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Cambridge Lower Secondary
English
WORKBOOK 8
Graham Elsdon
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Contents
Contents
1 Nature and humans
5
2 ‘Grandmother’s Song’ 20
3 Strange islands
32
4 This is the modern world
47
5 Heroes62
6 Monsters76
7 ‘The Plantation’
89
8 Choices and decisions
101
9 Endings114
Acknowledgements128
3
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How to use this book
How to use this book
1 Nature and humans
This workbook provides questions for
you to practise what you have learnt in
the Learner’s Book. There is a unit to
match each unit in your Learner’s Book.
Each session is divided into three parts:
Focus
1
1
Focus: these questions help you to
master the basics
Highlight the past tense verbs in this passage. Then, write a sentence
explaining how the writer uses these verbs to convey the action and
build detail.
I walked through the hills trying to find an ancient temple.
I came to a small river. On the other side stood a leopard,
quiet and proud. I, too, stood quietly. I was amazed. I had
Nature
and humans
never
looked on such an animal before and never have since.
Our eyes locked for a second and then it vanished. I walked
on, desperate to tell my story to the next person I met.
Focus
1
Highlight the past tense verbs in this passage. Then, write a sentence
explaining how the writer uses these verbs to convey the action and
……………………………………………………………………………………….
build detail.
……………………………………………………………………………………….
I walked through the hills trying to find an ancient temple.
I came to a small river. On the other side stood a leopard,
……………………………………………………………………………………….
quiet and proud. I, too, stood quietly. I was amazed. I had
never looked on such an animal before and never have since.
Our eyes locked for a second and then it vanished. I walked
on, desperate to tell my story to the next person I met.
Practice
2
Rewrite the extract using present tense verbs. For example, you could begin:
……………………………………………………………………………………….
I walk through the hills trying to find an ancient temple…
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
Practice
……………………………………………………………………………………….
2
Rewrite the extract using present tense verbs. For example, you could begin:
……………………………………………………………………………………….
I walk through the hills trying to find an ancient temple…
……………………………………………………………………………………….
……………………………………………………………………………………….
Practice: these questions help you to
become more confident in using what
you have learnt
1 Nature
and humans
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
Practice
……………………………………………………………………………………….
The verbs used to report speech help to show character and emotion.
……………………………………………………………………………………….
Look at
the present tense verbs used to report speech in the extract in the Focus
……………………………………………………………………………………….
section – barks and yells. Both of these help create a sense of excitement in the story.
2
6
……………………………………………………………………………………….
Look at this exchange between a teacher and a learner.
Add
present tense verbs in the gaps to show how the characters speak.
……………………………………………………………………………………….
‘Why haven’t you handed in your homework?’ ………………………
……………………………………………………………………………………….
Mrs Smith.
‘I just forgot,’ ……………………… Tim, quietly.
6
‘But you shouldn’t forget,’ ……………………… Mrs Smith. ‘You’re a
clever boy.’
‘Sorry, miss,’ ……………………… Tim. ‘I’ll hand it in first thing tomorrow.’
Challenge
3
Challenge: these questions will make
you think hard
Write some lines of dialogue. Use the rules of setting out dialogue identified in
Activity 2 and use past or present tense verbs to report speech. Choose one of
these ideas or use one of your own:
•
a conversation between two young people about seeing a wild animal
•
a conversation between a parent and child about caring for an animal.
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
4
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1Nature and humans
1.1 The leopard
Language focus
When selected carefully, verbs can really bring a description to life. One
of the key decisions writers make is which verb tense to use. Past tense
verbs describe events that have already happened. The difference in time
between when the story is narrated and when it occurred adds some
distance to the tale. This can make a story seem more natural – when we
recount experiences, we do so from a point after they have occurred.
Present tense verbs make the action seem more immediate, which can
create a sense of excitement, drawing the reader into the story. Look at
these examples.
•
Amir blasted the football over the wall.
The past tense verb has the effect of looking back at a dramatic moment.
The action seems to ‘stand still’ as we observe Amir’s actions at a distance
from a point in the future.
•
Amir blasts the football over the wall.
Here the actions seems immediate, almost as if we are
there at the moment it takes place.
5
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1 Nature and humans
Focus
1
Highlight the past tense verbs in this passage. Then, write a sentence
explaining how the writer uses these verbs to convey the action and
build detail.
I walked through the hills trying to find an ancient temple.
I came to a small river. On the other side stood a leopard,
quiet and proud. I, too, stood quietly. I was amazed. I had
never looked on such an animal before and never have since.
Our eyes locked for a second and then it vanished. I walked
on, desperate to tell my story to the next person I met.
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
Practice
2
Rewrite the extract using present tense verbs. For example, you could begin:
I walk through the hills trying to find an ancient temple…
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
6
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1.2 The mysterious figure
Challenge
3
Sometimes writers deliberately switch between tenses, moving from the past tense
into the present tense to create different effects. Experiment with this approach
by writing an account of one of the following scenes or an idea of your own.
Write a paragraph in your notebook describing:
•
a man being chased down a busy street
•
the last minute of an exciting sports game
•
being caught in a storm.
Think carefully about when to switch between tenses so that your account still
feels natural.
1.2 The mysterious figure
Dialogue is an important structural device in a story. It helps the reader understand
relationships between characters and can also be used to reveal important pieces
of information.
Focus
1
What are the rules of setting out dialogue? Look at this example
from When the Mountains Roared by Jess Butterworth, then write
a list of rules. Consider speech marks, punctuation and layout.
‘What are you doing out here?’ Toad barks.
‘Who are you working for?’ yells Garjan, his gaze wild.
‘Are you taking pictures of me?’
‘We are taking pictures of animals,’ I say, quickly.
‘I’m practising to be a wildlife photographer.’
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
7
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1 Nature and humans
Practice
The verbs used to report speech help to show character and emotion.
Look at the present tense verbs used to report speech in the extract in the Focus
section – barks and yells. Both of these help create a sense of excitement in the story.
2
Look at this exchange between a teacher and a learner.
Add present tense verbs in the gaps to show how the characters speak.
‘Why haven’t you handed in your homework?’ ………………………
Mrs Smith.
‘I just forgot,’ ……………………… Tim, quietly.
‘But you shouldn’t forget,’ ……………………… Mrs Smith. ‘You’re a
clever boy.’
‘Sorry, miss,’ ……………………… Tim. ‘I’ll hand it in first thing tomorrow.’
Challenge
3
Write some lines of dialogue. Use the rules of setting out dialogue identified in
Activity 2 and use past or present tense verbs to report speech. Choose one of
these ideas or use one of your own:
•
a conversation between two young people about seeing a wild animal
•
a conversation between a parent and child about caring for an animal.
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
8
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1.3 The wildness of eagles
1.3 The wildness of eagles
In non-fiction texts, writers organise information carefully and
deliberately. They may reveal information gradually, and each
paragraph may have a different focus and purpose.
Focus
1
Reread the final three paragraphs of Higher into the Hills,
then answer the questions.
I asked Arman how he tamed the bird. It was a skill he learnt from his
father. The process is fascinating. First of all, you need to find a bird.
This is done by locating a nest way up in the mountains, then taking
a young female from it. Female birds are preferred because they are
larger so they can catch larger prey. Once the bird has been taken,
a hood is put over its head and it is tied down.
This sounds a little cruel to me, but there are some tender aspects to the training.
‘I treat my eagle like I treat my own baby,’ said Arman. Keeping the eagle
calm and happy is very important. Trainers sing and talk to their birds. They
communicate. Training an eagle to hunt involves lots of repeated practice and
rewards. The human voice is the key. It can take two months before an eagle is
ready for hunting.
‘Arman truly understands eagles,’ noted another family member – and I could see
the respect Arman had for this incredible bird. There was a bond that I assumed
would last a lifetime. I was wrong. ‘We return eagles to the wild after ten years.
They are noble. They need freedom eventually,’ he explained.
a
Who taught Arman how to tame a bird?
…………………………………………………………………………………
b
Why are female birds preferred?
…………………………………………………………………………………
c
Give two ways that trainers communicate with their birds.
…………………………………………………………………………………
d
Why are birds released after ten years?
…………………………………………………………………………………
9
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1 Nature and humans
Practice
2
Look at the way the information is ordered in the extract. Then scan the text
again and list the main points of each paragraph.
Paragraph 1
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
Paragraph 2
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
Paragraph 3
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
Challenge
3
Here is one view of the structure of Higher into the Hills:
The writer organises the
information so the reader
gradually realises that trainers
care for the birds.
10
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1.4 The poetry of Tu Fu
Write a paragraph explaining this view. Use quotations and evidence from the
text to back up your points.
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
1.4 The poetry of Tu Fu
Language focus
In poetry, different effects can be created by varying the length of lines and
how they are punctuated.
•
Some lines of poetry have a punctuation mark at the end – they are
end-stopped or use a comma.
•
Sometimes a poet will use enjambment to create a sense of movement
or to make the poem sound like a monologue.
•
Poets may also decide to use punctuation in the middle of a line (caesura)
to signify a pause.
Look at this example:
A hawk hovers in air.
To drop and seize
Two white gulls float on the stream.
Birds who foolishly drift with the current.
Soaring with the wind, it is easy
11
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1 Nature and humans
Continued
The first and second lines are end-stopped. They make the reader pause and focus on
the two birds. A sense of stillness is created, as if the hawk and the gulls are waiting.
The next three lines are one sentence split over three lines. The comma after ‘wind’
creates a caesura. Then enjambment is used suggesting the movement of the birds as
they soar, drop and seize. Notice how the punctuation choices are tied to the ideas in
the poem.
Focus
1
Read this poem. Add full stops and commas as you
feel appropriate. Make sure your choices keep the
meaning of the poem.
Flying
Through the air
The falcon moves gracefully riding the currents
Like a feather it glides
Coming to a rest high
Upon a cliff edge
Its journey is over
Practice
2
Read ‘Visitors’ by Tu Fu. Look at the way the lines are either
end-stopped or use enjambment. Choose two lines and explain the effect
of these choices.
12
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1.4 The poetry of Tu Fu
I have had asthma for a
Long time. It seems to improve
Here in this house by the river.
It is quiet too. No crowds
Bother me. I am brighter
And more rested. I am happy here.
When someone calls at my thatched hut
My son brings me my straw hat
And I go out and gather
A handful of fresh vegetables.
It isn’t much to offer.
But it is given in friendship.
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
Challenge
3
Here are the lines of a poem written as a prose paragraph. Rewrite it as a
poem, arranging lines, using end-stopping, enjambment and caesura as you
feel appropriate.
The Fish
Swimming through the depths of the water is a bright
fish. Its colours glimmer in the sunlight, bubbles
rippling upwards. I sit for a moment, taken by its
beauty. It pauses, tail and fins paddling. A sound
beyond the water troubles it, and with a dart, it’s
gone. I’m left with my thoughts again.
13
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1 Nature and humans
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
1.5 Destroying the planet
Language focus
The type of language a writer uses is linked to the audience and purpose of
a text. For example, a headteacher writing to parents about school rules will
use formal language to indicate their professional status, their respect for
their relationship with their audience, and also the seriousness of the topic.
Formal language choices include the use of:
•
complex words, such as specialist terms or more elevated synonyms
•
punctuation such as colons and semi-colons
•
complex sentence structures.
Writers sometimes use informal language to talk to their readers in a
friendly way, which establishes a relationship between writer and reader.
For example, a text encouraging children to start cycling will be written in
way a that is light-hearted and easy to read. Informal language choices
include the use of:
14
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1.5 Destroying the planet
Continued
•
simpler vocabulary and contractions
•
punctuation, such as exclamation marks and dashes
•
simple and compound sentences.
Consider the different levels of formality in these examples:
•
When considering which phone to purchase, research is paramount.
This is aimed at older adults who are unfamiliar with technology. It uses a
complex sentence (with a comma to separate the subordinate clause) and
the complex word paramount. The overall effect is of professional,
trustworthy advice.
•
So – a new phone?! Exciting. Want to compare the latest handsets?
Here it goes…
This is written for teenagers and young adults who are familiar with
technology. Question marks, exclamations and ellipsis are used in a playful
way and the sentences are minor or simple. The overall effect is lighthearted and friendly to engage the intended audience.
Focus
1
Read this text about climate change.
Highlight any words, phrases, sentence
structures and punctuation that make this text
seem relatively formal, then explain the effect
these features have on you as a reader.
Our planet is in a state of metamorphosis.
Although it’s probable that humans have
contributed to these changes, to claim that we are entirely
responsible is not valid: there are natural forces happening
that homo sapiens have no influence over, and it is entirely
governed by the way Earth moves.
15
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1 Nature and humans
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
Practice
2
Rewrite the paragraph in Activity 1 using less formal language for a
younger audience.
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
Challenge
3
In your notebook, write two informative accounts of the same topic. The first
account should use formal language and be intended for your teacher. The
second account should use less formal language and be intended for a friend.
You could choose your own topic or one of these ideas:
•
two accounts of a favourite sport
•
two accounts about your school day.
16
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1.6 Tsunami
1.6 Tsunami
Language focus
There are several ways of working out the meaning of unfamiliar words.
You could use:
•
context: looking at the words around it and the overall topic to make
a sensible guess at the meaning
•
morphology: looking at the shape of the word – that is, seeing if it has
a root word, a prefix or a suffix, and using your knowledge of those to
work out the whole word
•
etymology: looking up the origins of a word to discover its possible
meaning.
Sometimes a combination of methods will help you. For example, look at
this sentence:
•
He stared down the dark, lonely street in trepidation.
What does 'trepidation' mean?
•
context: you may notice that the street sounds scary, so you might
guess that trepidation means something like ‘a feeling of fear’.
•
morphology: you may notice that trepidation uses the suffix ‘-ation’,
which you know refers to a state or quality. From this you could guess
that the word is a type of feeling.
•
etymology: you might research the origins of the word and discover that
it comes from the Latin word trepido, meaning ‘to shake’.
Focus
1
Look at the underlined word in these phrases.
Identify the root word and make a list of related words.
a
it lasted for an unusually long time
……………………………………………………………………………………………………… . .
……………………………………………………………………………………………………… . .
17
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1 Nature and humans
b
the sea rose immediately
……………………………………………………………………………………………………… . .
……………………………………………………………………………………………………… . .
c
the electricity has just cut out
……………………………………………………………………………………………………… . .
……………………………………………………………………………………………………… . .
Practice
2
Work out the meaning of the underlined words in this paragraph. Annotate
the text with the word meanings, then check your answers in a dictionary.
Being caught in a tsunami was the most disconcerting event I’ve ever
been involved in. As the water crashed in, I froze, immobile. My body
refused to move, but then – miraculously – instinct kicked in and I ran.
I found energy from somewhere and I found myself ascending the stairs
of a large building, seeking refuge from the water.
Challenge
3
Now research the etymology of the underlined words. Which languages do these
words come from? What did the words mean in their original language?
tsunami
From Japanese, ‘tsu’ = harbour and ‘nami’ = wave
disconcerting
……………………………………………………………………………………………………… . .
……………………………………………………………………………………………………… . .
18
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1.6 Tsunami
immobile
……………………………………………………………………………………………………… . .
……………………………………………………………………………………………………… . .
miraculously
……………………………………………………………………………………………………… . .
……………………………………………………………………………………………………… . .
ascending
……………………………………………………………………………………………………… . .
……………………………………………………………………………………………………… . .
refuge
……………………………………………………………………………………………………… . .
……………………………………………………………………………………………………… . .
19
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2‘Grandmother’s
Song’
2.1 Life in the village
Language focus
Writers use figurative language, such as simile and metaphor, to give
readers a way of understanding characters that goes beyond describing
them in a literal way. Figurative language opens up different meanings
which add complexity to descriptions. For example, if a man is described
using the simile ‘like the sun hidden by a cloud’, this could mean:
•
the man looks miserable but is actually happy
•
the man brings a positive attitude to bad situations
•
the man’s positive attitude is spoilt by the world he lives in.
When thinking about the meanings that figurative language such as
similes and metaphors create, always read them in the context of
what you already know about the character and the story. Ask
yourself what the language says about the character’s attitudes
and how these attitudes are shown elsewhere in the story.
Focus
1
Find the figurative language in this text. Highlight the examples of
simile and metaphor in two different colours.
The wind was a howling monster that attacked me as I left
my house. I was late, as usual, and I ran like a cat chasing
a mouse to the bus stop. The bus came around the corner,
shuddering like an old man against the cold, and as it did so,
I opened my wallet. My money flew away in the wind,
spinning down the street like an out-of-control dancer.
20
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2.1 Life in the village
Practice
2
Look at the simile that is underlined in this extract and the three statements a−c.
Tick the statements that you think are accurate interpretations of the metaphor.
You can tick more than one.
She woke up early that morning having slept like a baby. She felt completely refreshed
and ready for the day ahead. What a relief it was to be free of the problems that had
played on her mind for so long.
a
The woman had a peaceful, uninterrupted sleep.
b
The woman went to bed in baby’s clothing.
c
The woman had no worries to keep her awake.
Challenge
3
Write your own sentence including a simile or metaphor to describe the following:
a
a happy old man walking down a street
…………………………………………………………………………………
…………………………………………………………………………………
b
the feeling of returning home after a long journey
…………………………………………………………………………………
…………………………………………………………………………………
c
the feeling of going outside on a very cold day
…………………………………………………………………………………
…………………………………………………………………………………
d
a child returning to school after a long holiday.
…………………………………………………………………………………
…………………………………………………………………………………
21
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2 ‘Grandmother’s Song’
2.2 Making progress
Writers often introduce secondary characters or events into a storyline to reveal
things about main characters. In ‘Grandmother’s Song’, the writer brings the
hummingbird into the story to suggest things about the
granddaughter’s emotions and development.
Focus
1
Read the following story, ‘First Flight’. You should then
annotate the emotions experienced by the boy and the bird.
For most of my last weeks at school, I was bored. I felt trapped.
One of the things that held my interest was looking out of the window
and watching the birds on the roof opposite. As the days went by,
I watched them make nests and fly to get food for their chicks. Before
I knew it, it was my final day at school and the chicks were out on
the roof, fluffy and terrified. I stood in the school yard gazing up at
them. It was the last day and I was free. My heart seemed light but
I did have a moment of doubt as the sun blazed down. On the roof
opposite, a tiny, hesitant little bird bravely launched itself into the air.
It flew.
Practice
2
Now think more deeply about ‘First Flight’. How do you interpret the link made
between the boy and the bird? What points might the writer be trying to make
about the boy’s experience of school and his feelings about the future?
……………………………………………………………………………………… .
……………………………………………………………………………………… .
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2.2 Making progress
……………………………………………………………………………………… .
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Challenge
3
Write your own short story where you use an animal or even a setting to show
the feelings of a character. Choose one of these idea, or use one of your own:
•
an old man watching a cat limp down the street
•
a hospital patient looking at a documentary about the recovery of
injured tigers.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
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23
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2 ‘Grandmother’s Song’
2.3 Growing up
Language focus
One way to show the attitude and feelings of a character in your writing is by
choosing reporting verbs carefully to describe how the character speaks. Different
verbs can suggest particular qualities. For example, using the verb ‘bellowed’ may
suggest that the character has a confident personality or is in an angry mood.
Look at these examples used to report direct speech:
•
‘Leave me alone,’ he begged.
•
‘Leave me alone!’ he yelled.
•
‘Can I ask you to give me ten minutes alone?’ he whispered.
Each reporting verb creates a different impression of the person speaking. The
first example suggests that the speaker is weak or weary. The second suggests
the speaker is angry. Notice how the third example could suggest two quite
different feelings – the speaker may be upset or he may be speaking in a low,
threatening way.
Focus
1
What do the reporting verbs in these sentences suggest about the personality
and mood of the speaker?
a
‘I cannot believe what you have done!’ she screamed.
…………………………………………………………………………………
…………………………………………………………………………………
b
‘Why should I?’ she insisted. ‘Why?’
…………………………………………………………………………………
…………………………………………………………………………………
c
‘I’m really glad to be home,’ Chen wept.
…………………………………………………………………………………
…………………………………………………………………………………
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2.3 Growing up
Practice
2
Writers combine reporting verbs, the words characters use in their
dialogue and the narrated text to convey information about characters.
Read the following dialogue, then describe your impression of the
two characters.
Hassan strode down the alley. ‘Hurry up!’ he barked.
‘But…’ started Amir.
‘But what?’ said Hassan, rolling his eyes.
‘But I’m scared,’ whispered Amir.
‘Look,’ said Hassan bluntly, ‘I’m scared
too, but we’ve got to get there – now!’
‘Yes, but…’ began Amir.
‘But nothing!’ Hassan interrupted.
………………………………………………………………………………………
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Challenge
3
Write your own dialogue featuring two characters arguing about a sports match.
Use speech and descriptive reporting verbs to reveal each character’s voice.
……………………………………………………..…………………………………
……………………………………………………..…………………………………
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2 ‘Grandmother’s Song’
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2.4 Climbing the mountains alone
The meaning of a story is often revealed at the end. The ending of ‘Grandmother’s
Song’ focuses on the importance of human touch.
Focus
1
Read the final paragraph of ‘Grandmother’s Song’, then answer the questions.
Granddaughter has become a grandmother many times now. She has taken her
children and her grandchildren across her own broad lap. She has cradled them with
her strong, skilful arms, she has laughed and cried with them, she has sung to them
and she has stroked them, whispering, ‘My little ones, listen well. Grandmother’s
spirit is all around us. She is in the wind and in the trees. She is in the valleys and the
hills. She is always there when we are with warm friends, when we taste delicious
food, and whenever there is carefree laughter or salty tears are shed. No matter
where we are, grandmother is never far away. And whenever we need her, we can
simply shut our eyes and feel her holding us so very close.’
a
In this paragraph, the granddaughter has become a grandmother. Give two
words used to describe her arms. What is the effect of these words?
…………………………………………………………………………………
b
What do you think the writer means by She is in the wind and in the trees ?
…………………………………………………………………………………
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2.4 Climbing the mountains alone
c
What does carefree laughter mean?
…………………………………………………………………………………
Practice
2
The writer uses sensory images to create meaning and effect in
this final paragraph.
List all the words connected with sound, touch and taste in the extract.
Sound
Touch
Taste
Pick one word from each column and explain its effect.
Sound:
………………………………………………………………………………………
………………………………………………………………………………………
Touch:
………………………………………………………………………………………
………………………………………………………………………………………
Taste:
………………………………………………………………………………………
………………………………………………………………………………………
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2 ‘Grandmother’s Song’
Challenge
3
‘This story is about how close families are and how we are all connected.’
In your notebook, explain what this statement means using quotations from
the paragraph in the Focus section.
2.5 Celebrating grandparents
Writers choose language carefully to present character. They also think carefully
about how and where they place information and main points in the body of
the text.
Focus
1
Read this extract from The Secret Life of my Grandfather. Using two different
colours, highlight:
a
words and phrases in the first paragraph that make the character seem
attractive and important
b
words and phrases in the second paragraph that make the character seem
brave and determined.
The old man by the fire
As he sits hunched by the fire, it’s hard to imagine my grandfather as anything other than
a quiet old man. But things aren’t always as they appear. Seventy-five years ago, he was
a young man living in Poland. I’ve seen photographs from that time. He’s tall, handsome
and looks great in his Polish army uniform – the one he got married in. He was a captain
in the army, but when the Russians took over the part of Poland he lived in, he had to
make a decision: should he stay in Poland with his family and risk danger, or should he
take his new wife – my grandmother – and start a new life abroad?
A long journey
In the end, he did the only thing he could. He helped his wife and both their families start a
new life in England. He used all his money to buy train tickets and made sure they got away
safely. By this time, Poland had become a dangerous place, but my grandfather stayed there
alone for a week after his family left before making his way across Europe. Sometimes he
caught trains, sometimes he got lifts in cars, but most of the time he walked. It took him one
month to reach England.
28
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2.5 Celebrating grandparents
Practice
2
Look at how the writer has structured the information about character and place.
a
Describe the way the information is structured in paragraph 1.
What image of the character is given at the start? How has this changed
by the end of the paragraph?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
b
How are England and Poland presented in paragraph 2?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
Challenge
3
In your own words, explain how the writer presents his grandfather as a hero.
Focus on what you find out about the character and the writer’s choice of
language and structure.
………………………………………………………………………………………
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2 ‘Grandmother’s Song’
2.6 Comparing texts
Different genres of writing can be identified by features such as character types,
setting, storylines and specific vocabulary. It is important to bear these kind of
features in mind if you are writing in a particular genre.
Focus
1
Draw a line to match the genre on the left to the conventions on the right.
crime
Features a character who has to overcome a problem.
Contains humour. Ends happily.
fantasy
Something bad happens at the start. The main
character has to solve a problem. Ends with a bad
character being punished.
comedy
Set in a world different to our own. The main
character goes on a journey. Ends with the main
character being successful.
Practice
2
Read the descriptions of two folk tales. Write down what features they have in
common. Think about the types of characters and the plot.
Princess Kwan-Yin – a Chinese folk tale
A king has three daughters, but his favourite is the youngest one, Kwan-Yin. He
wants her to be queen when he gives up the throne. Kwan-Yin does not want to
be queen – she thinks it will make her unhappy. She wants to spend her life studying
and helping poor people. As the king is dying, he tells Kwan-Yin that he has found a
husband for her and she must be married and become queen . . .
30
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2.6 Comparing texts
The Orphan Boy and the Mysterious Stone – a Nigerian folk tale
When his father and mother die, 10-year-old Ayong Kita becomes chief of the
tribe. However, his people do not like him, so he runs away. He has no money
and becomes very hungry, but has a dream in which his father tells him where to
find buried treasure. He does not go because he is frightened. He then meets
an old woman who gives him a stone from a lake. She tells him to go and dig up
the treasure …
………………………………………………………………………………………
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Challenge
3
Here is the start of another folk tale. In your notebook, write an ending for it.
Remember that folk tales end with a lesson about life. Write around 100 words.
The Gold-Giving Snake – an
Indian folk tale
At the end of long day, a poor farmer called
Haridatta falls asleep under a tree. He wakes
up to find a giant snake coming out of its
den. He decides to give it a bowl of milk,
hoping that it would bring him good luck.
The next day, he finds a gold coin in the bowl.
Every time he gives the snake milk, it leaves
him a gold coin. One day, Haridatta asks his
son to feed the snake. His son decides to kill
the snake and steal the gold from its den…
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3Strange islands
3.1 The mystery of Oak Island
Writers may present similar topics and themes in very different ways.
The language and level of formality they choose depends on the purpose and
audience of the text.
Focus
1
Non-fiction writing on serious topics often contains facts. Read this paragraph
from the informative article ‘The Oak Island mystery’. Highlight all the facts.
In 1909, the Old Gold Salvage Group arrived. They dug 34 metres
down, but found nothing. In 1969, Triton Alliance bought most of
the island and dug 72 metres down. They sent a camera into the
hole and claimed to have recorded images of tools and wooden
chests. People who saw the images said it was impossible to tell
what was down there. Soon after that, the hole collapsed, and the
project was abandoned.
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3.1 The mystery of Oak Island
Practice
2
Now read another version of the paragraph. This was written to entertain an adult audience.
Highlight the words and phrases that present the topic less seriously.
In 1909, when there were much better things to do – such as prepare for a world
war – the Old Gold lot turned up and dug. It was an old waste of their time. All
34 metres of it. Sixty years and 72 metres later, Triton Alliance left with precisely
nothing. They reckoned they caught some treasure chests on camera … of course
they did! Just like their dreams, the hole collapsed.
Challenge
3
Write your own less serious version of this paragraph from ‘The Oak Island mystery’.
Try to make your version sound more informal, light-hearted and entertaining.
As with many such mysteries, strange stories have emerged. Some people claim
that the treasure included some unknown plays by William Shakespeare. Others
say that a curse hangs over the island, which states that seven men will die before
the treasure is found. So far, six men have died trying to find it . . .
…………………………………………………………………………………………
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33
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3 Strange islands
3.2 Strange islands
Language focus
There are times when punctuation choices can help to create different
effects. Punctuation such as brackets, dashes and exclamation marks are not
only ways of organising information in a sentence, they also communicate
levels of formality and different shades of meaning. Look at these examples
and explanations.
•
I went for a walk, even though it was getting late, and found myself
lost in a maze of streets.
The commas give this a formal feel and a calm, explanatory tone.
•
I went for a walk (even though it was getting late) and found myself
lost in a maze of streets.
The brackets still give this statement a formal feel, but they create the
impression of an aside – as if the narrator is involving the reader in their
thoughts a little more.
•
I went for a walk – even though it was getting late – and found myself
lost in a maze of streets.
This example is less formal and more conversational. The
dashes make it appear closer to spoken English, as if the
narrator is casually (maybe quickly) explaining the situation.
•
I went for a walk – even though it was getting late – and
found myself lost in a maze of streets!
This example sounds more dramatic. The exclamation mark
suggests heightened emotion, as if the narrator is scared
or excited.
The choice of punctuation can help the reader to interpret
the meaning of a sentence. Notice how the addition of
the exclamation mark creates a different meaning to the
version containing only commas.
34
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3.2 Strange islands
Focus
1
Read the sentences in the table. Put a tick next to the ones that use more
formal punctuation and ones which use less formal punctuation.
Quotation
Formal
Less formal
You’re welcome to visit the Japanese
island of Okunoshima, but you’d be
wise to bring plenty of carrots – there
are thousands of completely tame
rabbits hopping around the place!
Many chemical weapons were
used here (there’s even a museum
dedicated to poison gas on the
island), but these days the rabbits
are the main inhabitants.
Snake Island has the largest number
of snakes, mainly golden lancehead
vipers, in such a small place.
You really wouldn’t want to visit –
and in fact it’s illegal to land on the
island – but poachers have been
known to secretly go there to catch
and sell the snakes.
2
Choose one of the quotations and briefly explain the effect created by
punctuation choices.
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
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35
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3 Strange islands
Practice
3
Rewrite the following extracts in a more formal way, changing the
punctuation and phrasing where needed. For example, consider using
brackets in a.
a
On the Isla de las Munecas – Island of the Dolls – you’ll find yourself
faced with dolls. That’s right … dolls. Or at least parts of dolls!
Creepy, eh? The island can be found among the Xochimilco canals
in Mexico City.
………………………………………………………………………………………
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b
It was a long-term project for him. Over the next 50 years he put
hundreds of dolls – or parts of dolls – around the island!
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
36
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3.3 Treasure Island: Meeting Ben Gunn
Challenge
4
Practise using dashes, brackets and exclamation marks in your less formal
writing to create different shades of meaning. Choose a topic that requires
explanation and some detail. Use one of these ideas or choose one of your own:
•
an account of an event from your childhood
•
an explanation of the rules of a sport.
………………………………………………………………………………………
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3.3 Treasure Island: Meeting
Ben Gunn
Reading older texts can present challenges. There are likely to be more
unfamiliar words and plot lines and ideas can be harder to follow, but
with practice you will find this much easier.
Focus
1
Read the extract from Treasure Island by Robert Louis Stevenson,
then answer the questions.
‛Who are you?’ I asked.
‛Ben Gunn,’ he answered, and his voice sounded hoarse and
awkward, like a rusty lock. ‛I’m poor Ben Gunn, I am; and I
haven’t spoke with a person these three years.’
hoarse: having a
rough-sounding
voice
37
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3 Strange islands
His skin, wherever it was exposed, was burnt by the sun; even his
lips were black, and his fair eyes looked quite startling in so dark
a face.
‛Three years!’ I cried. ‛Were you shipwrecked?’
‛Nay, mate,’ said he; ‛marooned.’
I had heard the word, and I knew it stood for a horrible kind of
punishment common enough among the buccaneers, in which
the offender is put ashore and left behind on some desolate and
distant island.
a
buccaneers:
sailors, ones who
were often lawless
desolate: empty,
uninhabited
What simile is used to describe Ben’s voice?
…………………………………………………………………………………
b
In your own words, explain what this simile means.
…………………………………………………………………………………
c
Why do Ben’s eyes seem startling?
…………………………………………………………………………………
d
Explain the difference between being shipwrecked and being marooned.
…………………………………………………………………………………
…………………………………………………………………………………
Practice
2
Rewrite Ben Gunn’s dialogue in modern standard English.
‘I were in Flint’s ship when he buried the treasure; he and six
strong seamen. They was ashore nigh on a week.
Well, I was in another ship three years back, and we sighted this
island. ‘Boys,’ said I, ‘here's Flint’s treasure; let’s land and find it.’
Twelve days they looked for it, and every day they had the worse
word for me, until one fine morning all hands went aboard.’
38
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3.3 Treasure Island: Meeting Ben Gunn
………………………………………………………………………………………
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Challenge
3
Here is another extract from Treasure Island. Ben is running alongside Jim.
In your notebook:
•
write a summary of what happens
•
explain the effect of the information given here – what impression of Jim
does it give you?
I began to run, my terrors all forgotten, while close at my side
the marooned man in his goatskins trotted easily and lightly.
‛Left, left’ says he; ‛keep to your left hand, mate Jim! Under the trees
with you! Ah! And there's the cetemery’—cemetery, he must have
meant. ‛You see the mounds? I come here and prayed, nows and thens …
So he kept talking as I ran, neither expecting nor receiving any answer.
The cannon-shot was followed after a considerable interval by
a volley of small arms.
39
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3 Strange islands
3.4 Treasure Island: The play
Language focus
Dialogue is the main way in which the story is told in a drama script.
Sometimes, a character is given a long speech that reveals their feelings,
but dialogue between characters is used to move the plot along and show
cooperation or conflict. Playwrights use regular features in their
dialogue, including:
•
questions
•
short sentences
•
repeated phrases, questions and exclamations.
Writers also indicate in a script what tone of voice an actor should use to
show how they are feeling. For example, these three versions of the same
line suggest different things about the character’s feelings:
•
Beth: (aggressively) Who’s there? – suggests she is angry or
possibly afraid
•
Beth: (very quietly) Who’s there? – suggests she is calm or
perhaps frightened
•
Beth: (annoyed) Who’s there? – suggests she is irritated.
Focus
1
Write some appropriate directions in the gaps to indicate to the actors what
their tone of voice should be.
Chen: ……………………………………… Why have you done that?
Ling: ………………………………………. I don’t know. I just felt like it.
Chen: ……………………………………… That’s not very fair!
Ling: ………………………………………. I don’t care.
40
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3.4 Treasure Island: The play
Practice
2
Annotate the following extract from the play version of Treasure Island.
Identify places where the writer has used phrases, stage
directions and punctuation to show character.
In your annotations, state the effect that is created.
Jim: This place is…weird.
(Jim jumps in alarm as the loud sound of a colourful
bird is heard.)
Jim: I need to get off this island. It’s not normal.
(Sound of rustling. Someone is hiding.)
Jim: What’s that? I can see eyes. Is that…a man? Hello!
(Jim’s ‘hello’ echoes around the island.)
Ben: Aaaargghhhh!
Jim: Aaaargghhhh!
Challenge
3
Rewrite the scene, keeping the same storyline and emotions, but using
different phrasing, stage directions and punctuation.
……………………………………………………..…………………………….
……………………………………………………..…………………………….
……………………………………………………..…………………………….
……………………………………………………..…………………………….
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3 Strange islands
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3.5 Singing sand
Stories with fantasy elements usually combine real-world details with strange and
unusual events. Settings in fantasy stories are often like exaggerated versions of
the world we know.
Focus
1
Here are some typical features of fantasy stories. Put a tick next to the features
you can identify in The Lost Island of Tamarind in the Learner’s Book.
a journey to a different type of place
a quest (some sort of puzzle or mystery)
an unusual main character, for example, an orphan
a main character who is lonely but finds help from non-human characters
a main character who has no family but finds friends
a powerful force in conflict with the main character
a mysterious person who helps the main character
a dangerous event that threatens the life of the main character
some realistic elements and settings
strange or magical events and items
a happy ending
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3.5 Singing sand
Practice
2
Read this passage, then answer the questions to explore the way
the natural world is presented in The Lost Island of Tamarind.
When she looked back down at the tide pool, the
surface of the water had settled and she could
see the creature clearly. Her heart skipped a beat.
A tiny, perfect octopus, just like the one that her
parents had collected from the sea on their last
day together, was looking up at Maya. Its tentacles
glowed so brightly that it outshone the moon. Then
Maya realized that there were dozens of creatures
just like it in the tide pools up and down the beach.
Was this where all the strange, glowing sea
creatures that her parents had been collecting
came from? Maybe it wasn’t an accident that the
children had landed in Tamarind.
a
Find a quotation that shows Maya’s surprise at seeing the octopus.
…………………………………………………………………………………
…………………………………………………………………………………
b
How does the writer make the octopus seem unusual?
…………………………………………………………………………………
…………………………………………………………………………………
c
The octopus seems to be a mixture of a real animal and a fantasy creature.
What is the effect of this?
…………………………………………………………………………………
…………………………………………………………………………………
d
What is implied by the sentence Maybe it wasn’t an accident that the
children had landed in Tamarind ?
…………………………………………………………………………………
…………………………………………………………………………………
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3 Strange islands
Challenge
3
In your notebook, write the opening paragraph of a fantasy story. You should
introduce a main character and a setting. Use one of these ideas or think up
one of your own:
•
a young boy wakes to find himself in a strange world below the
surface of the Earth
•
a teenage girl arrives on an island looking for a book that
contains a secret.
3.6 Helix
Language focus
You can try several strategies when spelling unfamiliar or difficult words,
such as:
•
sounding out a word. This is where you say aloud the individual letters
or syllables to help you hear each sound in the word.
•
using your knowledge of root words and the patterns of words
(morphology). For example, if you know how to spell ‘identify’ then you
could work out how to spell ‘unidentifiable’. You could do this by using
your knowledge that adding the prefix ‘un-’ doesn’t alter the start of
the root word. Also, you could remember that when adding the suffix
‘-able’ to words ending in ‘-y’, the last letter is dropped.
Most of the time, you will combine strategies. For example, if you needed
to spell the word ‘frustrated’, then you could sound out the first five
letters, then use your knowledge of other words using the suffix ‘-ed’
to complete the word.
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3.6 Helix
Focus
1
Look at the suffixes in this table. Write what each suffix means and give
three examples for each suffix in the final column.
Suffix
-ation
Meaning
Examples
1
2
3
-ology
1
2
3
-phobia
1
2
3
-arian
1
2
3
-hood
1
2
3
Practice
2
Now research the roots of the following words. Use a dictionary or an online
source to find out the etymology of each one – that is, where it comes from.
Write some related words in the final column.
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3 Strange islands
Word
Etymology
Related words
fantasy
marine
biology
octopus
helix
Challenge
3
Correct the spelling mistakes underlined in this extract. Use various strategies
to work out the correct spelling. Write the correct version above the misspelt
word, then check your answer in a dictionary.
Sophie woke up, opened her eyes and looked
around. She was absolootly amazed. She looked
at the sea – a huge purple oshun stared back at
her. Every now and again, a sea creature that
looked like a dollfin appeared above the water.
What was this place? Before she had time to
think, a missteerious buzzing sound rose. It
became louder until she realised it was some
sort of aircraft – a type of hellikopter, but unlike one she’d ever seen before.
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4
This is the
modern world
4.1 The birth of the internet
When writing any text, your purpose and audience will inform many of its features.
In particular, they should help you choose a suitable tone and level of formality.
Focus
1
Rank these three extracts in terms of formality, where 1 is most the formal
and 3 is the least formal. All of them are written for older people wanting
to know about computing.
So – you bought one of those computer things. Congrats! But don’t
tell me … you can’t switch it on. Only joking! Keep calm. I’m Wayne.
Look upon me as your friendly grandson. I’ll help you. Read on…
Information technology can often appear daunting; people of
advanced years may encounter feelings of uncertainty or bewilderment
when using it. This guide is intended to allay those worries.
Congratulations on buying a computer. Technology can be
confusing at times, but in this guide, we’ll help you set off on an
exciting new journey – all the way from setting it up to using a
range of programs.
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4 This is the modern world
Practice
2
This extract is the final paragraph from a guide for older people wanting to
know about computing. Highlight the features of informal English in the extract.
So…that’s it. We’re at the end of the guide. Enjoy it? Useful? Let’s
hope you feel okay about using your new toy. Remember – there’s
always help if you get stuck. Phone your local store. Phone the
customer service helpline listed. Phone a friend. Go on – get started
in the new world of tech! All the best, Wayne.
Challenge
3
Rewrite the extract for Activity 2 for the same audience, but in a more formal
style. When you have finished, decide which version would be more
suitable for the audience and purpose. Give reasons for your answer.
……………………………………………………………………………………… .
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4.2 Phone problems
4.2 Phone problems
The content of a speech is the most important part, but different
persuasive techniques can also help a speech to make an impact
on the listener.
Focus
1
Draw a line to match the technique to the correct definition.
repetition
when the same letter is used at the start of words
hyperbole
a question used to make a point, which does not
expect an answer
triples
words and phrases that appeal to the
reader’s emotions
rhetorical
question
use of repeated words and phrases
emotive
language
techniques such as metaphor, simile and
personification
exclamations
speaking to the reader
statistics
deliberate exaggeration
figurative
language
sentences ending in an exclamation mark
direct address
the use of facts and figures
alliteration
three words used together
imperatives
direct orders
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4 This is the modern world
Practice
2
Read this extract. Highlight the persuasive techniques used
and annotate them, explaining their effect.
Phones destroy childhood. Phones steal children’s innocence.
Phones are dangerous. Millions of young people’s childhood are
being corrupted. Why would any parent do that? Ninety percent of
young people admit that they spend more time on their phone than
is healthy. That is outrageous! Parents – act now before it is too late.
Phones are dangerous, destructive and damaging.
Challenge
3
Practise using these techniques. Write a paragraph persuading readers that
technology has greatly improved people’s lives.
……………………………………………………..…………………………………
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4.3 Predicting the future
4.3 Predicting the future
Language focus
Placing different sentence types alongside each other not only makes a text
more interesting to read, it also helps to create different tones and voices.
Look at this example:
•
I lay in bed and listened with horror to the strange sound that echoed
from the staircase. Creak, it went. I’d never been so scared in my life.
Tension is created by placing a short, simple sentence (‘Creak, it went’) at
the moment of drama in the story. Its effect is heightened by the contrast
with the more descriptive compound-complex sentence that comes before
it. In the context of the paragraph, it helps to create the voice – that of a
tense, worried narrator.
Now look at another example:
•
I looked at the learners in my class with my most severe look, which
admittedly I didn’t use too often, and demanded to know why they
weren’t taking me seriously. Then it dawned on me. I was wearing
odd shoes.
Here, the writer creates humour by placing two simple sentences at
the end of the account. The shortness of the sentences suggests the
narrator’s embarrassment. Again, they are made effective by the preceding
compound-complex sentence. In the context of the paragraph, it helps to
create the voice – that of the embarrassed and knowingly comic narrator.
Focus
1
Here are four sentences of different types from a humorous article about
predictions people have made about the future. The writer describes a flying car.
Number the sentences from 1 to 4 to put them in an order that makes
sense and creates a humorous effect.
It would run on a new type of fuel (which of course was never
invented either) and would last for 1000 years. A sensible prediction?
A flying car was another crazy prediction.
Er … no.
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4 This is the modern world
Practice
2
Here is another future prediction. Rewrite this, creating the effect of humour
by the placement of a short sentence. You may need to change some of the
words to do this.
Another idea that failed to take off was a robot helper which meant
to help you around the house. The robot helper would wash dishes
and make beds, but unfortunately, the robot was never built.
………………………………………………………………………………………
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Challenge
3
Read this extract from the article ‘The future is here!’. Write an explanation of
the effect of the placement of short sentences in the text.
Ever wondered what might happen in the future? Flying cars?
Computers in brains? Although the world has changed dramatically in
the past 50 years, we haven’t quite reached the stage where teachers
are made from metal. Yet. In the past, though, people had some crazy
ideas about what the year 2020 would be like. But just how accurate
were they? Read on…
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
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4.3 Predicting the future
………………………………………………………………………………………
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4 This is the modern world
4.4 A dystopian future
Language focus
There are times in writing when it is important to use clear, direct language
rather than to write in a complex way. This means choosing words and
sentence structures that get a point across clearly. For example, compare
these two sentences about the same story:
•
In this novel, which is the type of tale that may appeal to a host of
dystopian fiction lovers, the narrative centres on two distinct character
types: one is Shay, who is an attractive but deeply complex persona,
and the other is Magenta, a girl who (despite leaving school with
few qualifications) exhibits the sort of qualities that mark her out as a
deeply intellectual character.
•
This story is about two characters – Shay, a complicated boy and
Magenta, an intelligent girl.
Notice how the second example uses clearer language and simpler
sentence structures. It also does not include unnecessary information about
genre and specific character details.
Focus
1
Look at the two examples in the Language
focus box. The second example contains just
clear, essential information. Highlight any
clear or essential information you can find in
the first example.
Practice
2
Read this extract, from an article that
considers people’s fears about artificial
intelligence – a common feature of dystopian
fiction. It is written in a complex way.
Rewrite it so it is shorter and clearer. You will
need to decide which parts are not needed.
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4.4 A dystopian future
Dystopian fiction explores fear, a very human emotion, and fear is
motivated by different things. Since the beginning of time, humans
have been both fascinated and fearful about the future. They get
particularly worried about robots. What causes concern here is two
things: firstly, people are suspicious about non-human, able beings
(perhaps it’s the unemotional qualities); secondly (and perhaps more
importantly), anxieties about artificial intelligence taking over the world
are widespread.
………………………………………………………………………………………
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Challenge
3
Try writing about a complex topic in a clear, direct way for ten-year-old
learners. You could write about a dystopian film or book you know,
or another idea of your own. Write a paragraph in your notebook.
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4 This is the modern world
4.5 The Glade
Language focus
English has a range of alternative words, or synonyms, with different shades
of meaning. In creative writing, it is important to select the word that best
conveys the meaning and atmosphere you want to create. For example,
look at these two sentences that describe a boy looking at the sky:
•
He saw the sky; it looked sad.
•
He peered at the sky; it looked sombre.
The first example uses the common single-syllable words saw and sad and
its simplicity clearly expresses the situation. The second example uses more
complex words. This version gives more detail about the way the boy is
looking (‘peered’).
Appropriate word choices depend on many things, including audience and
purpose. In an adventure story for young children, the word ‘sombre’ seems
too complex, but it is an appropriate description in a story for older readers.
Even in writing for older readers, there may be times when simple, direct
language is more suitable. For example, simple language can help create
a sense of urgency and excitement. It is also useful for clarity when you
want the reader to quickly understand what is happening, when complex
vocabulary might interrupt the flow of the text.
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4.5 The Glade
Focus
Q
G
E
M
C
L
C
W
G
S
Y
B
F
S
W
1
V
H
D
D
M
A
T
Z
E
E
X
A
I
T
Y
O
A
U
A
N
G
R
Y
V
A
T
L
G
V
U
J
P
J
O
U
P
I
A
X
I
E
T
H
M
S
G
P
H
P
M
Q
P
N
L
Q
B
N
T
R
T
J
Y
V
Z
M
I
V
D
T
O
Z
E
Y
Z
O
X
T
T
I
R
E
D
I
J
R
Y
F
L
M
P
S
Z
V
B
Q
J
H
P
I
F
O
X
V
E
C
C
Y
V
H
C
K
F
X
Q
T
M
D
I
H
J
C
V
U
A
L
S
D
V
Y
D
U
M
U
Z
L
A
N
J
A
S
G
C
J
N
M
U
L
S
C
G
L
M W
D
H
Q
G
U
I
X
W
N
X
Y
E
M
D
H
I
W
Z
O
O
K
S
H
J
J
I
A
J
R
U
K
V
R
J
H
X
V
A
F
G
P
Q
T
P
V
T
Q
S
F
W
E
T
V
D
I
V
K
Look at this group of
words. A less complex
synonym for each word
is hidden in the grid.
Find and highlight
these synonyms.
altercation
cease
incensed
implement
fatigued
circular
placid
melancholy
stroll
ecstatic
Practice
2
Choose four of the complex words from the group in Activity 1. Include them
in a brief description of a character in a dystopian setting that would appear
in an opening chapter. Your audience is adult readers.
………………………………………………………………………………………
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4 This is the modern world
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3
Now rewrite the description, using less complex synonyms.
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Challenge
4
Bearing in mind the purpose and audience you wrote for in the
Practice activities, which do you feel is more appropriate? Why?
Write a paragraph in your notebook.
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4.6 Closing doors
4.6 Closing doors
One of the key structural decisions a fiction writer makes is how much information
to reveal to the reader. What level of knowledge they decide to share often depends
on the effect they hope to create.
Focus
1
Explain what the reader knows and expects to happen in this story.
Aravind walked slowly down the street carrying a beautiful
vase he’d bought for his mother’s birthday. Around the
corner, a boy on a bicycle was travelling faster than he
should along the pavement. Aravind could hear a faint
whirring sound, but carried on walking.
………………………………………………………………………………………
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4 This is the modern world
Practice
2
Withholding information from the reader can create a sense of mystery.
Read the opening to a dystopian story. List all the things that the reader
does not know.
Leaf knew precisely how many times she’d walked past the Gatehouse. She’d been
every day since arriving here. It wasn’t her fault she’d been sent to this place. It was
his. It was always his fault. She thought about what had happened and her mind
generated several images – the inside of the car, the abrupt stop at the traffic lights,
the sudden blackness. Today was going to be different though. She had a plan. She
quickly touched the object in her pocket and wandered towards the Gatehouse. In
ten minutes, Sapphie would be outside The Well. She went through the plan one
more time in her head and then removed the object from her pocket.
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4.6 Closing doors
Challenge
3
Write a paragraph of a story that withholds information from the reader.
Set your story in a dystopian future. Use one of these ideas or think of your own:
•
a character walking slowly through a dark tunnel
•
a character leaving a package in the doorway of an old building.
………………………………………………………………………………………
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5
Heroes
5.1 Defining heroes
Language focus
Conjunctions are useful words that help to structure sentences.
Coordinating conjunctions (‘and, ‘but’, ‘or’) are used in compound
sentences. In argument texts, they can be used to join parts of an argument
and help build it up – for example:
•
Real heroes are always thinking about other people and they never do
things for fame.
Some subordinating conjunctions (for example, ‘although’, ‘while’, ‘despite’)
are used to introduce a contradiction. In argument texts, they may be used for
effect to set up a particular point of view and then suggest that view is wrong.
Subordinating conjunctions can be used in different positions in a sentence:
•
People often think celebrities are good people, although there are
many times when celebrities misbehave.
•
Although celebrities can distract us for an hour, they contribute
nothing to society.
Focus
1
Using two different colours, highlight the coordinating and subordinating
conjunctions this extract.
Musicians, actors and entertainers can be heroes. When I
was younger, my first heroes were sportspeople. I admired
their skills and I also admired their commitment, but as I grew
older, I realised that there were many different types of hero.
Although my favourite footballer was talented, he didn’t do
much for the society he lived in. I realised that heroes should
be more than just talented people, because a hero needs to
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5.1 Defining heroes
do things for others. Furthermore, I realised that heroes
don’t need to be famous. They can be normal people
and sometimes, their actions can be unknown to many.
Today, doctors and nurses are my heroes.
Practice
2
Write suitable conjunctions in these gaps.
