CAMBRIDGE UNIVERSITY PRESS Cambridge Lower Secondary English Graham ElsdonSa iy inn ne Cie C2 ign Cn Le an, 2 Fo Now ab 84 {71 inn ont Poche VC, ba 214-2, Pg je een Dis Cn New DB, Ae 006 Spe 06 Cnteg University Psi par of he Une of Cambie. fetes te Unies missin by semi owe the art of ‘scion riya svar te hight tema! eel oll wn cambidcone Information om he: wwcambrids 9741 074658 (© Cambege Unive Prot 2021 “Ths pubetion incopy Sujet amr exception Sita poten oftteyet elise Reming ret, ‘orepodtion of any prt yh ple wut te wits ‘emision of Cmbide Unies Pres. ist pole 2012 Acalagencol for hs pb i vale fam te Bish roy ISBN S74-108-7665.5 Pap ith Dg AC (Yee) Caspers has no egos be persian we aeaey ‘FURL foreman weiner in ioe, ‘nds nor urn at ance on mach mtn nw romain Conte Unser rs dv et ganesh ec ck ra ‘eater NOTICE TO TEACHERS INTHEUK [sepa ep npr wor i mineral fem ein potcprig wd clcte arg) excep ner he wing coma (i hej are bing bya bse ened Jar acho oinaaon y he ‘Coppel ems tees (i) Shout eee ef Whee you wish excel etm ees {aye ie gad be wre emis of Canbe Unies Pree: (Shee you we alowed erode wot eson uate pos ‘taper he Copy Desi so at A 18, wih co, ‘alte adn of ho pass win cern pes of veto ‘schol nd eration fhe une sting examin ass, "hina wb: pubctin and see refered ih pubic have Rote ender Contig dseen rnd Ean> Contents 1 2 SI 4 5 6 7 8 9 Nature and humans ‘Grandmother's Song’ Strange islands This is the modern world Heroes Monsters ‘The Plantation’ Choices and decisions Endings Acknowledgements>» How to use this book ‘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: these questions help you to master the basics ——————> » ‘Challenge: these questions will make re you think hard >hich verb tense to use, Past tense The dife nt after they tense verbs make the act 1 more immedi a sense of excitement, drawing the reader into the sto d the football The past tense verb has the ef sack at a dramatic mom The and stil ei ons at a dis from a point in the future. lasts the foo he actions seems immediate, almost as if v there at the moment it takes pi1. Nature and humans > Focus 11 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, | walked through the hills trying to find an ancient temple. | came to a small river. On the other side stood a leopard, quiet end proud. |, too, stood quietly. was amazed. | had never looked on such an animal before and never have since ‘Our eyes locked for a second and then it vanished. | walked con, desperate to tell my story to the next person | met: Practice 2 Rewrite the extract using present tense verbs. For example, you could begin: 1 walk, through the hills trying to Find an ancient temple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: ®) aman 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 aecount 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 alist of rules. Consider speech marks, punctuation and layout. 3 "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, | say, quickly. I'm practising to be a wildlife photographer.”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. ‘Ljust forgot,’ Tim, quietly. “But you shouldn't forget,’ ‘Mrs Smith, ‘You're a clever boy.” “Sorry, miss! ‘Tim. ‘Tl hand it in first thing tomorrow. Challenge 3. Wiite some ines of dialogue. Use the rules of setting out dialogue identified in Activity 2 and use pas or preset 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.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 | asked Arman how he tamed the bird, It was a skill he learnt from his father, The process s fascinating, Fist of al, you need to find a bir. This is done by locating a nest way up in the mountains, then taking 1 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 itis tied down. This sounds alittle cruel to me, but there are some tender aspects to the training, ‘I treat my eagle like 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 nother family member ~ and | could see the respect Arman had for this incredible bird. There was a bond that | assumed would last a lifetime. Iwas wrong. ‘We return eagles to the wild after ten years. They are noble, They need freedom eventually’ he explained, Who taught Arman how to tame a bird? b Why are female birds preferred? € Give two ways that trainers communicate with their birds Why are birds released after ten years?1. Nature and humans > Practice 2 Look at the way the information is ordered in the extract. Then sean the text again and list the main points of each paragraph. Paragraph 1 Paragraph 2 Paragraph 3 Challenge 3 Hereis one view of the structure of Higher into he Hills: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 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 @ pause. Look at this example: Abrawk hovers in ait. To drop and seize ‘Two white gulls float on the stream. Birds who foolishly drift with the current. Soaring with the wind, itis easy1. Nature and humans > eee 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 clffedae Its journey is over Practice 2 Read ‘Visitors’ by Tu Fu, Look at the way the lines are either cend-stopped or use enjambment, Choose two lines and explain the effect, of these choices.1 The poetry of Tu Fu Ihave had asthma for a Long time. It seems to improve Here in this house by the river. Its quiet too. No eronds Bother me. lam brighter ‘And mare rested. lam 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. Ieisn't much o offer. But itis given in fiendip. 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 ofthe water isa bright fish. ts colours glimmer in the sunlight, bubbles rippling upwards. | sit for a moment, taken by its beauty. lt pauses tall and fins paddling. A sound beyond the water troubles it, and with a dart, it's gone. m left with my thoughts again.> 1.5 Destroying the planet eee The type of language @ 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:1.5 Destroying the planet eam * 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 effects of professional, trustworthy advice. + So—anew 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 eect is ight- hearted 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. (Qur 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 its entirely governed by the way Earth moves,Practice 2 Rewrite the paragraph in Activity 1 using less formal language for a younger audience. Challenge 3 Inyour 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.1.6 Teunami > 1.6 Tsunami ‘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 quess at the meaning morphology: looking at the shape of the word — that's, seeing ifit has a root word, a prefix ora 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 uess that trepidation means something lke ‘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 isa type of feeling, ‘etymology: you might research the origins of the word and discover that itcomes from the Latin word trepido, meaning 'to shake’. Focus 1 Look at the underlined word in these phrases. Identify the root word and make alist of related words. ait fasted for an unusually long timeNature and humans. > b the sea rose immediately the electricity has just cut out Practice 2 Work out the meaning of the underlined words in this paragraph. Annotate the text withthe word meanings, then check your answersin a dictionary. Being caught in a tsunami was the most disconcerting event I've ever ’been involved in, As the water crashed in, | froze, immobile. My body refused to move, but then - miraculously ~ instinct kicked in and I ran, I ound energy from somewhere and | found myself aszending the stairs of a large building, seeking refuge fiom 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, Ysu’= harbour and ‘nami’ = wave disconcerting4.6 Teunami immobile ‘miraculously ascending refuge> 2.1 Life in the village eee Writers use figurative language, such as simile and metaptor, to give readers a way of understanding characters that goes beyend describing them ina literal way. Figurative language opens up different meanings which add complexity to descriptions. For example, fa 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 characters 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 left my house. Iwas late, 2s usual, and Iran 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 t did so, opened my wallet. My money flew away in the wird, spinning down the street ike an out-of-control dancer21 Life in the village Practice 2 —_Lookat the simile that is underlined inthis extract and the taee statements a-. Tick the statements that you think are accurate interpretation of the metaphor. You can tick more than one ‘She woke up early that morning having slept like a baby. Se felt completely reffeshed «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. a bb The woman weat to bed in baby's lothing Oo ¢ The woman had no worries to keep her awake. