go back in the waters but surfing is my life.’
He recalled that he survived the attack because a wave swept him to safety
as the 15 ft man-eater relaxed his bite on his surfboard to get a better grip.
But then the creature turned and tore at his friend Patrick Edwards, a
22-year-old student, who died shortly afterwards.
Simon still has flashbacks about the ordeal and has taken nearly two years
to recover from his injuries.
Surgeons spent seven hours rebuilding his leg with surgery involving
hundreds of stitches. Now he has moved to England to recover from the
trauma and works in a Newquay surf shop. Reliving the shark attack, he
said, ‘It had my leg and board in its jaws and was trying to bite through.
Somehow it loosened its jaws and I slid away. I swam for the shore and
looked back as the shark was thrashing around and chomping my board.’
Victim
‘It chased me but couldn’t catch me so it went after Patrick and took his leg
off with one bite.’
A great white claimed its third victim in two weeks off Hong Kong yesterday.
The creature killed a 45-year-old woman swimmer.
Experts believe the shark could be responsible for other fatal attacks in
the area in recent years.
Try this
HINT
Make sure you write
down at least three
features. If you can
find four, it is worth
writing them down
in case one of your
answers is incorrect.
1 Write down three features of a newspaper report used in this text.
2 Write down a word that means ‘dangerous’ from the section with the
heading ‘Attacked’.
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Non-fiction
HINT
Make sure you
know the difference
between a fact and an
opinion.
3 Write down two facts about the shark from the report.
4 What is the effect of the words ‘thrashing around’ in the section with
the heading ‘Attacked’?
Try this
interview when
a reporter asks
someone questions
about what happened
for a newspaper
report
The verb ‘laughed’ is used in the interview as it tells the reader more
about the attitude of the speaker than the verb ‘said’.
In the table below add ten more verbs you could use instead of ‘said’
that help to describe a person’s attitude or tone of voice. Two examples
are provided.
Bellowed
Whispered
HINT
Look up the verb
‘say’ in a thesaurus.
Remember to turn
the verb into the past
tense form.
Remember to add these words to your vocabulary list.
Try this
HINT
Draw a mind map or
scatter diagram to
help you think of some
ideas.
third-person narrator
this narrator does
not take part in the
events of the story
The surfer faced an extremely dangerous situation and was lucky to
escape with his life.
Write a story about a character who is faced with a dangerous situation.
The story can be true or made up.
It can be written in the first or third person.
Remember to use interesting word choices and descriptions.
Vary your types of sentence and punctuation for effect.
Complete this answer on a separate piece of paper.
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CHAPTER 5 NON-FICTION
Read this online news report.
Nik Wallenda: the man crossing the Grand Canyon
on a tightrope
Nik Wallenda is a man prepared to die. On Sunday, in front of a global
television audience of several million, the 34-year-old will step out on a
2-inch-thick metal wire and attempt to enter the record books as the first
person to walk across the Grand Canyon. Higher than the Empire State
Building, higher, certainly, than Wallenda himself has ever attempted
before, the wire will be suspended a stomach-lurching 1500 ft above the
Little Colorado River. Without a safety net or harness, the only equipment
Wallenda will use is a pole, which he will carry for balance.
‘We’ve tried to prepare for the possibility that I could die,’ he says, with an
admirable absence of drama. ‘My wife and kids would be looked after for
the rest of their lives.’
But there’s a difference between preparing to die and expecting to die. If
anyone can complete the 40-minute walk across the canyon, it’s Wallenda.
‘I’ve calculated it – it would take nine seconds for me to reach the bottom.
That’s a lot of time to think,’ he says. The daredevil already holds seven
world records including the longest walk over a waterfall, which he
achieved when he crossed Niagara Falls, and the highest bicycle tightrope
(235 ft), completed live on breakfast television. Wallenda’s closest call
was five years ago, during his bicycle tightrope, when his back wheel
began to slip. ‘At that point, you go back to everything you have learnt
in training; what happens when this happens? How do I sort it out? Your
mind reacts more quickly when you are up there, which is important,’ he
says. He pulled it back, to the relief of all those watching, and set a new
world record. ‘It really shook me up though,’ he admits. Does he ever get
scared? ‘I don’t call it fear, I call it respect,’ he asserts. ‘When I walk to the
edge of a 15-storey building, my heart races, just like anyone else’s. But I
turn that into respect and think “I had better train well, so that I am not just
prepared. I am over-prepared.”’
Try this
1 Find a word from the first paragraph that means ‘worldwide’.
2 Give two features of a news report used in the text.
3 What is the effect of the final short sentence, ‘I am over-prepared.’?
4 What is the word ‘higher’ an example of? Tick (✓) one box.
a Superlative
b Simile
c Comparative
d Alliteration
e Euphemism
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Non-fiction
5 What is the effect of the phrase ‘a stomach-lurching 1500 ft above the
Little Colorado River’?
6 What does the word ‘daredevil’ tell us about Wallenda?
7 Which of the following verbs would be the best synonym for ‘asserts’?
Tick (✓) one box.
a says
b contradicts
c declares
d repeats
e argues
LET’S TALK
Nik Wallenda is a
brave daredevil who
likes challenges and
pushes himself to the
limits.
Try this
Match up these words from the extract with the correct synonyms.
Word from extract
Synonym
attempt
admiration
With your partner, or
your group, research
the meaning of the
phrase ‘extreme
sports’.
suspended
worked out
admirable
reassurance
calculated
deserving of praise
respect
try
Then make a list of
the extreme sports
that you can think of.
relief
hung
Explain to your
partner, or group,
whether you would
like to try one of the
extreme sports.
Try this
Write an essay explaining the advantages of playing sport regularly.
Complete this answer on a separate piece of paper.
Check your understanding
1
2
3
4
How many features of a newspaper can you remember?
Explain the difference between a first and third person narrator.
Write down 4 synonyms for the word ‘said’.
What does the instruction ‘summarise’ mean?
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Chapter 6 Poetry and fiction
Poetry
Read the poem below: ‘Hurricane’ by James Berry. In the poem, the poet
describes the effects of a violent storm on a community in the Caribbean.
Hurricane
Under low black clouds
The wind was all
Speedy feet, all horns and breath,
All bangs, howls, rattles,
In every hen house,
Church hall and school.
Roaring, screaming, returning
It made forced entry, shoved walls,
Made rifts, brought roofs down,
Hitting rooms to sticks apart.
It wrung soft banana trees,
Broke tough trunks of palms.
It pounded vines of yams,
Left fields battered up.
Invisible with such ecstasy –
With no intervention of sun or man –
Everywhere kept changing branches.
Zinc sheets are kites.
Leaves are panic swarms.
Fowls are fixed with feathers turned.
Goats, dogs, pigs
All are people together.
Then growling it slunk away
From muddy, mossy trail and boats
In hedges: and cows, ratbats, tress,
Fish, all dead in the road.
Try this
Fill in this fact file based on the poem.
How the hurricane started
The sounds it made
How it affected property
How it affected nature
How it affected animals
How the hurricane ended
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Poetry
summary a shortened
version of a text that
includes the important
details
Try this
Using the information from your fact file, write a summary of what
happens in the poem in only 60 words. Write your summary by putting
one word in each box.
The
wind
Try this
1 In the second verse, what does the line ‘It made forced entry, shoved
walls’ tell us about the hurricane?
2 Read the third verse again and pick out two verbs that show how
destructive the hurricane was.
3 In the fifth verse, what technique is used in the line ‘Zinc sheets
are kites’?
a Simile
b Personification
c Metaphor
d Alliteration
4 Find and write down another example of this technique in the
same verse.
5 Write down a short phrase from the final verse that shows the
hurricane had lost its strength.
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CHAPTER 6 POETRY AND FICTION
HINT
You probably
remember that a
synonym is a word
with a similar meaning
to another word. For
example, ‘ancient’
would be a synonym
for ‘old’.
Try this
Use a thesaurus to find synonyms for the following words from
the poem.
1 black
2 hitting
3 broke
4 growling
Add the words to your vocabulary list so you can use them in your
writing in the future.
LET’S TALK
Imagine you are a news reporter who has been sent to cover the story of the
damage caused by the hurricane. With a partner, write down the questions
you would like to ask the residents. Remember to ask open questions –
questions that cannot be answered with a ‘yes’ or ‘no’ and therefore give
opportunities for longer answers.
With your partner, role-play the interview in front of your class.
TOP TIPS
Make your account
more interesting by
using:
l
l
l
l
l
l
similes
metaphors
personification
interesting verbs
different types of
sentence
different
punctuation marks.
Try this
Write about a time when you were affected by bad weather.
Think about the following:
l
l
l
l
l
where you were
who you were with
what happened
what the weather was like
what happened in the end.
Complete this answer on a separate piece of paper.
Now read this poem called ‘Roller Skaters’ by Grace Nichols which
describes the skill and acrobatics of roller skaters.
Roller Skaters
Flying by
on the winged-wheels
of their heels
Two teenage earthbirds
zig-zagging
down the street
Rising
unfeathered –
in sudden air-leap –
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Poetry
Defying law
death and gravity
as they do a wheely
Landing back
in the smooth swoop
of youth
And faces gaping
gawking, impressed
and unimpressed
Only Mother watches – heartbeat in her mouth
Try this
1 Pick out two examples of alliteration in the poem.
2 In the second verse, why are the skaters called ‘teenage earthbirds’?
3 Look at the third verse. Give one phrase that shows the confidence of
the skaters.
4 Find one word in the fifth verse that means ‘to stare openly and
stupidly’.
enjambment a run-on
line of poetry
5 Enjambment has been used in the poem to create what effect?
Tick (✓) one box.
a To make the poem longer
b To suggest the speed of the skaters
c To show how quickly everything happened
d To suggest how scared the skaters felt
6 Look at the last line, ‘Only mother watches – heartbeat in her mouth’.
What does the line tell the reader about how the mother is feeling?
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CHAPTER 6 POETRY AND FICTION
7 The skaters are very skilful. Explain how the reader knows this. Give
two explanations in your own words and support each explanation
with a quotation from the poem.
Explanation in your own words
Quotation from the poem
Try this
Use a thesaurus to find synonyms for the following words from
the poem.
1 flying
2 sudden
3 defying
4 smooth
Remember to add the words to your vocabulary list so you can use them
in your writing in the future.
Try this
persuade to
encourage someone
to do something
The roller skaters clearly enjoy their hobby/sport.
Imagine that you want to persuade your classmates to take up a hobby
or sport that you feel passionate about.
Write a speech to persuade them.
Complete this answer on a separate piece of paper.
tone the feeling or
mood of a piece of
writing
rhetorical question
a question asked
in order to create a
dramatic effect or to
make a point rather
than to get an answer
TOP TIPS
l
l
l
l
Think about the tone you will use when addressing your classmates.
Remember to sound enthusiastic and persuasive by using techniques
such as rhetorical questions, tripling, direct address and emotive
language.
Make your chosen hobby/sport sound exciting by using adjectives,
adverbs and verbs.
What arguments/points about the benefits of taking up a hobby or sport
could you include?
tripling using three
related words or
phrases for emphasis
direct address use
of the second person
(you/your/you’re) to
appeal to a reader
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Fiction
Fiction
dystopia an
imaginary world
or society in which
people suffer or are
treated unjustly
Fiction texts are pieces of writing about imaginary events or people.
There are different types, or genres, of fiction writing and most people
have a favourite. For example, you might enjoy reading adventure
stories, or mysterious tales involving crimes and murders with a twist
at the end. Perhaps you prefer fantasy stories, such as The Lord of the
Rings trilogy or the Harry Potter series, or maybe horror stories involving
ghosts and supernatural or unexplained events. Science fiction is another
popular genre, and includes tales set in the future which might describe
dystopian worlds where robots and technology are dominant. There is
also historical fiction as well as realistic fiction which describe believable
characters and conflicts, or situations that you might face one day.
Fiction can take many forms, including:
l
l
l
narrator the person
who is telling the
story
narratives
short stories
diaries
l
l
poems
plays.
This extract is from a novel called The Hunger Games which is about a
dystopian future. The novel is narrated by a teenage girl, Katniss
Everdeen, who has to compete with and fight to the death in an outdoor
arena against another chosen teenager from a neighbouring district. In
this extract, Katniss, the narrator, has climbed a tree to escape from
those chasing after her.
Read the extract.
tracker jacker a
genetically mutated
wasp
Rosy streaks are breaking through in the east. I can’t afford to wait any
longer. Compared to the agony of last night’s climb, this one is a cinch. At
the tree limb that holds the nest, I position the knife in the groove and I’m
about to draw the teeth across the wood when I see something moving.
There, on the nest. The bright gold gleam of a tracker jacker lazily making
its way across the papery grey surface. No question, it’s acting a little
subdued, but the wasp is up and moving and that means the others will
be out soon as well. Sweat breaks out on the palms of my hands, beading
up through the ointment, and I do my best to pat them dry on my shirt. If
I don’t get through this branch in a matter of seconds, the entire swarm
could emerge and attack me.
There’s no sense in putting it off. I take a deep breath, grip the knife handle
and bear down as hard as I can. Back, forth, back, forth! The tracker jackers
begin to buzz and I hear them coming out. Back, forth, back, forth! A stabbing
pain shoots through my knee and I know one has found me and the others
will be honing in. Back, forth, back, forth. And just as the knife cuts through,
I shove the end of the branch as far away from me as I can. It crashes down
through the lower branches, snagging temporarily on a few but then twisting
free until it smashes with a thud on the ground. The nest bursts open like an
egg, and a furious swarm of tracker jackers takes to the air.
I feel a second sting on the cheek, a third on my neck, and then their
venom almost immediately makes me woozy. I cling to the tree with one
arm while I rip the barbed stingers out of my flesh. Fortunately, only these
three tracker jackers had identified me before the nest went down. The
rest of the insects have targeted their enemies on the ground.
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CHAPTER 6 POETRY AND FICTION
HINT
Remember to tick
only one box. If you
tick more than one
box, even if you have
the correct answer,
you will not score any
marks in the exam.
HINT
Make sure you
write down a short
phrase and not a full
sentence.
HINT
Make sure you choose
only one word.
HINT
Even if you are unsure
of an answer in the
exam, it is worth
ticking a box instead
of not answering the
question, because
there is a chance you
might be correct.
HINT
Make sure that your
explanations are in
your own words and
not copied from the
text.
Try this
1 What time of day is it? Tick (✓) the correct box.
a Early evening
b Dawn
c Mid-morning
d Afternoon
2 Write down one phrase from the first paragraph that shows the
narrator is starting to panic.
3 Find and write down a word from the first paragraph that
means ‘whole’.
4 Which of the following two techniques does the writer use in the
second paragraph? Tick (✓) two boxes.
a Repetition
b Metaphor
c Simile
d Personification
5 The narrator is feeling anxious and scared. Explain how the reader
knows this.
Give two explanations in your own words and support each
explanation with a quotation from the text.
Explanation in your own words
Quotation from the text
6 What is the effect of the repetition of ‘Back, forth, back, forth’ in the text?
7 Look at the line, ‘I cling to the tree with one arm while I rip the barbed
stingers out of my flesh’ in the last paragraph.
What type of word are ‘cling’ and ‘rip’?
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Fiction
LET’S TALK
People can be scared
of many things from
insects to small
spaces. Katniss is in a
frightening situation
in the extract.
Explain to your
partner or group what
you are frightened
of and explain your
reasons for these
feelings.
Try this
The following groups of words are synonyms for words found in the first
paragraph. Identify the correct words and add them to your vocabulary list.
1 Suffering, anguish, pain, distress – are synonyms for
2 Casually, indolently, listlessly, sluggishly – are synonyms for
3 Come out, appear, materialise – are synonyms for
4 Crowd, horde, throng, multitude – are synonyms for
Try this
In the extract, Katniss says, ‘There’s no sense in putting it off. I take a
deep breath …’.
Write about a time when someone has to be brave and face a
difficult situation.
Complete this answer on a separate piece of paper.
HINT
Make a quick mind
map or scatter diagram
to help you decide
on and organise your
ideas.
Will the account be
fictitious or based on
something that has
happened?
Will you have a firstor third-person
narrator?
A time when someone
has to be brave and face a
difficult situation
How does the account end?
Decide this before you start
writing.
Possible ideas:
Someone has been caught out in telling a lie,
cheating in a test, lying to parents/best friend
Having to report a friend for breaking the rules
Owning up to breaking the rules
A visit to the dentist
A ride on a roller coaster
A mind map template for a time when someone has to be brave and face a difficult situation
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CHAPTER 6 POETRY AND FICTION
This extract is from the novel War Horse by Michael Morpurgo. The novel
tells the story of the experiences of a horse, Joey, who is sold to the army
and is plunged into battle in France during the First World War.
first-person narrator
a narrator writing from
his or her viewpoint
using I
This extract is written in the first person, from Joey’s viewpoint, and
describes a terrifying attack against the enemy. Joey’s rider is
Trooper Warren.
All around me, men cried and fell to the ground, and horses reared and
screamed in an agony of fear and pain. The ground erupted on either side
of me, throwing horses and riders clear into the air. The shells whined and
roared overhead, and every explosion seemed like an earthquake to us.
But the squadron galloped on inexorably through it all towards the wire at
the top of the hill and I went with them.
piked helmets helmets
with a spike on top
On my back Trooper Warren held me in an iron grip with his knees. I
stumbled once and felt him lose a stirrup, and slowed so that he could
find it again. Topthorn was still ahead of me, his head up, his tail whisking
from side to side. I found more strength in my legs and charged after him.
Trooper Warren prayed aloud as he rode, but his prayers turned soon to
curses as he saw the carnage around him. Only a few horses reached the
wire and Topthorn and I were amongst them. There were indeed a few
holes blasted through the wire by our bombardment so that some of us
could find a way through; and we came at last upon the first line of enemy
trenches, but they were empty. The firing came now from higher up in
amongst the trees; and so the squadron, or what was left of it, regrouped
and galloped up into the wood, only to be met by a line of hidden wire
in amongst the trees. Some of the horses ran into the wire before they
could be stopped, and stuck there, their riders trying feverishly to extract
them. I saw one trooper dismount deliberately once he saw his horse
was caught. He pulled out his rifle and shot his mount before falling dead
himself on the wire. I could see at once that there was no way through,
that the only way was to jump the wire and when I saw Topthorn and
Captain Stewart leap over where the wire was lowest, I followed them
and we found ourselves at last in amongst the enemy. From behind every
tree, from trenches all around it seemed, they ran forward in their piked
helmets to counter-attack. They rushed past us, ignoring us until we
found ourselves surrounded by an entire company of soldiers, their rifles
pointing up at us.
The crump of the shelling and the spitting of rifle-fire had suddenly
stopped. I looked around me for the rest of the squadron, to discover that
we were alone. Behind us the riderless horses, all that was left of a proud
cavalry squadron, galloped back towards our trenches, and the hillside
was strewn with the dead and dying.
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Fiction
Try this
HINT
Remember to tick two
boxes.
HINT
Remember to choose
only one word.
HINT
Find the word in the
extract as it might give
you a clue.
HINT
Make sure that your
explanations are in
your own words and
not copied from the
text.
HINT
Make sure you are
looking at the correct
section.
HINT
Write down only one
word.
1 What two techniques are used in the line ‘The shells whined and
roared overhead, and every explosion seemed like an earthquake to
us’? Tick (✓) two boxes.
a Euphemism
b Simile
c Metaphor
d Alliteration
e Personification
2 Write down one word from the second paragraph that means ‘mass
destruction’.
3 What type of word is ‘feverishly’?
4 The battle is terrifying and deadly. Explain how the reader knows this.
Give two explanations in your own words and support each
explanation with a quotation from the text.
Explanation in your own words
Quotation from the text
5 Joey (the narrator) has a close relationship with his rider
Trooper Warren.
Give an example of how Joey tries to help Trooper Warren in the
second paragraph.
6 Give one word from the last paragraph that means ‘covered’.
7 What technique is used in the line ‘On my back Trooper Warren held
me in an iron grip with his knees’?
8 Trooper Warren is scared during the attack.
Give an example of how the reader knows that Trooper Warren
is scared.
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CHAPTER 6 POETRY AND FICTION
Try this
Match up these words from the extract with the correct synonyms.
HINT
Find each of the words
in the extract and try
replacing them with
your chosen synonym
to check whether the
words fit and make
sense.
Word from the extract
Synonym
screamed
relentlessly
erupted
noble
inexorably
shrieked
blasted
desperately
feverishly
broke out
rushed
shot
proud
raced
LET’S TALK
Some people love animals and think they are important to humans.
Some people are cruel to animals.
With your partner or group, discuss which you think is the larger group
of people.
Write down some examples of how humans treat animals to support
your argument.
HINT
Make a quick mind
map or scatter diagram
to help you to decide
on and organise your
ideas.
Try this
Write a speech to persuade your classmates that keeping animals in a
zoo or a safari park is cruel.
Remember to include the following:
l
l
l
statistics facts,
figures and data
l
l
Persuasive language
Direct address
Dramatic punctuation (question marks, exclamation marks, ellipses)
Facts and statistics to support your points
A range of different sentence structures
Complete this answer on a separate piece of paper.
Check your understanding
1
2
3
4
What is a simile? Think of an example.
What is personification? Think of an example.
What is a rhetorical question? Think of an example.
What does the instruction ‘answer in your own words’ mean?
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Chapter 7
The Cambridge Reading Test
Your Cambridge Reading Test is approaching and you are probably
wondering how to prepare for it. Don’t worry – you are not alone.
What can you do to prepare for the test?
1
2
3
4
5
6
7
The best thing to do is not to panic.
Look at examples of previous test papers.
Practise completing previous test papers.
Make sure you understand the types of question you might be asked.
Make sure you understand the wording used in the questions.
Take note of how long the test is so you can time yourself effectively.
Practise completing previous test papers in timed conditions.
Let’s have a look at some practice questions.
Retrieval questions
Try this
Read this extract and answer the question that follows.
HINT
Remember to check
how many marks the
question is worth. A
1-mark question means
you need to make one
point.
There was still a light on in Mo’s room. He often stayed up late
reading late into the night. Meggie had inherited her love of books
from her father. When she took refuge from a bad dream with him,
nothing could lull her back to sleep better than Mo’s calm breathing
beside her and the sound of the pages turning. Nothing chased away
nightmares faster than the rustle of printed paper.
What helps Meggie get to sleep after a bad dream?
[1]
Sometimes a question will instruct you about how many words you need
to write down for your answer.
Try this
HINT
The question is asking
you to write down
one word. If you write
down more than one
word (even if your
answer includes the
correct information)
you will not be
awarded the mark.
Look at this extract and answer the question below.
‘Mira! Mira!’
I suppose that must be Priya leaping up and down, hollering and
waving. She looks nothing like she did last week on Skype.
Give one word that tells the reader that Priya makes a lot of noise when
she first sees Mira.
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CHAPTER 7 THE CAMBRIDGE READING TEST
HINT
Always make sure
you read the question
carefully and make
sure your responses
are precise.
Which of the following answers would score a mark for this question?
a Hollering/waving
b Hollering and waving
c Hollering
[1]
Here is another question to practise.
Try this
Read these lines, continuing from the previous extract, and think about
the answer you would give.
As I draw nearer she vaults over the barrier and sprints towards me
with her arms opening into the widest and warmest of hugs. The tears
that have been threatening to spill over for the last half-hour suddenly
cascade down my face. To meet a whole side of your family in the
flesh, for the first time in your life, is the strangest feeling in the world,
sort of like coming home.
HINT
Follow the instructions
and make sure you
write down two words.
Give a two-word phrase that tells the reader that Mira loses
control and starts crying freely.[1]
The correct answer is ‘suddenly cascade’.
Why would each of the answers below not score a mark?
a Threatening to spill over
TOP TIPS
Spelling errors will
be ignored as long
as the sense is
clear. For example,
‘personalisation’
would not be
awarded the mark,
but ‘persanification’
would.
HINT
If you are not sure
about the different
techniques that writers
use, have a look for
the explanations in the
glossary at the back of
this book.
b Cascade down my face
c Cascade
Technique questions
You will often be asked to identify a specific technique from the passage.
Sometimes this will be in the form of a multiple-choice question and
sometimes you will be expected to write the answer without being given
any choices.
We will look at both types of question here.
Look at this phrase: ‘windows so small you’d think they were holding
their breath’.
What technique is this an example of?
[1]
The correct answer here would be ‘personification’.
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Multiple-choice questions
Multiple-choice questions
Here is a multiple-choice question.
Look at the sentence: ‘When the sun does come out, it does so
apologetically, like a ballerina who is unsure of her entrance on stage.’
Which literary techniques does the writer use in the sentence above?
Tick (✓) two boxes.
TOP TIPS
l Even if you are
unsure of the
correct answer,
it is worth ticking
a box(es) as you
might be correct.
l Follow the
instructions
carefully.
l Check the number
of marks for the
question.
l Check how many
boxes you need to
tick.
a
b
c
d
e
[2]
Metaphor
Simile
Alliteration
Personification
Hyperbole
Think about the following things that students often do in the exam.
l
l
l
If you only ticked one correct box, would you score 2 marks?
If you ticked three boxes, including both correct answers, would you
score 2 marks?
If you left all the boxes blank, would you score 2 marks?
Hopefully, you won’t be too surprised to find out that you will
l
l
l
only score 1 mark if you only tick one correct answer
not score any marks if you tick three boxes, including the two
correct answers
not score any marks if you leave all the boxes blank.
Selecting quotations
You will often be asked to pick out quotations from the passage to prove
a statement. Here is an example.
Try this
Read the following lines:
There. I had to look where she pointed – the third floor, the paint
peeling, wooden bars Papa had nailed on the windows so we
wouldn’t fall out. You live there? The way she said it made me feel like
nothing. There. I lived there. I nodded.
HINT
Remember the
question is asking
about the narrator’s
embarrassment.
Does this quotation
suggest the narrator is
embarrassed?
The narrator is embarrassed about the house. Give one quotation
that tells the reader this.
[1]
The correct answer here is: ‘made me feel like nothing’.
Why do you think the quotation, ‘the paint peeling, wooden bars
Papa had nailed on the windows so we wouldn’t fall out’ would not
be acceptable?
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CHAPTER 7 THE CAMBRIDGE READING TEST
Finding examples
Some questions will ask you to find examples of specific techniques.
These may be straightforward where you need to find an example of just
one technique. Here is an example.
Try this
Read the extract and answer the question that follows.
‘Forget about presents! You are the present. Come on, you must be
exhausted. Let’s take you home. I’ll call about the bag later.’ Anjali
sighs, then walks towards the exit, gesturing for me and Priya
to follow.
‘What were you going to give me anyway?’ whispers Priya, breaking
into my thoughts.
Anjali overhears her and then turns and shoots her an ‘I’ll deal with
you later!’ look. I wonder if all mums, wherever you live, anywhere in
the world, have the same silent repertoire of reprimands.
alliteration repetition
of consonants at the
beginning of words
for effect
Give an example of alliteration from the extract.[1]
In this extract, there are two examples of alliteration in the same
sentence, so be careful how you write the answer. Which of the following
answers would score the mark and why?
a Repertoire of reprimands
b Same silent repertoire of reprimands
c Same silent
HINT
These questions will
be worth 2 or 3 marks,
so it is important that
you answer all the
parts.
Questions like this can sometimes be more demanding by asking you to
find examples of two or three different techniques.
Try this
Read the extract and answer the question that follows.
But my mother’s hair, my mother’s hair, like little rosettes, like little
candy circles all curly and pretty because she pinned it in pin curls
all day, sweet to put your nose into when she is holding you, holding
you and you feel safe, is the warm smell of bread before you bake it,
is the smell when she makes room for you on her side of the bed still
warm with her skin, and you sleep near her, the rain outside falling
and Papa snoring. The snoring, the rain, and Mama’s hair that smells
like bread.
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Inference or deduction questions
Give one example of each of the following:
HINT
Do not confuse a
metaphor with a simile.
[1 each]
a Metaphor
b Repetition
c Alliteration
HINT
This simply means
that you read between
the lines to find
impressions that are
not explicitly stated.
HINT
This question is
directing you to
consider her character
or qualities and not her
appearance.
Inference or deduction questions
You will often be asked to make inferences or deductions from
information you have read.
Try this
Read the same extract again but, this time, consider what the reader
learns about the mother’s character.
But my mother’s hair, my mother’s hair, like little rosettes, like little
candy circles all curly and pretty because she pinned it in pin curls all
day, sweet to put your nose into when she is holding you, holding you
and you feel safe, is the warm smell of bread before you bake it, is the
smell when she makes room for you on her side of the bed still warm
with her skin, and you sleep near her, the rain outside falling and Papa
snoring. The snoring, the rain, and Mama’s hair that smells like bread.
What impression does each of these quotations create of the mother?
a ‘when she is holding you’
b ‘is the smell when she makes room for you on her side of the bed still
warm with her skin’
c ‘you sleep near her’
d ‘Mama’s hair that smells like bread’
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CHAPTER 7 THE CAMBRIDGE READING TEST
Try this
Here is another inference-style question. Look at the following lines and
think about how you would answer the question.
It’s July, not that you can tell; every day dawns uniformly grey, and the
rain cycles from a spatter to a thundery relentlessness. I do not mind
the weather. The climate suits me.
HINT
Remember to read
between the lines
and think about what
is suggested, rather
than what is explicitly
stated.
Look at the sentence: ‘The climate suits me.’ What does the
sentence tell the reader about how the narrator is feeling?
[1]
Think about what is suggested by these quotations:
l
l
l
‘every day dawns uniformly grey’
‘the rain cycles’
‘from a spatter to a thundery relentlessness’
Now, decide which of the following answers would score a mark, and why.
a
b
c
d
Her mood is gloomy and miserable.
She likes the climate.
She feels depressed.
She is feeling under the weather.
Explanation questions
Questions like this ask you to explain something from a quotation or an
idea in the text.
Try this
Consider this extract.
At present, I am staying with my Aunt Petra, who is not my aunt at all,
but a lifelong friend of [my mother’s]. The name ‘Petra’ means rock, but
there is nothing rocklike about my non-aunt, who is as curved and soft
as candyfloss. She runs a guesthouse here, in the Scottish Highlands,
with her husband Bill. People come to relax and meditate and heal.
HINT
Read the lines
carefully and think
about whether any of
the important words in
the question (the key
words) give you a clue.
What does the term ‘Aunt Petra’ tell the reader about Petra’s
relationship with the narrator and her mother?[1]
Which of the following would not be an acceptable answer to the
question and why?
a They are close friends.
b They are friends.
c She is an old family friend.
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‘Complete the table’ questions
Try this
Read the extract and think about the question that follows.
However, I do quite often agree to take her dog, Oscar, for a walk. Oscar
and I wander through fields thick with stubby nettles, beating pathways
down to the lake; or else we follow one of the narrow tracks that
crisscross through woodland to the top of the peninsula, passing isolated
farms and small rivers, until we reach one of the nearby villages.
What makes the location of Aunt Petra’s guesthouse especially
suitable for people on silent retreats?
[1]
Two of the following answers are correct and two are incorrect.
Which ones are correct?
a
b
c
d
It is on a peninsula.
It is very remote.
There are nearby villages.
It is in a rural area.
‘Complete the table’ questions
These questions can be quite tricky and are often worth more marks
(typically 3–4 marks). You will be asked to find information, find evidence/
quotations and sometimes give an explanation in your own words.
Let’s look at a straightforward information question.
Try this
First of all, read this extract.
They always told us that one day we would move into a house – a real
house that would be ours for always so we wouldn’t have to move
each year. And our house would have running water and pipes that
worked. And inside it would have real stairs – not hallway stairs, but
stairs inside like the house on TV. And we’d have a basement and
at least three washrooms so when we took a bath we wouldn’t have
to tell everybody. Our house would be white with trees around it, a
great big yard and grass growing without a fence. This was the house
Papa talked about when he held a lottery ticket and this was the house
Mama dreamed up in the stories she told us before we went to bed.
But the house on Mango Street is not the way they told it at all. It’s
small and red with tight steps in front and windows so small you’d
think they were holding their breath. Bricks are crumbling in places,
and the front door is so swollen you have to push hard to get in.
There is no front yard – only four little elms the city planted by the
curb. Out back is a small garage for the car we don’t own yet and a
small yard that looks smaller between the two buildings on either
side. There are stairs in our house, but they’re ordinary hallway
stairs, and the house has only one washroom. Everybody has to
share a bedroom – Mama and Papa, Carlos and Kiki, me and Nenny.
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CHAPTER 7 THE CAMBRIDGE READING TEST
What are the differences between the houses described?
HINT
In the text, underline
the information
about the rooms, the
condition of the house
and the outside.
Complete the table below with information from the text.[3]
First paragraph
Rooms
Second paragraph
three washrooms
Condition
Outside
the bricks are crumbling
a great big yard
Make sure you are looking at the correct paragraph. Your information
must be precise.
Explain why these answers would not be acceptable:
a Condition – there are four little elms
b Outside – there is no yard
c Outside – there is a small front yard
This ‘complete the table’ question requires explanations.
Try this
Read the extract and consider the question that follows.
My great-grandmother. I would’ve liked to have known her – a wild horse
of a woman, so wild she wouldn’t marry. Until my great-grandfather
threw a sack over her head and carried her off. Just like that, as if
she were a fancy chandelier. That’s the way he did it. And the story
goes she never forgave him. She looked out the window her whole
life, the way so many women sit their sadness on an elbow. I wonder
if she made the best with what she got or was she sorry because she
couldn’t be all the things she wanted to be. Esperanza. I have inherited
her name, but I don’t want to inherit her place by the window.
What does this paragraph tell the reader about women’s lives in the past?
Complete the table below.
HINT
Read the question
carefully.
Quotation
[1 for each correct point]
What it tells the reader
‘… a wild horse of a woman, so wild
she wouldn’t marry’
‘… my great-grandfather threw a
sack over her head and carried her off’
‘She looked out the window her
whole life’
Remember, the focus must be on women’s lives rather than the grandmother
as an individual. You must use your own words in the explanation.
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Explaining the effect of techniques
Explaining the effect of techniques
You have already practised recognising different techniques in this
section, but for some questions you will be asked to explain the effect of
a particular technique in the text.
Questions like this are often phrased in the following way:
l
l
l
What effect does the writer create by using …
In the following extract, what is the effect of …
Why does the writer use …
Try this
Read this short extract and think about the following question.
I loved this little room, 305 metres below the surface of the earth. It
had been my home for four days, and these last black seven or eight
hours would be my final chance to savour the wonder. Alone.
What effect does the writer create by using a single-word sentence?
HINT
Make sure the
explanation is
precise and relates
to the context of the
sentence.
[1]
Which two of the following answers would be marked as correct? Think
about why the other two answers would not be acceptable.
a
b
c
d
It creates dramatic effect.
It creates suspense.
It provides a contrast to the long sentences before.
It creates tension. Try this
Now read these lines from the same passage and be ready to answer
this question:
Why does the writer use a colon (:)?
[1]
I have been caving, on and off, for about ten years. Still, the
Lechuguilla cave had been a surprise. It was so big, so hot, so
intimidating, that it had taken me several days to come to something
close to full comprehension of its marvels: crystals the size of small
trees, huge-domed pits, rooms as high as a thirty-storey building.
Which one of the following answers would be incorrect and why?
a To separate things in a list
b To introduce a list
c To add information or examples
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CHAPTER 7 THE CAMBRIDGE READING TEST
Identifying features of newspaper articles
On Paper 1, the non-fiction paper, you may be asked to identify features
of newspaper writing. You could prepare for this by looking at newspapers
at home or in your school/college library and thinking about how the
stories are laid out on the page. You might then think about the features
the newspaper articles have in common.
Try this
Look at the newspaper articles below.
Playing video games could make you smarter –
and even improve your job prospects
A new study from the University of Florida has proven a link between
academic success and playing games like Minecraft
Benefits
Gaming has been shown to develop vital attributes needed
for success – such as communication skills, decision-making,
resourcefulness and quick thinking – according to a study carried out
by experts at Florida University.
Professor Egon Smith said, ‘Video games require players to adapt
to situations quickly and come up with many different ways of
completing or solving a task. Designers have created these games to
develop critical thinking skills and to force players to consider and
re-evaluate decisions they have made.
The Science
Whilst parents might not want to hear about the benefits of computer
games, there is no doubt that there is hard evidence to support the
study. It was found that video-playing children between the ages of
10-14 were more than 30% likely to have faster reflexes than those
children who do not play.
Teenager Breaks South Pole World Record
After a 48-day, 702-mile journey from the Antarctic Coast to the South
Pole, 16-year-old Lewis Clarke, from England, arrived at the South
Pole at 3 p.m. local time on Saturday 18 January 2014, setting a new
World Record for the youngest person ever to do it (the current world
record holder is an 18-year-old Canadian).
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Identifying features of newspaper articles
TOP TIPS
In your Reading Test,
if you are asked to
list the features of a
newspaper article in a
specific text, you can
include layout and
textual features.
The journey
Teenager Lewis set out on his epic expedition from Hercules Inlet
on the Antarctic coast on 2 December 2013, just two weeks after his
16th birthday. After 48 gruelling days travelling across one of the
most inhospitable environments on earth, in temperatures as low as
minus 40 and gale force winds of up to 60 mph, Lewis has become
the youngest person in the world to ski the full 702 miles from coast to
Pole, on the well-established Hercules Inlet route.
Daily struggles
Lewis was guided by experienced polar guide Carl Alvey. They
travelled on skis, pulling their own supplies, but received three
resupplies during the expedition. There have been many ups and
downs, from white-outs and blizzards to Lewis breaking a ski. They had
only one full day off (on Christmas Day) during the 48-day expedition.
They usually skied around 8 or 9 hours a day, covering roughly 18 miles
daily. Their last day, Saturday 18 January, was a very tough one, with the
lowest temperatures of the whole trip (around −50°C including wind chill).
HINT
Think about what the
articles look like on
the page. How are
they organised?
HINT
Think about what
sort of tone is used.
What is the purpose
of the articles? What
techniques do the
articles use?
What layout features do these newspaper articles have in common?
[3]
Write a list of at least three things.
What textual features do these newspaper articles have in common? [3]
Write a list of at least three things.
Now try this Reading Test question.
Try this
Read the following newspaper article.
When It’s Good To Fly
We all know flying is bad, right? Nobody who is concerned about global
warming should fly halfway round the world on holiday, needlessly
pouring carbon emissions into the atmosphere. Well, it depends. If we
were all to stop travelling to developing countries tomorrow, who would
suffer? Hundreds of thousands of people whose livelihoods depend on
tourism would suffer financially. This does not give us the right to whizz
around the world, but it should remind us that travel, when organised
with careful thought, can be beneficial and worthwhile.
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CHAPTER 7 THE CAMBRIDGE READING TEST
Porini Camp, Kenya
TOP TIPS
Try to write down four
features, in case you
have one wrong.
African national parks are a good thing. That’s a no-brainer, isn’t
it? But how do the local people feel about this? In Kenya, it turns out
that the local Masai people felt excluded and their feelings weren’t
considered about the busloads of tourists who were herded into
their villages. However, Jake Cook, a white Kenyan, had an idea.
Why not open a camp on Masai-owned land outside the national
park, employ local people to build and run it, and pay them rent?
Not only would the tribes reap a real benefit from tourism. Visitors,
in turn, would experience a genuinely warm welcome and get the
run of a vast area of wilderness. The result is Ambolesi Porini, a
small tented camp a few miles north of Ambolesi National Park. Jake
said, ‘Because only twelve visitors a day are allowed in, the animals
– elephants, cheetahs, lions and leopards – remain genuinely wild
and unaccustomed to the sight of vehicles. Tourists have a genuine
experience of Africa.’
Grootbos, South Africa
On paper, the Grootbos private nature reserve looks as though
it might in fact be too perfect! This five-star eco-resort, is
environmentally friendly and teaches its guests about trees and
seaweed. Barely visible from the road, the hotel nestles in a
wooded hillside overlooking a protected wild beach. It’s stylish and
comfortable, with cosy cottages hidden among trees. The hotel’s
ethos is ‘luxury, conservation and social responsibility’. The owner
said, ‘We have also opened a gardening school and built four football
pitches for local schoolkids. The children can play only if they turn up
with a bag of rubbish to recycle.’ Trained guides – also recruited from
the local towns – walk guests through the grounds, pointing out the
wildlife and some of the 9,700 plant species.
So, as we can see from this, there are indeed many valid reasons why
we should continue to fly!
headline a heading at
the top of an article or
page in a newspaper
or magazine
Give three features of a newspaper article used in the text above.
expert opinion
a comment on
something given
by someone who
knows a lot about the
subject
A A headline; a subheading; quotations
B A headline; points are explained; paragraphs
C A headline; expert opinions; facts and statistics
[3]
Now, look at these answers (A, B and C) and decide which one would
score 3 marks and why.
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Summary questions
HINT
Remember
‘advantages’ are
the positive things;
‘disadvantages’ are
the negative things.
Try this
Using information from the same newspaper article, complete the list
below, giving advantages and disadvantages of flying.
[3]
Advantages
Disadvantages
TOP TIPS
The examiner is
instructed to accept
only the first point
written on any line,
so make sure you
list your points
separately, one below
the other.
TOP TIPS
You will always be
given a specific focus
for the summary,
so make sure you
underline the key
words in the question
before you begin your
answer.
You will be given a
specific word limit.
This means you
cannot write more
than the number
of words stated in
the question. If you
exceed the word
limit, you will not be
awarded full marks,
even if you have
included the correct
information. The word
limit may be 30, 40 or
50 words. Read the
instructions carefully.
Summary questions
These questions can be tricky but don’t panic – the tips on the left will
help you succeed.
First of all, what exactly is a summary? A summary is a shortened version
of a piece of writing that contains the main, relevant information.
Try this
Using the information from the article ‘The Big Dig’, summarise the
advantages of constructing a city with some facilities underground.
Use up to 40 words.
[2]
Write your answer in the space below.
How many words have you used? .......................
HINT
If you have exceeded
the word count, go
back and think about
which words you can
cut out or replace.
HINTS
l What is the focus of the question? Underline the key words.
l Remember, summarising means you are writing a brief, shorter version.
l Using your own words, instead of copying the text exactly, will help you
reduce your word count.
l Avoid repeating the same words or ideas.
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CHAPTER 7 THE CAMBRIDGE READING TEST
TOP TIPS
It is important that
you make as many
points as possible
because the marks
are awarded as
follows:
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3 marks for 6–8
correct facts
2 marks for 4–5
correct facts
1 mark for 2–3
correct facts
0 marks for 0–1
correct facts
So don’t give up and
think that you have
written enough until
you have made eight
points.
Check your understanding
Now that you have practised some of the different types of questions
you might be faced with on the Reading Test, answer these questions to
check what you have learnt.
1 Why is it important to check the number of marks available for a
question?
2 If a question instructs you to look at a specific number of lines in
order to answer a question, why is it helpful to draw a box around the
relevant lines on your question paper insert?
3 If a multiple-choice question is worth 2 marks, how many boxes
would you need to tick to score full marks?
4 What happens if a multiple-choice question is worth 2 marks and you
tick three or more boxes?
5 If a question instructs you to write an answer ‘using your own words’,
what does this mean?
6 If a question asks you to list three features about an article, why is it a
good idea to write down four features?
7 What does the term ‘summary’ mean?
8 What does ‘use up to 30 words’ mean?
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Chapter 8 Structures of writing
structure the way
a writer writes, the
words they use and
how they use them
In the Cambridge Checkpoint tests, you will be asked to write in different
formats, for different purposes, for different audiences and in different
styles. Read the questions carefully so that you understand exactly what
you are being asked to do and then use what you know about the
different types of writing. Also take the time to create a plan in the space
that is provided in the test.
Narrative writing
On Paper 2, the fiction paper, you might be asked to write a story or
narrative based on the main theme of the narrative in the reading insert,
or you might be asked to continue the narrative from the point at which
the material in the reading insert finished.
Try this
narrative a story or
an organised and
coherent account of
a series of connected
events
Let’s make sure you understand the features of narrative writing.
Read the following list of statements about creative/narrative writing and
decide which are true and which are false.
Statement
True or false?
The purpose of a narrative or story is to persuade the
reader to do something.
A narrative or story should be clearly and logically
organised in paragraphs.
The purpose of a narrative or story is to provide the
reader with information.
A narrative or story can be written in the first or third
person.
The purpose of a narrative or story is to entertain and
engage the interest of the reader.
A narrative or story uses subheadings.
A successful narrative or story should include some
direct speech.
Nothing actually happens in a narrative or story – it
only contains description.
A successful narrative or story needs a strong
opening and ending.
You do not need to plan your narrative or story before
you start writing it.
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CHAPTER 8 STRUCTURES OF WRITING
TOP TIPS
When you introduce
a character, create a
picture of what they
are like so that the
reader wants to know
more about them. You
might include details
of what the character
looks like, does,
wears and so on.
Engaging the interest of your reader
In order to engage the interest of your reader, it is a good idea to include
some of the following techniques in your opening paragraph:
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direct speech
an exclamation or a question
a description of an interesting character
an intriguing statement
an atmospheric scene setter
a sound effect.
Try this
Read the following story openings and, using the list of techniques above,
decide whether you think they are successful narrative openings or not.
The day was bitterly cold. A chill wind swirled mercilessly through the
dry leaves and the skies were grey and blurred with the threat of snow.
1 Can you find any interesting descriptive words (adjectives) here? If so,
write them down.
2 What effect does the writer want to create by describing the weather
in this way?
Alexandra Smith. My enemy. Blonde and petite with a perfect button
nose and pearly white teeth which could turn on a wide smile that
never quite reached her icy blue eyes. There she stood, hands on
hips, in her brand new jacket and expensive boots, eyeing me coldly.
3 Can you find any interesting describing words (adjectives) here? If so,
write them down.
4 What impression of this character does the writer want to give
the reader?
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Narrative writing
5 What do the phrases ‘turn on a wide smile that never quite reached
her icy blue eyes’ and ‘she stood, hands on hips’ tell the reader about
this character?
I was walking along the street one day when Alonso asked me if I
would like to join his gang.
6 Can you find any interesting details in the opening? If so, write them down.
7 What would you do to improve this opening?
Why did I do it? Why didn’t I stay on the outside where I belonged?
8 What does this opening tell the reader about the character and
feelings of the narrator?
‘I hate you! I hate you!’
I can still hear her voice now, twenty years later, and the emotions of
guilt and regret still overpower me just as they did then …
9 What does this opening tell the reader about the character of the narrator?
10 Does this opening use any other effective techniques? If so, write
them down.
mood the feeling
that a writer is trying
to create by using
certain words
11 What sort of mood is created by this opening?
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CHAPTER 8 STRUCTURES OF WRITING
setting the place or
location where an
event takes place
Try this
Using the techniques you have been learning about in this section, write
a successful opening paragraph for a story about a time when you broke
the rules.
Complete this answer on a separate piece of paper.
Now look back at what you have written.
Underline any interesting words that you have used.
What impression do you want to give the reader about the character/
setting you have created?
TOP TIPS
Start a sentence with
an -ing or an -ed
clause. For example:
Glancing
furtively behind,
he …
Racing ahead of
the others, she
…
Numbed by the
recent tragic
news, she …
Try this
Now practise beginning sentences in different ways by rewriting the
following short paragraph. You may include more detail and description
to make it more interesting.
Complete this answer on a separate piece of paper.
I went out and locked the door behind me. I ran down the street
because I didn’t want to miss the bus. I caught the bus, luckily,
but I couldn’t find a seat. I stood for the whole journey and
I gazed out of the window at the gloomy, grey pavement and
people trying to protect themselves against the rain. I felt glad
to be inside the bus!
Creating an atmosphere
Try this
Look at this opening paragraph about a holiday.
One day I went to the beach with my family. I enjoyed myself
and I remember the sea was blue and the sand was golden.
HINT
Atmosphere means
the mood of a place or
situation e.g. exciting,
sad
This story opening is clearly underdeveloped and does not grab the
reader’s attention.
What three things do you think the writer could do to make the
paragraph more interesting to read?
Write your own opening to a story with the title ‘A Memorable Holiday’.
Complete this answer on a separate piece of paper.
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Narrative writing
TOP TIPS
Use repetition for effect, for example:
The streets were full … the square was overcrowded … the city
was overflowing.
He inched forward nervously; he stood on the edge of the diving
board; he waited.
This will also create tension for the reader.
Also think about the punctuation you might use and its effect. What effect
do the ellipses (…) and semicolons (;) have here?
Try this
Read this story opening which tells of an embarrassing moment.
When I was eight I had the star role in the school concert but
my costume was too long and I fell over on stage in front of
everyone. A boy pointed to me and laughed. Then the audience
all stared at me and joined in, pointing and laughing at me. I
could tell the teacher was annoyed with me.
This piece of writing can be improved to make it more entertaining to read.
Rewrite the opening by using the skills you have learnt so far.
You could use direct speech, an exclamation, a sound effect or an
intriguing statement.
Complete this answer on a separate piece of paper.
TOP TIPS
Read like a writer.
Be like a magpie;
when you are
reading, collect good
examples of:
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sentence
structures
words and
expressions
special effects.
Adapt them for your
own stories.
Try this
Look at the following prompts and write an opening for each one, using
the techniques you have studied so far.
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Write about a time when you felt proud of yourself.
Write about a time when you helped someone.
Write about a time when you felt left out.
Complete this answer on a separate piece of paper.
When you have finished, read over what you have written and think
about how you might improve your writing.
Remember that in the test, there is nothing wrong with crossing out
words to improve your writing and earn a higher mark.
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CHAPTER 8 STRUCTURES OF WRITING
TOP TIPS
If you want to show
the passing of time in
your story, it can be a
good idea to use
flashbacks to explain
past events quickly.
For example:
It had all come
flooding back …
It hadn’t always
been like this …
flashback a scene
that goes back to
events in the past
structure the way
ideas are organised
narrative a story;
an organised and
coherent account of
a series of connected
events
Consider the following points when you try to improve your work.
Why
How
To correct my mistakes
Correct spelling, punctuation and grammar
errors. Check for paragraphs.
To create the best impression
Add more detail where necessary.
To achieve a higher mark
Use interesting vocabulary, similes, metaphors
and effective verbs.
Structuring your story
The fabulous five-part plan is the most commonly used structure in
storytelling. It is used in novels, plays, films and TV programmes.
1
2
3
4
5
Gripping opening
Introduction of a problem
Complication
Crisis or climax
Resolution
Use this simple but effective structure to help shape and organise your
narrative plot.
It may help you to visualise the structure as a pyramid like this.
Crisis or climax
Complication
plot storyline
Introduction of a problem
Gripping opening
Resolution
The five-part-plan pyramid
Try this
Produce a five-part plan for each of the following. You might want to
think ‘outside the box’ for some of these. Write down any ideas or first
thoughts you may have. Write about a time when you:
a volunteered for something
b felt you had let someone down
c had to overcome a challenge.
You can write your plan as a scatter diagram, a flow chart, a timeline or
a series of boxes or ideas linked by arrows. Use whatever method works
for you.
Now try writing one of these stories, using the information from your plan.
Complete this answer on a separate piece of paper.
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Narrative writing
Try this
Read this opening to a story about a time when the writer received some
unexpected news.
I turned my head and caught the velvet blackness of the night
sky staring at me through my window. The relentless rain spat
against the glass zigzagging as it wound a path down the window
pane. Outside, the street was empty. All I could hear was the
angry rain pounding off the concrete slabs and the fierce wind
bellowing an aggressive symphony in my ear.
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How do you think the story could develop?
What could happen next?
Try planning and writing the whole story.
Complete this answer on a separate piece of paper.
Creating characters
Creating interesting and memorable characters is often the key to writing
a great story and achieving high marks. To do this, it is a good idea to
use some of the following: adjectives, effective verbs and adverbs, similes
and metaphors.
Remember that the words and actions you choose can give the reader
clues about a character’s personality and situation by suggesting it rather
than saying it.
Try this
Read this description of a character from The Hundred Thousand
Kingdoms by N.K. Jemisin.
Face like the moon, pale and somehow wavering. I could get the gist
of his features, but none of it stuck in my mind beyond an impression
of astonishing beauty. His long, long hair wafted around him like black
smoke, its tendrils curling and moving of their own volition. His cloak
– or perhaps that was his hair too – shifted as if in an unfelt wind. […]
The madness still lurked in his face, but it was a quieter madness now,
not the rabid-animal savagery of before. Something else – I could not
bring myself to call it humanity – stirred underneath the gleam.
Pick out and write down the adjectives in this description and think
about what they tell the reader about the personality of the character.
Think about the verbs used. For example, what does the verb ‘lurked’
suggest about the character?
Complete this answer on a separate piece of paper.
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CHAPTER 8 STRUCTURES OF WRITING
Remember that the way a character speaks also reveals their personality.
Instead of only writing ‘he said/she said’, make sure your use of verbs
is interesting and precise. For example, you could use ‘he bellowed’ or
‘she whispered’.
Try this
How many different words or synonyms can you think of for the word ‘said’?
Make a list of at least ten alternatives and decide what the words might
suggest about the way a character is feeling.
For example, the verb ‘grumbled’ might suggest the character is
depressed, fed up or unhappy, and the word ‘yelled’ might suggest the
character is feeling scared, excited or enthusiastic.
Complete this answer on a separate piece of paper.
Body language is also important when creating and describing a
character as the way a character moves and behaves can suggest how
that character is feeling.
Try this
Look at the table below. For each description of body language, decide
what you think are the most likely feelings. An example has been done
for you.
Description of body language
Most likely feelings
Looking down and not making
eye contact
Embarrassed/shy/guilty
Eyes wide open and staring
Folding arms and frowning
Growing redder in the face
Hands behind head with elbows
stretched out
Raising eyebrows and
shaking head
Shrugging shoulders
Tapping foot or fingers
Pointing at a person while talking
Winking
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Writing a specific type of text for a particular purpose and audience
HINT
Remember to suggest
not tell in your writing.
TOP TIPS
Before you start a
piece of writing, ask
yourself ‘What am I
trying to do?’ It will
usually be one of the
following:
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Persuade
Give information
Entertain
Express an
opinion
Ask someone to
take action
Sometimes you
will be doing a
combination of these
things.
Writing a specific type of text for a particular
purpose and audience
On Paper 1, you will be asked to write a specific type of text (for example,
a letter, a speech or a report) and also for a specific purpose and
audience. To write effectively you need to identify the reason for writing
(purpose) and the people who will read it (audience). When you have
done this, you will be able to think about the appropriate tone (register)
and the type of words you will use (style).
Try this
Read this piece of writing by a student.
Do you ever wonder why teachers hate mobile phones?
Because they can’t use them? Or maybe they hate the way
we brandish them around? Well, I’m not going to keep you
guessing. Teachers, like many of our elders, are not up to date
with twenty-first-century technology. So, when we can text,
phone, look up information on the internet and play games, they
become jealous. Great, isn’t it?
I must say that it ’s a huge blessing on our part to see people
who are senior to us struggling to get to grips with these
simple devices. I mean, what is so difficult about pressing a
few buttons?
Mobile phones are the best thing ever invented. What is wrong
with them? They are perfect! All we need now is for them
to make you dinner and do your homework (just kidding, Mrs
Smith) and we won’t have to lift a finger ever again!
Now I would like you to decide whether mobile phones are a
blessing or a curse, but I hope that with my points you will say it is
a blessing.
Thank you for listening.
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CHAPTER 8 STRUCTURES OF WRITING
1 What type of writing do you think the student was asked to produce?
How can you tell?
2 What do you think the student was asked to do? (What is the purpose?)
3 Who do you think the student’s intended audience is? How can you tell?
4 What sort of register or tone has the student used? Find some
examples to prove this.
Writing a speech
The purpose of a speech is to persuade your audience to agree with your
point of view.
In order to do this, you will use persuasive techniques.
Try this
Read through the persuasive techniques in the table below. Fill in the
right-hand column to explain the effects of the techniques.
Persuasive technique
Effect
Rhetorical questions
Persuasive/emotive/
dramatic language
Facts/information/statistics
Direct address
Expert opinion
Superlatives
Tripling/repetition
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Writing a speech
Try this
Look at this extract from Animal Farm by George Orwell. Identify and
explain the effects of any persuasive techniques used here.
Complete this answer on a separate piece of paper.
‘Now, comrades, what is the nature of this life of ours? Let us face it:
our lives are miserable, laborious, and short. We are born, we are
given just so much food as will keep the breath in our bodies, and those
of us who are capable of it are forced to work to the last atom of our
strength; and the very instant that our usefulness has come to an end,
we are slaughtered with hideous cruelty. No animal in England knows
the meaning of happiness or leisure after he is a year old. No animal in
England is free. The life of an animal is misery and slavery: that is the
plain truth.
‘But is this simply part of the order of nature? Is it because this land
of ours is so poor that it cannot afford a decent life to those who dwell
upon it? No, comrades, a thousand times no!’
Try this
Your school or college wants to raise money for charity.
You have the chance to speak in assembly to persuade your school/
college to support a charity of your choice.
Write your speech.
Here are some ideas you might want to think about:
HINT
In your opening
paragraph, remember
to introduce yourself
and state the purpose
of your speech.
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Information about the charity
Why it is a good charity to support
Some ideas about how to raise the money
Why students should get involved
Complete this answer on a separate piece of paper.
Try this
Now you are going to practise your skills.
Read this question.
A lot of older people do not use social media or the internet, either
because they don’t see any value in them, or because they are afraid of
modern technology.
You have been asked to give a speech to a group of older people to
persuade them to use computers and the internet. Write your speech.
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Identify the important words in the question.
Decide what your purpose, audience, register and style will be.
Spend five minutes writing a plan to help you complete this task.
Complete this answer on a separate piece of paper.
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CHAPTER 8 STRUCTURES OF WRITING
Try this
Read this extract from a student response to the previous task.
I understand many old people don’t use computers or the
internet either because they don’t see any value in them or
because they are afraid of modern technology. However,
modern technology won’t bite or eat you up, so what ’s the
point in being frightened of them? On the other hand modern
technology like computers and the internet have numerous
amounts of benefits out there for people to discover. You can
go on Facebook for keeping in touch with distant relatives and
friends. No matter where you stand, you’ll find the distance
is not the problem. You will still be able to have a ‘hello’ from
them. Computer and the internet make everything closer.
What three pieces of advice would you give this student to help improve
this answer?
Try this
Look at these opening sentences to speeches on different topics.
Tonight I am going to talk to you about why keeping a pet is a
good thing.
This speech is about how you can improve your fitness levels and
why exercise is important.
I am going to talk to you today about why it is important that all
students study a science subject in school or college.
Rewrite each opening sentence so that it will have a greater impact on
the audience. You can add more details or information as well.
Then choose your best sentence and write the next three or four
paragraphs of the speech.
Complete this answer on a separate piece of paper.
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Writing a formal letter
Writing a formal letter
formal letter a
serious letter written
to someone in a
position of authority
TOP TIPS
Always remember to show that you understand the format of the task and
that you know what you are doing by using the special features of the form
you have been asked to use.
Always aim to set your writing out correctly.
Here is the layout for a formal letter.
Your address in the topright-hand corner – use a
capital letter for each word
in the address
2 Happy Street,
Happy Town,
Happyville
HPY 123
Date written in full and
not abbreviated
The address of the person
who will read your letter,
lower down on the
left-hand side
Begin with ‘Dear Sir/
Madam’ and finish with
‘Yours faithfully’ – capital
Y but lower case f. If you
begin with the name of the
person (for example, ‘Dear
Mr Chen’), end with ‘Yours
sincerely’ – capital Y but
lower case s
4 March 2022
The Principal
International School
Singapore
Dear Sir or Madam,
Yours faithfully,
Sign your name and then
print it underneath
Lucy Langdon
Lucy Langdon
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CHAPTER 8 STRUCTURES OF WRITING
TOP TIPS
When you write a letter, you may find it helpful to plan your ideas using the
abbreviation RDA:
Reason for the letter – this should be made clear in your opening paragraph
where you introduce yourself and state why you are writing the letter.
Detail/development – this is the main part of the letter, in which you make all
of your points and arguments.
Action – this is your final paragraph in which you explain what you want your
letter to achieve.
The purpose of a formal letter is to give the reader information, and often
to persuade them to agree with your ideas or point of view as well. So,
you will need to use many of the same persuasive techniques that you
would use for a speech.
Try this
Consider this task.
The headteacher or principal of your school or college has decided to
remove the subject of music from the curriculum. Write a persuasive
letter to the headteacher/principal giving your views about this proposal.
Read the tips in the box below and then write your letter.
Complete this answer on a separate piece of paper.
TOP TIPS
Remember to plan your letter.
Decide what your viewpoint will be – are you in favour of the proposal or
against it? Be consistent throughout the letter.
Write down a list of points to include in the letter. Then number them in
order from the strongest point to the weakest point. Aim to have about four
or five points.
Start with your strongest point, so you can make an immediate impression
on your reader, and finish with your second strongest point. Your ending
must also have impact if you want your letter to have an effect – you don’t
want it to trail off weakly.
TOP TIPS
Use this as a checklist to improve your work:
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Have you set it out as a formal letter?
Have you used the correct tone? The letter should be polite and you
should make your points clearly and persuasively.
Do you think you have included enough information and details in the
middle paragraphs to make your argument convincing?
Have you used connectives at the beginnings of the paragraphs to
connect your ideas?
Does the final paragraph clearly state what action you would like taken
as a result of your letter?
Are there any improvements you want to make to your use of persuasive
techniques or your vocabulary?
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Writing a report
Ending with impact
In the same way that your opening needs to make an impression,
the way you end your writing needs to have an impact as well.
Here are some possible techniques to make a final impact on
your reader.
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You could use a question to make the reader think about what they
have just read. For example, ‘Surely we can no longer ignore the
frightening reality of the situation?’
You could end with a warning, suggesting what will happen if your
views are ignored. For example, ‘If we continue to feed our children
with calorie-loaded junk food, we run the risk of becoming the first
generation to outlive its children.’
You could end on a positive, uplifting note, suggesting what will
happen if your views are acted upon. For example, ‘Our actions
could result in producing a future generation that is well motivated
and enthusiastic.’
Writing a report
When you write a report, it is important that you communicate clearly
and provide information. There is no need to write persuasively or include
persuasive techniques in a report. You need to be factual and polite, not
persuasive. Generally, you will be asked to write a report in relation to your
school/college or the wider community.
Try this
Read the following list of statements about report-writing and decide
whether each one is true or false.