Next to each sentence, write a C or an S to identify whether the
conjunction you have used is coordinating or subordinating.
a
………………………… many people don’t have
a hero, I definitely do: my grandfather.
b
Ancient Greek heroes were usually strong
………………………… they were also brave.
c
Some of my friends laugh when I tell them who
I admire, ………………………… I don’t care.
d
I admire my sister ………………………… she has
overcome a lot of problems in her life.
e
I am going to write about why we need heroes,
………………………… read on and I’ll explain…
f
True heroes help people, …………………………
they are selfless ………………………… kind.
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5 Heroes
Challenge
3
Look at this list of statements about a heroic person called Pearl.
Turn this list into a paragraph, using appropriate conjunctions
where appropriate.
•
Pearl is 35.
•
She is a nurse.
•
She wanted to be a gymnast when she was younger.
•
Pearl has worked in war zones around the world.
•
Pearl gets frightened at times.
•
She says she focuses on her patients.
•
Pearl has saved lots of soldiers.
•
Pearl has seen lots of soldiers die.
•
Her work as a nurse is the most important part of Pearl’s life.
•
Pearl’s family in Zimbabwe miss Pearl.
•
Pearl’s family are very proud of her.
……………………………………………………………………………………………………… . .
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……………………………………………………………………………………………………… . .
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5.2 Looking for Charlie
5.2 Looking for Charlie
When you are asked to give a personal response to a character, you are
often given some context against which to judge them. For example, in
the Learner’s Book, you are asked whether Adam can be described as a
hero. When responding, it is important to think carefully about the
values you are judging a character against.
Focus
1
What makes somebody ‘admirable’? Put a tick next to the qualities
you admire. Then, add two more qualities.
•
having lots of money •
not giving up, even when things are difficult •
being loyal •
being selfish •
being confident •
being able to do things for yourself without needing help •
being creative •
being able to think quickly •
making sure you always win •
never feeling anxious •
………………………………………………………
•
………………………………………………………
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5 Heroes
Practice
2
Read this extract from Tokyo by Graham Marks. Highlight
parts of the story that you think show Adam demonstrating the
admirable qualities you ticked in Activity 1.
Underground there was a new world, a bright, clean environment which, considering
the neon mayhem going on above it, was astonishingly free of excessive advertising.
Working out how to buy a ticket, though, had proved to be no easy job – even after
he’d found the button which changed the Japanese characters on the text screen
into English. Luckily someone who turned out to understand more English that they
actually spoke spotted him standing, confused, in front of a bank of ticket machines,
and between them they’d managed to buy a ticket that Adam hoped would get him to
Roppongi and back again.
The only problem was he had absolutely no idea where in Roppongi – no small
area – to find the Bar Belle. Before leaving England he’d looked it up on the Net, but
found nothing. Was it too small? He’d have to find it first to know, but how? Then,
above the roar of the traffic, he heard a badly amplified voice calling out, something
about music. Now he looked he could see that there were quite a few people and one
of them might know something. Whether they’d tell him was another matter entirely.
Challenge
3
Here are two views of Adam based on this extract.
Choose the view you agree with most and write a
paragraph justifying it in your notebook.
Use quotations to support your view.
Adam is
admirable – he
never gives up,
even when things
are challenging.
Adam isn’t
admirable – he
relies on luck and
other people.
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5.3 Danger?
5.3 Danger?
When crafting dialogue, writers usually try to create the sense of
real speech. In real life, we unconsciously use discourse markers and
contractions when speaking to each other, so including them in story
dialogue can make characters sound more realistic. Characters also
pause when speaking, so writers use ellipsis to suggest hesitation.
Focus
1
Using three different colours, highlight the discourse
markers, contractions and ellipses in the following
spoken text.
Right, to get to the, um, shopping centre, you
need to . . . let me think, yes – that’s it. You’ll
need to walk along this road, er, for about
two minutes, until you come to . . . you
know, the traffic lights. Now, once you, um,
get there, you’ll need to go left, towards the
er bank. So, once you reach the, you know,
bank, look left and it’s, well, it’s just . . . sort
of there. Anyway, I’d go that way. It’s much,
you know, quicker.
Practice
2
Discourse markers, contractions and ellipses can also help
to show the distinct personality of different characters. For
example, certain discourse markers may give a character a sense
of authority.
Read the dialogue on the next page and summarise your impression
of each character. Explain how the use – or absence – of discourse
markers, contractions and ellipses help to create this impression.
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5 Heroes
mrs rashid:
Right, Cheri, you have not finished your work. Why?
cheri:Er, sorry, it’s because I er . . . didn't really understand it,
Mrs Rashid.
mrs rashid:I am not certain that is true. You could have asked for
my help. Why did you not do that, Cheri?
cheri:I, well, you know, just thought you were, em . . .
too sort of busy so I didn’t want to um, disturb you.
mrs rashid:Cheri, you have been talking rather than working.
So, I would like you to work harder and show me your
writing as soon as you have finished.
Mrs Rashid:
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
Cheri:
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
Challenge
3
Write your own short piece of dialogue including discourse
markers, contractions and ellipses to show aspects of the
characters’ personalities.
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5.4 Young heroes
You could use one of the following ideas or one of your own:
•
a conversation between a parent and child about housework
•
an argument between close friends.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
5.4 Young heroes
Language focus
People read advice texts because they want guidance on how to do something.
It is important that the advice is written simply and clearly, so writers often use
imperative sentences, which give clear instructions on what to do. For example:
•
Give young carers extra time to do their homework.
The imperative verb ‘give’ leaves no room for doubt about what the reader
should do.
However, in advice texts, readers may also need guidance on different possible
situations, and to understand whether something is essential or just preferable.
Modal verbs – ‘can’, ‘may’, ‘must’, ‘shall’, ‘will’, ‘could’, ‘might’, ‘should’, ‘would’
– are useful for this. For example:
•
You must help a young carer cope with school.
‘Must’ makes it clear that the advice has to be followed.
•
Teachers should be aware that young carers may get tired easily.
‘Should’ is less forceful, as if the writer is simply reminding the reader. ‘May’
shows that it is a possibility (not a certainty) that young carers tire easily.
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Focus
1
Put these nine modal verbs in order of the most definite to the least
definite. The first one has been done for you.
can
may
must
might
shall
would
could
will
should
must
most (definite)
(least definite)
Practice
2
Read this text which is aimed at young carers. It gives them guidance
about coping with their challenges. Highlight the imperative
verbs and modal verbs in two different colours.
From time to time, you may feel as if everything is too much to cope
with. At this point, you must ask for help. Your school should be able
to help. You may have a teacher who you feel you can talk to. Go to
see them at break time and ask for help. Tell your friends how you feel
and they might be able to help too. You will feel better once you have
spoken about things and you can be certain that people will want to help.
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5.5 Superheroes
Challenge
3
Write a paragraph aimed at the friends of young carers. Give them
advice on how they can provide help and support. Use imperative
verbs and modal verbs in your paragraph.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
5.5 Superheroes
When reading or writing texts in a particular genre, such as superhero fiction,
it is important to understand the key features, conventions and vocabulary of
that genre.
Focus
1
The scrambled words in this table are all features of the superhero genre.
Unscramble the words and write them in the right-hand column.
IUEDGSIS
OUTSCEM
WPPUREOSPRE
TERSEC RIAL
ILPREUSVLNIA
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Practice
2
Superhero stories need a supervillain – a character who the
superhero is trying to stop. Supervillains are usually evil
and power-hungry – hoping to rule or destroy the world.
Read this description of supervillain Arco. Use it to
help you make a list in your notebook of typical
features of a villainous character.
Ron Punch, otherwise known as Arco, was born into a
wealthy American family. As a child, his parents largely
ignored or criticised him. He spent much of his childhood
desperately trying to achieve things in order to win the
praise of his cruel father. He never liked team sports,
but won many individual sport competitions, mainly by
cheating. Even so, his father still ignored him. One day,
Ron was given a potion that promised to make him even
more successful, but when he took it, he turned into
Arco – a cruel, vain supervillain. Now he transforms into
Arco whenever his greed or cruelty gets the better of
him. To the outside world, he is a successful leader of an
international company. His real aim is to sell the world’s
resources to a nearby planet, then destroy Earth. To do
this, he must first destroy his rival, Enviros.
Challenge
3
potion: a fictional
liquid that affects a
change
vain: having a
high opinion of
your own looks or
abilities
greed: wanting
lots of something
like money or
possessions
rival: someone
you are competing
against
Now invent your own supervillain. Write a paragraph like the one
in Activity 2, describing their personality and background.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
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5.6 Scripting stories
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
5.6 Scripting stories
When reading and writing film scripts, you need to understand the
organisational features that help those both reading and performing the
script to understand what is going on. It is also useful to know technical
vocabulary relating to films and scripts.
Focus
1
Draw a line to match the film term on the left to its correct definition
on the right.
establishing shot
an image showing the inside of
a building
close-up shot
an image showing the outside of
a building
interior shot
an image focusing closely on a small
part of a scene
exterior shot
the first image in a sequence, which
shows the viewer where the scene is
taking place
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Practice
2
Imagine that this image is a scene from a film. Write the description
of this scene as it would appear in the script. Use specific vocabulary,
nouns and prepositions to convey to the cast and crew how this scene
should be presented.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
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5.6 Scripting stories
Challenge
3
Here is another part of the Enviros script. It takes place in Ron
Punch’s office. He has transformed into Arco and is confronted
by Enviros. The script only shows the dialogue.
Write the descriptions to accompany the scene.
PUNCH:
You dare to come here and face the great Arco?
ENVIROS: I know your plan and it’ll never work.
PUNCH:
And who’s going to stop me? A weak little girl?
ENVIROS: Let’s see, shall we? Take that!
PUNCH:Is that the best you can do? Let’s see how you handle this. And this. And this.
ENVIROS: You can’t harm me, Arco.
PUNCH:
And you can’t stop me, little girl.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
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6 Monsters
6.1 A modern monster
Language focus
Emotive language means words and phrases intended to produce an
emotional response in readers. Writers choose emotive words when they
want readers to have a strong reaction to the text – for example, shock,
anger or terror. For example:
•
The creature used its claws to attack the sheep.
•
The menacing creature slashed at the terrified sheep with its
razor-sharp claws.
The first example describes the action in a straightforward way. The second
is much more dramatic, using strong verb and adjective choices such as
‘menacing’, ‘slash’, ‘terrified’ and ‘razor-sharp’ to draw the reader into the
scene and make them feel the horror and fear of the situation.
Focus
1
Read these short extracts. They are intended to produce a variety of emotions
in the reader. Write down the emotions the writer intends to create.
ASlowly, the creature made its way up from the basement. It made no sound
apart from the scrape of its horrific claws on the wooden stairs. Henry lay
motionless in the dark, breathing heavily. He knew what would happen when
the evil creature and its gleaming fangs reached the top of the stairs.
…………………………………………………………………………… . .
…………………………………………………………………………… . .
…………………………………………………………………………… . .
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6.1 A modern monster
BKiran had run as fast as he could, but the other boys caught him. For
months, they’d made his life unbearable. Once again, they held him down
on the ground and did what they did every day after school. Kiran was five
years younger than them, small and weak. When he cried, they smirked.
…………………………………………………………………………… . .
…………………………………………………………………………… . .
…………………………………………………………………………… . .
C
e looked her in the eyes on this, their most special day, and said the
H
words he’d always wanted to.‘You’re the best person I know,’ he said.
‘You’re intelligent, funny and beautiful. But more importantly, you’re kind,
and being in your company makes me incredibly happy. I never want to
leave your side,’ he said. A single tear rolled down Alicia’s cheek as he
said the words that she’d remember for the rest of their lives together.
…………………………………………………………………………… . .
…………………………………………………………………………… . .
…………………………………………………………………………… . .
Practice
2
Reread the extracts. Highlight the specific words and
phrases that have an emotional impact in each extract.
Challenge
3
Here is the outline of a scene describing a monster.
Write this out as a paragraph, choosing words and
phrases to create a sense of fear in your reader.
•
A man is walking down a street at night.
•
A wolf-like creature is at the bottom of the street.
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6 Monsters
•
As the man walks further down the street, the creature senses him and
lies in wait.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
6.2 Fear of monsters
Summarising explicit information in texts with unfamiliar words or those which
deal with concepts can be challenging. Use this session to refine those skills.
Focus
1
Read this paragraph from the article ‘How Monsters Under the Bed Became
a Common Childhood Fear’ by Joshua A. Krisch. Highlight the ideas that
tell you about the development of human fears.
‘It’s no surprise that infants have some fear of the dark. Throughout
our evolutionary history, the dark was dangerous.’ Humans rely on
vision above all other senses, Gray explains, and the dark placed
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6.2 Fear of monsters
us in acute danger for thousands of years. It follows that a healthy
fear of the dark, and the monsters that prowl at night, is deeply
ingrained in the human psyche.
Practice
2
Now read this paragraph about the same topic.
Highlight the key points about human fears.
Fear results from a perception of danger; when humans
perceive a threat, they identify the risks involved and respond
accordingly. The two main responses to fear are confrontation
or escape. In situations of extreme fear, paralysis can occur.
Fear can be rational and therefore it can help humans to
survive. It can also be irrational and lead to phobias.
Challenge
3
Now summarise the information about fear provided in these two texts.
Your summary should include:
•
which aspects of fear each text focuses on
•
a brief summary of the main points in each text.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
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6 Monsters
6.3 The giant
A fable is a short story that includes a moral lesson. Fables often contain
nameless characters or talking animals. They deal with issues of human
actions and behaviour, and offer guidance on dealing with life.
Focus
1
Here is the well-known fable of the tortoise and the hare.
Write the eight missing words in the spaces, choosing them from
the boxes below.
boasting
race
speed
crossed
arrogant
certain
rest
slow
Tortoises are by nature very ………………………… creatures. They are not known
for their …………………………, unlike hares. One particular hare was always
………………………… about his abilities. He was ………………………… and
so when a tortoise challenged him to a …………………………, he accepted,
expecting to win easily. When it started, the hare sped off into the distance
and the tortoise made a start, intending to walk
slowly and get to the finishing line. The hare,
………………………… that he would win, decided
to stop for a ………………………… and fell asleep.
By the time he woke up, the tortoise had already
………………………… the finishing line.
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6.3 The giant
Practice
2
Here are several possible moral lessons that readers might take
away from the fable about the tortoise and the hare. Choose one
of them and, in your own words, explain the moral lesson in more
detail, using examples from the story.
•
Do not be arrogant.
•
Things do not always turn out as expected.
•
Perseverance (sticking at things even when they are difficult)
is an important quality.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
Challenge
3
In your notebook, rewrite the fable of the tortoise and the hare.
Choose a different character and a different competition.
You could make it more modern, but make sure you retain the
same moral lessons you have identified.
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6 Monsters
6.4 The little boy
Secondary characters in stories are usually introduced to contrast with
the main character, or to have an effect on the main character.
Focus
1
Here are eleven statements showing the order of events involving
the little boy in ‘The Selfish Giant’. Summarise how the role of the
boy develops during the story – how does he change?
•
He stands in the corner of the garden.
•
He tries to reach a branch but can’t.
•
He wanders around the tree.
•
He cries bitterly.
•
The giant decides to lift him into the tree.
•
The child doesn’t run.
•
The giant lifts him into the tree.
•
The boy kisses the giant.
•
The giant finds out he has gone away.
•
The child returns.
•
He invites the giant to his garden.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
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6.4 The little boy
Practice
2
Here are four quotations from the fable. Explain the impact they have on you –
how do they influence your reaction to the little boy?
a
He was so small that he could not reach up to the branches of the tree …
………………………………………………………………………………… .
………………………………………………………………………………… .
b
Only the little boy did not run, for his eyes were so full of tears
that he did not see the Giant coming.
………………………………………………………………………………… .
………………………………………………………………………………… .
c
Its branches were all golden, and silver fruit hung down from
them, and underneath it stood the little boy he had loved.
………………………………………………………………………………… .
………………………………………………………………………………… .
d
‘You let me play once in your garden, today you shall come
with me to my garden.’
………………………………………………………………………………… .
………………………………………………………………………………… .
Challenge
3
Here is one interpretation of the little boy in the story:
The boy represents innocence and kindness.
Explain whether you agree or disagree with the interpretation.
Use some of the quotations in Activity 2 in your response.
If you have a different interpretation of the boy, note it down.
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6 Monsters
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
6.5 A smaller monster
Being able to compare the ways poets explore similar
topics and ideas is an important skill. These extracts are
about small creatures that often provoke negative reactions
in humans.
Focus
1
Here is the start of a poem about a scorpion attack by
Nissim Ezekiel. Annotate it, identifying the impact of the words
describing the scorpion and its actions.
Night of the Scorpion
I remember the night my mother
was stung by a scorpion. Ten hours
of steady rain had driven him
to crawl beneath a sack of rice.
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6.5 A smaller monster
Parting with his poison – flash
of diabolic tail in the dark room –
he risked the rain again.
diabolic: like a
devil
Practice
2
Here is part of another poem about a small monster by
Kevin Halligan. Make notes around the poem to comment on the
impact of the words describing the cockroach and its actions.
The Cockroach
I watched a giant cockroach start to pace,
Skirting a ball of dust that rode the floor.
At first he seemed quite satisfied to trace
A path between the wainscot and the door,
But soon he turned to jog in crooked rings,
Circling the rusty table leg and back,
wainscot: a
wooden panel on
the lower part of
a wall
And flipping right over to scratch his wings –
As if the victim of a mild attack
Of restlessness that worsened over time.
Challenge
3
Both poems show different attitudes and reactions to the
creatures being described. The first poem presents the scorpion as
frightening; in the second poem, the narrator seems more curious
about the cockroach.
In your notebook, write a paragraph comparing the ways the writer
presents these attitudes and reactions. Use your annotations and
quotations from both poems.
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6 Monsters
6.6 Monster below ground
Language focus
An extended metaphor is a comparison that is used and developed
throughout a piece of writing. The metaphor adds layers to build up a
dramatic picture of an event or character. For example, a simple metaphor
might compare a sly character to a snake. An extended metaphor would
make the comparison central to the whole description:
•
He slithered into the room slowly and silently, looking for his next victim. His
narrow, beady eyes took in their surroundings and his head moved slowly
from side to side, trying to catch sight of his prey. Once he found what he
was looking for, he coiled himself on a chair and sat still, waiting to strike.
Notice how the features of a snake are used several times in this
description. The writer extends the metaphor to emphasise the man’s sly,
threatening nature.
Focus
1
Look again at the description of the snake-like man in the
Language focus box. Write down all the words and phrases that are
linked to the characteristics of a snake.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
Practice
2
Read this passage, which uses an extended metaphor to describe a
football game as a conflict. Write an explanation of what this metaphor
shows about the nature of football. Use quotations from the passage.
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6.6 Monster below ground
We pulled on our colourful armour and prepared ourselves for the coming battle.
We were armed and ready for the fight. As we strode out on to the battlefield,
the sound of the crowd bombarded us. Chanting filled the air and the TV cameras
trained their sights on us. The whistle blew and our warriors charged into battle.
It was a long and hard fight, but in the final moments, when it looked like nobody
would win, our brave attack resulted in a goal, fired like a rocket. It killed the game
off and our opposition surrendered. Victory was ours.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
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6 Monsters
Challenge
3
Write your own account of a situation using an extended metaphor.
You could use one of these ideas or one of your own:
•
life described as a journey
•
a character is described as an animal.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
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7
‘The Plantation’
7.1 The broken pipe
Writers combine language techniques to help the reader picture the places, people
and emotions being described. Imagery such as simile, metaphor, personification
and other language features are often used in the same paragraph for overall effect.
Focus
1
Underline and annotate the techniques used in this paragraph, which describes
a forest at dawn.
Sunlight crept through the trees like an unexpected visitor, its fingers reaching through
the leaves and touching parts of the forest floor. High in the trees, the cries of birds
echoed and leaves rustled as the dawn began to rise. Down below, small animals emerged
from their underground homes. They blinked in the sunlight and greeted the morning.
Like excitable children, they sprang to life, ready for the adventure of a new day.
Practice
2
Place a tick next to the statement that you think best explains the overall effect
of the techniques used in this paragraph. Explain why you chose this statement.
a
It makes the forest seem like a frightening place – the writer
combines these techniques to show the reader the danger of the scene.
b
It makes the forest seem alive – the writer combines these
techniques to show the reader that the forest is a vibrant place.
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
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7 ‘The Plantation’
Challenge
3
Write a paragraph describing a village in the evening. Combine different
language techniques to create a sense of mystery in your description.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
7.2 Namidi’s family
Fictional stories usually develop through a series of devices such as plot
developments, the introduction of new characters and revealing key information.
The choices that a writer makes about the structure of a text affect the reader’s
understanding and interpretation of the story.
Focus
1
Read these two versions of the same brief story called ‘The Present’.
They are structured in different ways. Note down the key difference.
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7.2 Namidi’s family
Version 1
Edward sat in the chair, his face a picture of unhappiness. He
seemed lost in his own world, which was strange as he was
usually full of joy. His young son came into the room, excited to
see his father. Today was Will’s birthday and the boy was full
of energy. Will was hoping for a present, but as he looked at his
father’s face, it seemed that he had forgotten or was simply not
interested. Will began to wonder what was wrong, and started
to feel sorry for himself. But young Will was soon to discover
that his father was playing a fantastic trick on him. Earlier that
morning, Edward had hidden a beautiful birthday present in the
cupboard, then sat in his chair, pretending to look sad.
Version 2
Young Will was soon to discover that his father was playing a
fantastic trick on him. Earlier that morning, Edward had hidden a
beautiful birthday present in the cupboard, then sat in his chair,
pretending to look sad – his face a picture of unhappiness. He
seemed lost in his own world, which was strange as he was usually
full of joy. His young son came into the room, excited to see his
father. Today was Will’s birthday and he was full of energy. Will was
hoping for a present, but as he looked at his father’s face, it seemed
that he had forgotten or was simply not interested. Will began to
wonder what was wrong, and started to feel sorry for himself.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
Practice
2
The order in which a writer reveals information is designed to have a particular
effect on a reader. How do you feel about the characters and the situation in
each version of the story? How do the different structures affect your reaction?
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7 ‘The Plantation’
Version 1
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
Version 2
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
Challenge
3
Write a few sentences that can be added to the end of Version 2 of ‘The Present’
to reveal what Will is thinking. Try to make the reader feel pity for Will.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
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7.3 Namidi and Mama Efe
7.3 Namidi and Mama Efe
When writing fiction from a character’s point of view, such as monologues, it is
important to choose a distinctive voice to show their personality and attitudes.
Focus
1
Read the opening lines of two versions of a monologue from the same
character’s point of view – a woman expressing her feelings about a bad
decision her husband has made. After each one, summarise the personality
it conveys.
a
I shouldn’t complain really. After all, it’s nobody’s fault. Well,
maybe it is his fault in a way, but it’s not my place to say
anything. I do wish he could have made a better choice though.
Still, it’s done now and there’s no point me saying anything.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
b
I can’t believe what has happened! This is the worst decision he
has ever made. Why? That’s what I would like to know. Why,
why, why? This is going to cause lots of problems for our family.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
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7 ‘The Plantation’
Practice
2
Look again at the two examples in Activity 1. The voices are distinctive – the
character and her attitude are conveyed not only through what she says but also
how she says it.
Explain the choices the writer has made in the second monologue to create the
voice. Consider exclamations, questions, repetition and language choices.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
Challenge
3
Write a monologue in your notebook using the techniques you have learnt
about to create a distinctive voice. You should write one paragraph.
Choose one of these two options:
•
a boy who has done something wrong but does not feel bad about it
•
a girl who has decided she is going to confront someone about their
bad behaviour.
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7.4 Jackson and Ochuko
7.4 Jackson and Ochuko
Language focus
Adjectives are used to offer descriptive detail and indicate qualities
in nouns. These include:
•
opinion or measure: the selfish man, a valuable discovery
•
size: a big problem
•
shape: a thin woman
•
age: a young man
•
colour: a green forest
•
origin: the village women
•
material: the metal pipe
•
qualifier (almost part of the noun): the bush path
If you are using more than one adjective, the order of qualities in this list
is the order in which they should appear before the noun.
For example:
The selfish, tall, old man stormed off.
opinion size age
Focus
1
There are eight adjectives in this text. Underline and annotate the
adjectives to identify the categories they belong to.
The thin girl walked down the narrow street. Over her
shoulder she wore a small brown leather bag. Inside the
bag was an exciting new book that she had bought from
the town bookshop.
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7 ‘The Plantation’
Practice
2
Adding adjectives at key points in a sentence helps to build up detail
and add meaning. Explain how the adjective choices in this extract from
‘The Plantation’ by Ovo Adagha helps the reader understand the setting.
What qualities are revealed by the adjectives?
There followed a small moment of prickling silence, when it seemed
as if the murmur of the plantation was suspended in a state of
waiting. Namidi’s nostrils picked up an odd, sickly smell that set his
stomach on edge as he moved about; and with it floated an alien,
trickling sound. He paused in mid-stride and cocked his ears at the
trees. He stood still for a long time, listening, watching and sniffing,
until, perhaps touched by an uncertain impulse, he looked behind a
thicket a few feet away.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
Challenge
3
Write a paragraph in your notebook using well-chosen adjectives to build
up the detail of your sentences. Try to use at least one adjective from each
of the eight categories listed in the Language focus box. You could describe
one of these scenes or use an idea of your own:
•
a man walking away after an argument
•
two boys playing outside.
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7.5 The explosion
7.5 The explosion
Placing noticeably different or opposing objects, characters or qualities next to each
other is an effective structural technique. This use of contrast draws the reader’s
attention to the distinctive or different features of the things being described.
Focus
1
Here are some contrasting things. Draw a line to link the two contrasting
items together.
dark
happy
young
evil
pessimistic
natural
miserable
human-mad
light
e
old
optimistic
good
Practice
2
In this short description, nature and a human-made item (the oil pipe) are
contrasted. Explain what point is being made about humans’ effect on nature.