Statement
True or false?
Reports should be written in formal English.
A report should be clearly organised into logical
paragraphs.
The purpose of a report is to entertain the reader.
You need to end a report with ‘Yours sincerely’.
A report should be written in columns like a newspaper.
Subheadings should be used to make the different
sections clear.
A report should grab the attention of the reader.
The purpose of a report is to persuade the reader.
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CHAPTER 8 STRUCTURES OF WRITING
TOP TIPS
Planning your answer
is essential.
To help you organise
your ideas, jot down
a heading for your
report.
Write down three or
four subheadings you
will use in your report.
Write down a topic
sentence to begin
each paragraph under
the subheadings.
What other ideas
could you include in
each section?
Try this
Consider this question.
Write a report for your headteacher/principal on ways in which your
school/college could be improved for students approaching important
examinations.
It might help you to make a quick plan, like the one below, to help you
focus on what you need to do.
l
l
l
l
Who is your audience? – headteacher/principal, who is busy and well
educated and already knows the school/college well
What is your purpose? – to make clear what is wrong with the current
situation and suggest improvements that can be made to help
students preparing for important exams
What is your register? – formal, polite standard English – no slang
What is the format? – an organised report with paragraphs under
subheadings, such as ‘Revision time’ and ‘Extra lessons’
Complete this answer on a separate piece of paper.
heading a line at the
top of an article or
page in a newspaper
or magazine
format the way in
which something is
arranged or laid out
on a page
Try this
Here are two different introductions to an answer to the question above.
Example A
From: Adil Pearson
To: Mr Chen, Principal, Singapore International School
Purpose: to suggest ways in which the school can be improved for
students approaching examinations.
Introduction:
School Council members were asked by the principal to identify
the issues faced by students as they approach their Cambridge
International exams, and to suggest possible solutions. In my role
as a member of the Student Council, I have consulted other
students and these are my findings.
Example B
Here is my report to the Principal about what the school needs
to do to help students as they come up to their exams.
Which example do you think has the most appropriate introduction?
Explain why.
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Writing a report
What three things could the student do to improve Example B?
Now, write your own answer to the question, remembering the following
features of writing an effective report.
l
l
l
l
l
Begin with a clear title, stating for whom the report is written and
what it is about.
Include a short introduction, making clear why you are writing the
report, the background to it, how you reached your conclusions and
where you found your information.
Use separate subheadings for each topic as an effective way of
organising your material. Aim for about three or four subheadings.
Include a conclusion in which you sum up your main points and
suggest what should happen next.
Use a formal register with a respectful, calm tone.
Complete this answer on a separate piece of paper.
Check your understanding
1
2
3
4
Think of 2 things you should remember when writing a report.
Give 2 layout features of a formal letter.
Why does the opening of a speech need impact?
What are the 5 parts of a plan for a narrative?
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Practice test paper 1 Non-fiction
Section A: reading
Read Text A and then answer questions 1–10.
Text A
Invasion of the Polar Bears!
Fifty-two hungry polar bears have occupied Guba, a remote area in
the Russian Arctic. The animals reportedly attacked locals, ransacked
garbage dumps and barged into residential areas.
5
The massive invasion of polar bears prompted the region to declare a
state of emergency.
‘People are scared, afraid to leave the house … afraid to let their
children go to school,’ a local resident stated. ‘There are between six
and ten polar bears constantly in the village.’
It’s not uncommon to see polar bears near the area’s southern coasts,
10 where they regularly converge in winter for seasonal seal hunts.
However, thinning sea ice caused by global warming is driving the
bears inland in search of more readily available meals.
However, scavenging in bins isn’t all the beasts are doing. Pictures
posted over the weekend show the bears traipsing through empty
15 schoolyards and even infiltrating the corridors of office buildings in
search of food.
To protect the town, locals have built extra fences around schools
and other sites, while special patrols try to scare off the bears with
cars and dogs. These measures have shown no tangible results in
20 frightening the bears and a special task force of ‘experts’ is on its way
to assess the worrying situation.
Polar bears are considered a vulnerable species around the world
as global warming continues to diminish their sea ice habitats. In the
Arctic, where the world’s estimated 22,000 to 33,000 polar bears live,
25 average temperatures are warming twice as fast as the rest of the
world, resulting in huge declines in sea ice every year, according to a
December 2018 report released by the National Oceanographic and
Atmospheric Administration (NOAA).
As sea ice melts, polar bears have to travel farther and work harder to
30 catch seals, causing some to starve to death in the process. Others –
like those that invaded Guba – would rather eat garbage, it seems.
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Section A: reading
1
Look at the first paragraph.
Give one adjective that describes where the polar bears live.
[1]
2
Look at the sentence in lines 1–2: ‘The animals reportedly attacked
locals, ransacked garbage dumps and barged into residential areas.’
Why does the writer use a long sentence here?
[1]
3
Read the second paragraph.
According to this paragraph, how have the residents been affected
by the presence of the polar bears?
[2]
4
What does the reader learn about how the habits of the polar
bears have changed in the fourth paragraph (‘It’s not uncommon to
see polar bears […] of more readily available meals’)?
[2]
5
Look at the sentence, ‘However, scavenging in bins isn’t all the
beasts are doing.’
Write down one word from the sentence that makes the polar
bears sound dangerous.
[1]
6
Look at the phrase ‘a special task force of “experts” is on its way
to assess the worrying situation’.
What does the use of quotation marks above tell the reader about
the writer’s opinion of the task force?
[1]
7
In the seventh paragraph, what does the word ‘vulnerable’ tell us
about the position of polar bears?
[1]
8
What is the purpose of the seventh paragraph?
[1]
9
What technique is used in the line ‘Others – like those that
invaded Guba – would rather eat garbage, it seems’?
Tick (✓) one box.
– simile
– parenthesis
– personification
– synonym
[1]
10 Give two features of a newspaper article used in Text A.
[2]
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PRACTICE TEST PAPERS
Read Text B and then answer questions 11–18.
Text B
Mountain Gorillas
5
Youngsters tumble, climb, and run playing follow the leader.
Another group plays a rowdy game of king of the mountain. Several
adults watch the action, relaxing nearby. Is this a playground scene
at school? No, guess again. It’s a lush mountain forest high in the
Virunga mountains of Africa, and the playmates are young mountain
gorillas under the watchful eyes of their mothers.
For a long time the image most people had of a gorilla encounter
included chest pounding, roaring, charging, and vicious, bared teeth.
But researchers studying gorillas reveal a very different picture of
10 mountain gorillas. The animals are peaceful, gentle, social, and
mainly vegetarian creatures. The occasional ferocious-looking,
impressive displays are generally from a male gorilla protecting his
family group from a threat.
A recent survey produced the excellent news that the mountain
15 gorilla population is now estimated at 1063 individuals, up from
fewer than 900 individuals in 2010. This increase is primarily due to
the co-operation from communities that live near mountain gorillas
and tourists, who pay high prices for the privilege of trekking to see
mountain gorillas.
20 The primary threat to mountain gorillas comes from forest clearance.
Conversion of land for agriculture and the need for natural resources
such as firewood lead to varying degrees of deforestation.
Gorillas are vulnerable to human diseases, and when coming into
contact with humans can pick up a variety of illnesses – even the
25 common cold can prove fatal. As gorillas have not developed the
necessary immunities, first time exposure to an illness or virus that is
relatively harmless to humans may devastate an entire population.
Mountain gorillas live for 35–40 years in the wild. They typically
move only about 500 metres per day, due to the mountainous terrain
30 and readily available food. Male mountain gorillas usually weigh
195 kg with an upright standing height of 168 cm. This compares to
females, at 100 kg and 140 cm. They live primarily on the ground but
will climb sturdy trees in order to find food.
Mountain gorillas live in family troops of up to 20 individuals, made
35 up of one adult male who is usually older than 12 years (often called a
‘silverback’ because of the silver fur on his back), a few adult females
and their offspring of various ages. Some troops will have more than
one mature male, but only one leader/alpha male. The subordinate
male (often called a ‘blackback’, and typically 8–12 years old) plays a
40 backup role and will assume the leadership role if the silverback dies.
11 What is the main purpose of Text B?
Tick (✓) one box.
– To encourage people to view mountain gorillas
– To give people information about mountain gorillas
– To warn people about the dangers of mountain gorillas
– To persuade people to help protect mountain gorillas
[1]
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Section A: reading
12 Pick out and write down one word from the first paragraph that
means ‘noisy’.
[1]
13 Look at the sentences ‘Is this playground scene at a school?
No, guess again.’
Why does the writer use the short question and answer here?
[1]
14 According to the second paragraph, why do gorillas pound their
chests and look angry?
[1]
15 In the third paragraph, why does the writer use the word ‘estimated’?
[1]
16 What, according to the fourth paragraph, is the main danger to
mountain gorillas?
[1]
17 A friend is interested in mountain gorillas and wants to find out
more information about them.
Complete the fact file about gorillas below using information
from Text B.
Life expectancy
-
Height
-
Weight
-
Family troops
-
[3]
18 Summarise what you know about social groups of mountain
gorillas in no more than 30 words.
[3]
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PRACTICE TEST PAPERS
Section B: writing
19 Some people believe that it’s wrong to keep animals in captivity in
zoos or safari parks. Others think zoos do valuable conservation
work while allowing the public to see unusual or endangered animals.
What do you think, and why? Write a balanced argument, giving
your opinions.
You could include some of the following:
– Whether you think it’s better to see animals in the wild or in zoos
– Your own experience of seeing animals in different environments
– Your own ideas about animals
[25]
Write your plan in this box and then write your answer on a separate
piece of paper.
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Practice test paper 2 Fiction
Section A: reading
Read the extract below, and then answer the questions that follow.
The extract is taken from the opening of the novel Half of a Yellow Sun by
Chimamanda Adichie. It is set in Nigeria in 1960. Ugwu, a thirteen-yearold boy, is starting work as a cleaner for a university professor in the city.
5
Master was a little crazy; he had spent too many years reading books
overseas, talked to himself in his office, did not always return greetings,
and had too much hair. Ugwu’s aunty said this in a low voice as they
walked on the path. ‘But he is a good man,’ she added. ‘And as long as
you work well, you will eat well. You will even eat meat every day.’
Ugwu did not believe that anybody, not even this master he was
going to live with, ate meat every day. He did not disagree with his
aunty, though, because he was too choked with expectation, too busy
imagining his new life away from the village. They had been walking
10 for a while now, since they got off the lorry at the motor park, and the
afternoon sun burned the back of his neck. But he did not mind. He
was prepared to walk hours more in even hotter sun. He had never
seen anything like the streets that appeared after they went past the
university gates, streets so smooth and tarred that he itched to lay his
15 cheek down on them. He would never be able to describe to his sister
Anulika how the bungalows here were painted the colour of the sky
and sat side by side like polite well-dressed men, how the hedges
separating them were trimmed so flat on top that they looked like
tables wrapped with leaves.