Once, the birds used to flutter in the sky and settle on the strong branches.
The birds’ peaceful, gentle song once echoed through the green, leafy trees.
For centuries, animals and plants lived here in harmony. But after the oil pipe
burst, the only sound was the movement of the large black slicks as they
sloshed through the forest, choking the life from it.
……………………………………………………
……………………………………………………
……………………………………………………
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7 ‘The Plantation’
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
Challenge
3
Explain the effect of contrast in this extract from ‘The Plantation’ by
Ovo Adagha. What is being contrasted and what does it tell you as a reader?
Fishermen, farmers and women swarmed to the plantation, which
seemed to glitter with a wave of sweat-drenched, dark bodies. All
around, people fought each other for space around the site. Metal
pans and buckets clashed and flashed in the sweltering heat like
weapons of survival.
But the boy wandered about and played with his friend, Onome.
It was in their manner to climb a tree wherever they could find one.
Up they climbed, laughing and swinging playfully from branch to
branch, while the villagers below bubbled and brawled.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
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7.6 Disaster reports
7.6 Disaster reports
Language focus
Using the active voice helps to make reports and other analytical writing
clear. It shows who did what. Sentences written in the active voice often
sound more direct and are easier for readers to understand. For example:
•
Men from the city installed the pipe in the plantation.
The active voice shows the person or thing ‘doing’ the action (Men) before
the verb (installed ). The passive voice puts the person or thing after the verb:
•
The pipe was installed in the plantation by men from the city.
The passive voice is also used in situations when it is not clear who did
what:
•
The pipe was installed in the plantation.
Focus
1
Write A or P next to each sentence to show which ones are written in the active
voice and which in the passive voice.
a
The petrol was discovered by Namidi.
b
Mama Efe was worried by her husband’s decisions.
c
The explosion was heard miles away.
d
The boys played happily in the plantation.
Practice
Writing in the active or passive voice changes the grammatical structure of a
sentence and can also create different meanings. Active voice structures put the
focus on the subject ‘doing’ the action, drawing attention to the person or thing
responsible for the action. Passive voice structures move the focus to the end of
the sentence.
2
Turn these active sentences into passive ones, putting the subject at the end
of the sentence.
a
Namidi caused the explosion.
…………………………………………………………………………………
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7 ‘The Plantation’
b
Mama Efe followed her husband to the plantation.
…………………………………………………………………………………
c
The explosion destroyed the plantation.
…………………………………………………………………………………
Challenge
3
The passive voice can be used to avoid naming the subject. This can be useful
where it is not clear who or what is responsible for an action.
Imagine you are writing a report about the disaster, but are not aware of who
caused the explosion. Write a short report about it, using the passive voice to
avoid naming Namidi. Briefly mention the pipe, the rush to collect the petrol
and the explosion.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
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8Choices and
decisions
8.1 The Merchant of Venice
One of the main challenges of interpreting older texts is understanding the language.
This is a particularly important skill when using quotations to support any points
you make.
Focus
1
Draw a line to match the lines on the left from The Merchant of Venice with
their modern English translation on the right.
pause a day or two
Before you hazard
If you make wrong selection I will
not be able to see you again.
choose not by the view
That has been said many times to you.
Often have you heard that told
Wait before you make your choice.
in choosing wrong,
I lose your company
Don’t make a decision based on
appearances.
Practice
2
Read this extract, then answer the questions.
Enter Bassanio
PORTIA
I pray you, tarry: pause a day or two
Before you hazard; for, in choosing wrong,
I lose your company.
tarry: take your
time
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8 Choices and decisions
BASSANIO
Let me choose
For as I am, I live upon the rack.
What find I here?
Opening the leaden casket
Fair Portia’s counterfeit!
Here’s the scroll.
Reads
You that choose not by the view,
Chance as fair and choose as true!
a
the rack: an
instrument of
torture
counterfeit:
picture
Which line best supports the point that Bassanio feels very
anxious about making his choice?
…………………………………………………………………………………
…………………………………………………………………………………
b
Which line best supports the point that Bassanio is delighted with his choice?
…………………………………………………………………………………
…………………………………………………………………………………
c
Which line best supports the point that Portia is keen for Bassanio to delay
his choice?
……………………………………………………… . .
……………………………………………………… . .
……………………………………………………… . .
……………………………………………………… . .
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8.2 Life choices
Challenge
3
Here is a learner’s view based on the extract.
Shakespeare wants the reader to see that Portia and
Bassanio like each other very much.
In your notebook, explain whether you agree with this view.
Use quotations from the extract to support your answer.
8.2 Life choices
Language focus
Adverbs show how a verb action is being done. They can also modify an
adjective to give more detail about the manner and extent of an action.
Notice how the underlined adverbs in these sentences add detail:
•
He greedily ate the food.
•
She crept up the stairs quietly.
•
I was very angry.
•
I almost fell over.
Adverbs of manner tell you about the way something is done – for example,
‘quickly’, ‘horribly’, ‘fast’, ‘thoughtfully’, ‘incorrectly’.
Adverbs of degree tell you the extent to which something has happened –
for example, ‘completely’, ‘quite’, ‘very’, ‘totally’, ‘almost’.
Choose adverbs carefully in your writing as they can say a lot about a
character’s attitudes and feelings.
Focus
1
Highlight the adverb in these sentences. Then next to the sentence,
write whether it is an adverb of manner (M) or degree (D).
a
I was extremely disappointed with my result. ………………
b
Time went by slowly that summer. ………………
c
Nasir was known to play football aggressively. ………………
d
I nearly forgot to collect my order. ………………
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8 Choices and decisions
e
I’m sorry – it’s entirely my fault. ………………
f
Kaz was absolutely fascinated. ………………
Practice
2
Rewrite this paragraph, inserting adverbs to add descriptive detail
to the sentences.
I love walking through the woods. Nature is a peaceful force – it makes me
feel calm. One evening last week, I took a walk through my local wood as the
Sun was going down. It’s the best time to walk, because the dying sun shines
through the leaves and makes the place look beautiful. As I strolled among
the trees, I could hear nothing apart from the sound of running water in the
distance and birds enjoying their last song before sleep.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
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8.3 Making decisions
Challenge
3
In your notebook, write a description of a journey, using adverbs of degree
or manner to add detail to your sentences. For example, you could write
about a journey through a busy city or a peaceful walk amongst nature.
Choose adverbs carefully to reflect the mood you are trying to create.
8.3 Making decisions
Language focus
In writing that describes a sequence of events, gives contrasts or makes
references to time, you can use specific adverbs to help the reader see
connections.
The words underlined in the example here are linking adverbs. These help
the reader see the stages in a scientist’s career.
•
It takes a long time to become a scientist. First, I had to study hard at
school. Next, I went to university. Afterwards, I looked for a job near
my home town.
The words underlined in the next example are time adverbs. These show
the process of the scientist’s work and allow the reader to see how stages
link together over time.
•
Last year, I decided to start some new research. Recently, I made a
breakthrough. Soon, I will share my findings.
Focus
1
There are three linking adverbs and three time adverbs in the
following paragraph. Highlight the adverbs and identify which
type they are.
Two years ago, my family made an important choice.
My dad had been offered a new job abroad and he
wanted to know how I felt about moving. At first, I was
surprised, but soon I got used to the idea. There were
lots of reasons why it could be good. To start with,
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8 Choices and decisions
it might be the beginning of a new adventure. Furthermore, we
would move to a warmer country – no more freezing cold winters!
However, the main reason was that it would make my dad happy
and that was good enough for me.
Practice
Linking adverbs act as a signpost to guide the reader, showing
connections between different actions or parts of a text. For example:
I didn’t want to go to bed, but at the same time, I was very tired.
2
Write a statement containing the following adverbials.
a
otherwise
…………………………………………………………………………………
…………………………………………………………………………………
b
on the other hand
…………………………………………………………………………………
…………………………………………………………………………………
c
meanwhile
…………………………………………………………………………………
…………………………………………………………………………………
d
equally
…………………………………………………………………………………
…………………………………………………………………………………
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8.3 Making decisions
Challenge
3
Write a paragraph, structuring it using linking and time adverbs.
Choose a topic that allows you to give reasons or a series of points,
such as why you enjoy a certain sport or film.
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
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8 Choices and decisions
8.4 A dangerous decision
Language focus
Prepositional phrases add detail by showing the relationship between a
noun and another word in a sentence. Prepositional phrases may consist of
a preposition followed by a noun phrase or a pronoun. In these examples,
the preposition is in bold and the noun phrase or pronoun is underlined:
•
The passengers were tired during the train journey.
•
He was yelling at me.
Prepositional phrases may also consist of a preposition followed by an
adverb or an adverbial phrase. In these examples, the preposition is in bold
and the adverb or adverbial phrase is underlined:
•
From there, you can travel to Adelaide.
•
Until quite recently, I’d never been on a train.
Another type of prepositional phrase consists of a preposition followed
by a prepositional phrase, like this:
•
It would be better to wait until after the train stops.
Using a variety of these sentence structures to add detail can improve
your writing and give your readers a good sense of when and how events
occurred.
Focus
1
Highlight the prepositional phrase in each of these sentences.
a
Does this wallet belong to you?
b
He walked further down into the train carriage.
c
After that, he will never use another train.
d
It is a long journey from Adelaide.
Practice
2
Extend these sentences by adding more prepositional phrases.
You can put the phrase in any position in the sentence that is
grammatically correct. How much detail can you add before the
sentences become too long?
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8.4 A dangerous decision
a
The train was leaving the station.
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
b
The man clung on.
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
c
It was freezing cold.
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
Challenge
3
Focusing on the underlined prepositional phrases in this text, write a paragraph
commenting on what detail these phrases add.
Mr Vance boarded the Ghan in
Adelaide on 28 May for the journey
to Alice Springs. He lost track of time
in Port Augusta and arrived back at
the platform as the train was moving
off. He said he knew it would pull
up outside to change drivers, so he
decided to chase it.
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8 Choices and decisions
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
8.5 Impossible choices
Writing a personal response means giving your opinion about a text
or topic. You need to think carefully about how and why you react to
something, and justify your thoughts and feelings.
Focus
1
Read this text and note down your immediate feelings to the
situation described.
Emmanuel’s story
I left home with the dream of getting to Europe, where I was told I would easily find a job.
My mother died when I was very young and our father could not, or did not want to, take
care of us. I felt I had no choice but to leave Ghana and
try my luck in Europe.
After several weeks of waiting, I was shoved onto a small
rubber boat in the early morning when it was still dark.
A few in our group initially refused to get onto this boat
because it did not look strong or even big enough to
carry all of us to Europe. The men in charge were very
aggressive. They were simply not interested in our complaints about the boat. We did not make
it to Europe. Instead we spent five days aimlessly floating around and basically lost at sea.
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8.5 Impossible choices
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
Practice
2
Why did you respond in the way you did? Briefly explain which parts
of the account had the most impact upon you. Use quotations in
your response.
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
Challenge
3
In a personal response, you may also need to consider how the
writer’s choices influence your reaction. This requires you to ‘stand
back’ from your feelings and consider the writer’s language choices.
Look again at Emmanuel’s story and identify words and phrases
that had an emotive impact on you. Note down what that
impact was.
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8 Choices and decisions
8.6 Different views
Argumentative writing uses several techniques. They include:
•
a paragraph which introduces the topic
•
rhetorical questions
•
topic sentences
•
modal verbs
•
examples from real life
•
conjunctions to introduce further points
•
acknowledgements of the other side of the argument
•
concluding remarks to summarise the main idea.
Focus
1
Read this text and highlight techniques from the list.
Although many people say we can’t afford to take refugees, I say why not? We
may not have the largest amount of land, but we must look after other humans.
For instance, we must look after people like Emmanuel, who had no one to look
after him, and no choice but to leave his country. Furthermore, refugees can
change countries for the better, bringing different cultures and ideas with them.
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8.6 Different views
Practice
2
The opening and closing lines are very important parts of an argument.
They set up and conclude the main idea of the argument. Write an opening
and closing sentence for the text in Activity 1.
Opening sentence:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
Closing sentence:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
Challenge
3
Using the extract in Activity 1, write a paragraph arguing the opposite – that your
country should not accept refugees. Include all the listed techniques from the list.
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
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9
Endings
9.1 Saying goodbye
Language focus
In formal written English, coordinating conjunctions such as ‘and’, ‘but’,
‘or’ and ‘so’ link clauses in a sentence. You may have heard that it is
grammatically incorrect to start a sentence with a coordinating conjunction,
yet many published writers do it. This decision is related to the voice and
the effect the writer wants to convey. Consider these two examples:
•
My son said goodbye to me and then he was gone.
•
My son said goodbye to me. And then he was gone.
The conjunction ‘and’ serves the same grammatical purpose in both
sentences – it links ideas – but this placement is also used for effect. The
first example seems less emotional, as if the process of the son leaving
is natural and follows in an unbroken sequence. The second example
seems much more emotional and dramatic. Breaking the sentence creates
a pause, then starting with ‘And’ suggests a disruption, not only to the
sentence, but to the narrator’s life. It also sounds closer to spoken English,
as if the writer is letting us hear her personal thoughts.
Focus
1
This text uses coordinating conjunctions at the start of sentences. These help
to extend or link back to an idea in the previous sentence, as well as contributing
to the comic voice of the extract.
a
Highlight the coordinating conjunctions.
I was secretly pleased when my three children left home. However, I’m not
sure they really left. My son, Ted, left for college when he was 18. But he
came back every weekend, mainly to have his clothes washed. And when
Alison left, she used to visit every day for dinner. But she never washed up.
And she never offered to cook. Still, when Sarah finally left, she said she’d visit
every week. But she didn’t. She visited every week day. And every weekend.
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9.1 Saying goodbye
b
Describe how the conjunctions help to create the comic voice.
…………………………………………………………………………………
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…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
Practice
2
The next text also uses coordinating conjunctions to open some
sentences, but a different voice is created. Comment on the use of
conjunctions and the voice created.
So here I am, alone. My only son left today for college. Consequently, I am distraught.
Everywhere I look, I can picture him and his things which are no longer there. The place
where he kept his messy pile of books. And the dirty trainers in the porch. And his tangled
charging cables for his many devices. I don’t miss those. But I miss him.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
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9 Endings
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
Challenge
3
Using either of the texts in Activity 1 and 2
as a model, write your own paragraph using
coordinating conjunctions to start some
sentences.
Your paragraph should be from the point of
view of an 18-year-old person leaving home.
You should talk about what you will miss.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
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9.2 The end of childhood
9.2 The end of childhood
The structure of a poem and the choices and placement of punctuation
can support its meaning. This means that layout, and the use of full
stops and commas, reflect the ideas being expressed.
Focus
1
The poem ‘Along the Road’ is about a child walking along a road.
It is written from a mother’s point of view. Read the poem and
explain how the idea of walking down a road links to the idea of
growing up.
I watched your first hesitant steps along the road,
There were many falls. You got up, fell again. And again.
I was there, watching.
Later, you turned the corner, out of sight.
You now walk your own road.
I’m still here, watching.
……………………………………………………………………………………… .
……………………………………………………………………………………… .
……………………………………………………………………………………… .
Practice
2
Now consider how these punctuation and structural choices
support the ideas of the poem. Answer the following questions.
a
What might the full stops in line 2 represent?
…………………………………………………………………………..…… . .
…………………………………………………………………………..…… . .
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9 Endings
b
What might the full stop at the end of line 5 represent?
………………………………………………………………………………..…… . .
………………………………………………………………………………..…… . .
c
The lines get gradually shorter. What might this represent?
………………………………………………………………………………..…… . .
………………………………………………………………………………..…… . .
Challenge
3
Write a paragraph explaining what ‘Along the Road’
tells you about growing up and how the punctuation
and layout choices support the meanings.
……………………………………………………… . .
……………………………………………………… . .
……………………………………………………… . .
……………………………………………………… . .
……………………………………………………… . .
……………………………………………………… . .
……………………………………………………… . .
………………………………………………………………………………..…… . .
………………………………………………………………………………..…… . .
………………………………………………………………………………..…… . .
………………………………………………………………………………..…… . .
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9.3 The stranger
9.3 The stranger
Scripts for film trailers are different from play scripts. They contain
more description of what the viewer sees, and often use voiceovers to
speak directly to the viewer.
Focus
1
Here is a learner’s opening to the trailer for the film The Stranger,
in which a mysterious man arrives at the narrator’s house.
Highlight the information in the description that creates a sense of
mystery and fear. In a different colour, highlight the words spoken
by the voiceover that create a sense of mystery and fear.
Establishing shot of front door. Close-up
shot of a hand wearing a black leather glove
knocking on the door.
VOICEOVER: I never heard the knock, but it
was a knock that changed my life forever.
From the stranger’s perspective, we see
the door open and then see the father’s
sad-looking face. They say no words and
walk through to a dimly-lit room. Cut to
close-up of Tony’s eyes peering through a crack in the door. We then see it from
Tony’s point of view – a mysterious stranger and his mother talking very quietly.
VOICEOVER: I didn’t know what was happening. My parents said nothing.
And then the stranger took my wrist.
Practice
2
On the next page, you will find the two voiceover lines rewritten so they are
narrated by the stranger. What is the effect of this change? Explain how it
alters the viewer’s understanding of the situation and character.
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9 Endings
VOICEOVER (spoken by the stranger): I knew this wouldn’t be easy, and
I dreaded knocking on that door.
VOICEOVER (spoken by the stranger): I could see the boy was worried,
but I was taking him off to an exciting new life.
………………………………………………………………………………..…… . .
………………………………………………………………………………..…… . .
………………………………………………………………………………..…… . .
………………………………………………………………………………..…… . .
Challenge
3
Now rewrite the voiceover lines with the mother narrating them.
………………………………………………………………………………..…… . .
………………………………………………………………………………..…… . .
………………………………………………………………………………..…… . .
………………………………………………………………………………..…… . .
What is the effect of this change? Explain how it alters the viewer’s
understanding of the situation and character.
………………………………………………………………………………..…… . .
………………………………………………………………………………..…… . .
………………………………………………………………………………..…… . .
………………………………………………………………………………..…… . .
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9.4 A new beginning
9.4 A new beginning
Language focus
Present participle verb forms are useful ways of showing ongoing action.
Present participles:
•
consist of the base verb plus ‘-ing’, such as ‘holding’, ‘looking’ and ‘asking’
•
are found in continuous verb forms – for example, ‘I am practising’,
‘I was stretching’
They are often used at the start of sentences to show two actions that are
happening at the same time – for example, ‘ Yawning, I went to the garden
to practise Tai Chi.’ This emphasises the first action in the sentence. Look at
these three sentences, which show the verb in different places and forms:
•
I entered the cold courtyard and asked myself why I had to do these
exercises.
•
As I entered the cold courtyard, I asked myself why I had to do these
exercises.
•
Entering the cold courtyard, I asked myself why I had to do these
exercises.
In the first two examples, the two actions (entering the courtyard and asking
the question) are separate and distinct from each other.
The third example is similar, but the present participle at the start of
the sentence emphasises the continuous action and makes it feel more
immediate to the reader.
Focus
1
Place a tick next to the sentences containing present participle verb forms.
a
The old man entered the courtyard walking alongside his grandson.
b
I was amazed to discover my grandfather was a Shaolin monk.
c
I felt proud that I was passing my knowledge on to my grandson.
d
We walked through the courtyard, ready to exercise.
e
Originating from northern China, my grandfather
moved south in later life.
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9 Endings
Practice
2
Rephrase these sentences to change the past
tense verbs into present participle forms.
a
He would drive me to the harshest
extremes of training.
……………………………………………
……………………………………………
……………………………………………
…………………………………………………………………………………
b
I pushed quickly past him and tried to hide behind my father’s legs.
…………………………………………………………………………………
…………………………………………………………………………………
c
I looked to Dad, but he just stared at the fireplace.
…………………………………………………………………………………
…………………………………………………………………………………
Challenge
3
Write three sentences that start with a present participle verb, but also include
a second verb and possibly a third verb. For example, Entering the cold
courtyard, I asked myself why I had to do these exercises. Underline the
verbs in your sentences.
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
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9.5 How stories end
………………………………………………………………………………………
………………………………………………………………………………………
9.5 How stories end
At the end of a story, a character’s actions help the reader to form a
final, overall judgement about them. When reaching such judgements,
it is important to carefully consider the criteria against which you are
judging those characters.
Focus
1
What characteristics do villains in stories have? Make a list of what
they do, how they act and how they speak to others.
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
Practice
2
At the end of When the Mountains Roared by Jess Butterworth,
Stinger and Toad are arrested. Read the extract on the next page
and highlight their words and actions that suggest they have the
qualities of villains.
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9 Endings
Stinger nods. ‘I’m tired. I’ve had enough of this all. I used to protect animals like this
one here.’ He points at me. ‘Not poach them.’
‘Do you know how long it’s taken me to keep people away?’ Toad says.
The police step towards him.
‘Well I’m not going down alone,’ Toad yells and he makes a sudden lunge for Joey.
Kangaroos can’t hop backwards and Joey trips as she turns to get out of the way.
Toad grabs her.
‘No!’ I shout, charging at him.
It’s too late. His arms are wrapped around
Joey’s neck.
He’s strangling her.
Dad dives at him and grabs Toad’s arms,
forcing them apart.
Joey wriggles out of his grip but Toad seizes her
leg again.
The police tackle Toad. Joey is there, under a
tangle of arms and bodies. I edge closer, trying
to spot a way to get Joey free. Kangaroos
scare easily.
They pause for a second.
‘Let her go,’ I say.
Challenge
3
Here is a view about Stinger and Toad:
They are villains.
They are both as
bad as each other.
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9.6 Learning things
Do you agree with this view? Explain your ideas using examples
from the extract.
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
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………………………………………………………………………………………
9.6 Learning things
The end of a story often reinforces the main themes that have been
explored throughout. The final events and characters’ actions remind the
reader of important ideas.
Focus
1
One of the main themes in When the Mountains Roared by Jess
Butterworth is growing up. Ruby, the main character, changes
during the course of the novel. By the end, she seems to have grown
in confidence.
Read the two extracts from the novel on the next page and
highlight any parts that could be related to the idea of Ruby’s
increasing confidence.
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9 Endings
Extract A
Everyone falls back.
Joey lies on the ground, panting. Her little chest rises and falls too quickly.
I rip my jumper off, cover her eyes, scoop her up, and hold her to my chest.
I turn to Stinger and Toad. ‘The world isn’t yours to take without thinking about
others,’ I say. ‘You can’t just hurt living things to get what you want. I know that.
And I’m twelve.’
I watch from the window as Toad and Stinger are marched off the mountain.
Extract B
Your mum lives on in you, Ruby. She would be so very proud of what you did today
and how you saved the cub.’
I smile. I know he’s right. I can feel it in my bones.
That night, I realise I’m not afraid any more.
I’m not scared of the dark, or of falling asleep. Going through everything I did to
save the leopard made me realise I can handle more than I thought. I roll over
and fall asleep clutching my necklace, and dream of Mum.
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9.6 Learning things
Practice
2
Using some of the quotations you have highlighted, explain the ways in which
Ruby appears confident.
………………………………………………………………………………………
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………………………………………………………………………………………
Challenge
3
A key skill in your development is to see how different texts explore the same
theme. Think of a book, film or TV show you know that shows a character
growing in confidence. Write a brief account of how it explores that theme.
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
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………………………………………………………………………………………
………………………………………………………………………………………
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Acknowledgements
The author and publisher acknowledge the following sources of copyright material and are
grateful for the permissions granted. While every effort has been made, it has not always
been possible to identify the sources of all the material used, or to trace all copyright holders.
If any omissions are brought to our notice, we will be happy to include the appropriate
acknowledgements on reprinting.
Unit 1 Abridged extracts from When the Mountains Roared by Jess Butterworth, reproduced
by permission of Orion Children’s Books, an imprint of Hachette Children’s Books,
Carmelite House, 50 Victoria Embankment, London imprint, EC4Y 0DZ (extracts from
this source also appear in Unit 9) Unit 2 Adapted text and illustrations from Grandmother’s
Song, used by permission of Barefoot Books, Inc. Text copyright © 1998 by Barbara Soros.
Illustrations copyright © 1998 by Jackie Morris. The moral rights of Barbara Soros and
Jackie Morris have been asserted; Unit 3 Abridged excerpts from THE LOST ISLAND
OF TAMARIND by Nadia Aguiar. Copyright © 2008 by Nadia Aguiar. Reprinted by
permission of Feiwel and Friends. All Rights Reserved; Unit 5 Abridged extracts from
Tokyo by Graham Marks published by Bloomsbury, reproduced with the permission of
Bloomsbury Publishing Plc; Unit 6 Article ‘Night of the Scorpion’ by Nisim Ezekiel; ‘The
Cockroach’ by Kevin Halligan, Copyright J K Halligan/Springfield Books, UK; Unit 7
‘The Plantation’ © 2021 by Ovo Adagha, abridged and reproduced with the permission of
author; Unit 8 Abridged from article ‘Emmanuel’s Story’ taken from the World Economic
Forum Agenda blog, December 2018.
Thanks to the following for permission to reproduce images:
Cover image created by Justin Rowe; Inside Unit 1 ugurhan/GI; Somak Pal/GI; Kuntalee
Rangnoi/GI; Oleh_Slobodeniuk/GI; Mike Warburton Photography/GI; georgeclerk/GI;
DWPhoto/GI; shannonstent/GI; Unit 2 borchee/GI; CasarsaGuru/GI; PeopleImages/
GI; Print Collector/GI; Chonticha Vatpongpee/EyeEm/GI; Unit 3 Westend61/GI; Taufik
Ferdinan/GI; gchutka/GI; Poravute/GI; Hal Beral/GI; tbc; Unit 4 CasarsaGuru/GI;
Peter Dazeley/GI; d3sign/GI; Zero Creatives/GI; Tallec Jean Michel/EyeEm/GI; Unit 5
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