20 His aunty walked faster, her slippers making slap-slap sounds that
echoed in the silent street. Ugwu wondered if she, too, could feel
the coal tar getting hotter underneath, through her thin soles. They
went past a sign, ODIM STREET, and Ugwu mouthed street, as he did
whenever he saw an English word that was not too long.
25 He smelt something sweet, heady, as they walked into a compound,
and was sure it came from the white flowers clustered on the bushes
at the entrance. The bushes were shaped like slender hills. The lawn
glistened. Butterflies hovered overhead.
‘I told Master you will learn everything very fast,’ his aunty said.
30 Ugwu nodded attentively although she had already told him the
story of how his good fortune came about: while she was sweeping
the corridor in the Mathematics Department a week ago, she heard
Master say that he needed a houseboy to do his cleaning, and she
immediately said she could help, speaking before his typist or office
35 messenger could offer to bring someone.
‘I will learn fast, Aunty,’ Ugwu said. He was staring at the car in the
garage; a strip of metal ran around its blue body like a necklace.
‘Remember, what you will answer whenever he calls you is Yes, sah!’
‘Yes, sah!’ Ugwu repeated.
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PRACTICE TEST PAPERS
40 They were standing before the glass door. Ugwu held back from
reaching out to touch the cement wall, to see how different it would
feel from the mud walls of his mother’s hut that still bore the faint
patterns of moulding fingers. For a brief moment, he wished he were
back there now, in his mother’s hut, under the dim coolness of the
45 thatch roof; or in his aunty’s hut, the only one in the village with a
corrugated-iron roof.
His aunty tapped on the glass. Ugwu could see the white curtains
behind the door. A voice said, in English, ‘Yes? Come in.’
They took off their slippers before walking in. Ugwu had never seen a
50 room so wide. Despite the brown sofas arranged in a semi-circle, the
side tables between them, the shelves crammed with books, and the
centre table with a vase of red and white plastic flowers, the room still
seemed to have too much space. Master sat in an armchair, wearing a
vest and a pair of shorts. He was not sitting upright but slanted, a book
55 covering his face, as though oblivious that he had just asked people in.
‘Good afternoon, sah! This is the child,’ Ugwu’s aunty said.
Master looked up. He pulled off his glasses. ‘The child?’
‘The houseboy, sah. He will work hard,’ his aunty said. ‘He is a very
good boy. Thank, sah!’
60 Master grunted in response, watching Ugwu and his aunty with a
faintly distracted expression, as if their presence made it difficult for
him to remember something important. Ugwu’s aunty patted Ugwu’s
shoulder, whispered that he should do well, and turned to the door.
Ugwu stood by the door, waiting.
1 Look at the first paragraph.
Give one phrase that shows that Ugwu’s aunty is whispering.
[1]
2 Which of these words would best describe Master in the first
paragraph?
Tick (✓) one box.
– Rude
– Eccentric
– Humorous
– Respectful
[1]
[2]
4 What technique does the writer use in the line ‘the bungalows
here were painted the colour of the sky and sat side by side like
polite well-dressed men’?
– Metaphor
– Alliteration
– Simile
– Hyperbole
[1]
3 Write down 2 separate phrases from lines 5–7 that suggest
Ugwu’s anticipation of the city.
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Section A: reading
5
Explain what the line in question 4 tells us about Ugwu’s impression
of the city.
[2]
6
Explain what the line ‘streets so smooth and tarred that he itched
to lay his cheek down on them’ tells us about Ugwu’s attitude.
[1]
7
Read the fourth paragraph. The writer makes the place seem
pleasant and friendly.
Explain two ways in which the writer does this. Support your
answers with examples from the text.
[4]
8
Read the fifth paragraph. What impression do we have of Ugwu’s
aunty here? Write down a quotation to support your impression.
[2]
9
Write down two differences between Ugwu’s living quarters back
home and this new environment.
[2]
10 Explain in your own words what the line ‘as though oblivious that
he had just asked people in’ means.
[1]
11 What impressions do we have of Master’s room from the eleventh
paragraph?
Make two different points and support each one with evidence or
a quotation.
[4]
12 Read the fifteenth paragraph. Give two phrases that create a
negative impression of Master.
[2]
13 What impression do we have of the relationship between Ugwu
and his aunty in the fifteenth paragraph? Support your point with
a quotation.
[2]
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PRACTICE TEST PAPERS
Section B: writing
Write a story about a time that someone visits an unfamiliar place
for the first time.
You should consider
l
l
l
whether you are writing about yourself or a fictitious character
the setting
how the character feels.
[25]
Write your plan in this box and then write your answer on a separate
piece of paper.
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Glossary
adjective a describing word
adverb a word that describes a verb/action
alliteration repetition of consonant sounds at the
beginning of words for effect
antonym a word that means the opposite of
another word
apostrophe a punctuation mark (’) used to show that
letter(s) have been removed (omission), or to show that
something belongs to someone (possession)
argument a piece of writing where different viewpoints
are considered
atmosphere the tone or feeling of a piece of writing
audience the people for whom a piece of writing
is intended
autobiography a piece of writing about your own life
biography a piece of writing about someone else’s life
brackets the symbols ( ) put around an extra/separate
word(s) in a sentence, see parentheses
climax the point of highest tension in a story
colon a colon is a punctuation mark (:) and often
precedes an explanation, a list or a quoted sentence
comma a punctuation mark (,) indicating a pause
between parts of a sentence or separating items in a list
comparative an adjective expressing a comparison
between two things, recognised by the suffix -er or the
word more, such as braver, more fiercely
complex sentence a sentence with two or more verbs
and containing two or more pieces of information
ellipsis a set of dots (…) to show where words are
missing or to suggest that something more is to come
emotive language words that affect the
reader’s emotions
enjambment a run-on line of poetry
essay a piece of writing on a particular subject
euphemism a word or phrase used instead of one that
might cause offence
exclamation mark a punctuation mark (!) used to
indicate strong feelings
expert opinion a comment on something given by
someone who knows a lot about the subject
explain to make (an idea or situation) clear to someone
by describing it in more detail or revealing relevant facts
facts things that are known or proven to be true
flashback a scene that goes back to events in the past
fiction pieces of writing about imaginary events
or people
first-person narrator a narrator writing from his or her
viewpoint using I
formal letter a serious letter written to someone in a
position of authority
format the way in which something is arranged or laid
out on a page
full stop a punctuation mark (.) to indicate the end of
a sentence
genre a style or type of writing (or art or music)
grammar how words work together to make meaning
compound sentence a series of simple sentences
joined together with a word like and or but
headline a heading at the top of an article or page in
a newspaper or magazine
conjunction a joining word (a type of connective),
such as however, because, and
heading a line at the top of an article or page in a
newspaper or magazine
connective a linking word, used to join together words,
phrases or clauses, or to show relationships between
sentences, such as and, but, then
homophones words that sound the same, are spelt
differently and mean different things
definite article a word that comes before a specific
noun (the)
direct address use of the second person (you/your/
you’re) to appeal to a reader
direct speech the actual words that are spoken
dystopia an imaginary world or society in which people
suffer or are treated unjustly
hyperbole the use of exaggeration for effect
hyphen a sign (-) used to join two words or two parts of
a word together
indefinite article a word that comes before a
non-specific noun (a or an)
interview when a reporter asks someone questions
about what happened for a newspaper report
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GLOSSARY
main clause the part of a sentence that makes sense
on its own
metaphor a comparison between two things that does
not use the words like or as
minor sentence a short, incomplete sentence that does
not include a verb
mnemonic a pattern of words or letters to help you
remember something
mood the feeling that a writer is trying to create by
using certain words
quotation words or phrases taken from a text
register the formality and choice of vocabulary needed
in certain situations
repetition the repeating of ideas or words
report an account of something, often formal, that
gives information that has been collected
rhetorical question a question asked in order to create
a dramatic effect or to make a point rather than to get
an answer
narrative a story or an organised and coherent account
of a series of connected events
semicolon a punctuation mark (;) indicating a pause,
typically between two main clauses, that is more
pronounced than that indicated by a comma
narrator the person who is telling the story
setting the place or location where an event takes place
non-fiction writing about real people and real events
simile a comparison between two things using like or as
noun a naming word for a person, a place or a thing
simple sentence a sentence that has a subject and
one verb
onomatopoeia the use of words to indicate the sound
they make, such as buzz, crack
opinion a view about something, which may not be
based on fact
paragraph a group of sentences about the same idea
or topic
parentheses the symbols ( ) put around an extra/
separate word(s) in a sentence, see brackets
parenthesis a word or phrase inserted as an
explanation or afterthought into a passage which is
grammatically complete without it; in writing, usually
marked off by brackets, dashes, or commas
participles -ing words
past tense a tense that describes something that has
already happened in the past, such as he went
personification human characteristics given to
inanimate objects
persuade to encourage someone to do something
plot storyline
plural a word showing more than one of something
preposition a word that tells you where or when
something is in relation to something else, such as
on, under
present tense a tense that describes something that is
happening in the present, such as she is going
pronoun a word used instead of a noun, such as I, you, it
proofreading checking your work for spelling,
punctuation and grammar mistakes, and sense
proper noun the name of a particular person, thing
or place
purpose the reason why something is written
speech a piece of persuasive text delivered to an audience
statistics facts, figures and data
structure the way ideas are organised
style the way a writer writes, the words they use and
how they use them
subject the part of the sentence that does the action
subordinate clause the part of the sentence that doesn’t
make sense on its own and depends on the main clause
suffix a letter or group of letters added to the end of a
word to create a new word or to change the meaning of
the original word
summary a shortened version of a text that includes
the important details
superlative an adjective expressing the highest or a
very high degree of a quality, recognised by the suffix
-est or the word most, such as bravest, most fiercely
synonym a word with a similar meaning to another
word, such as ‘ancient’ being a synonym for ‘old’
third-person narrator this narrator does not take part
in the events of the story
tone the feeling or mood of a piece of writing
topic sentence a sentence that outlines or summarises
the main idea or subject of a piece
travelogue a piece of writing about travel
tripling using three related words or phrases for emphasis
verb an action or ‘doing’ word
vocabulary words that are used
vowel suffix a suffix that begins with a vowel, such as -ed,
-ing
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Cambridge Checkpoint Lower Secondary English
Revision Guide for the Secondary 1 Test Boost eBook
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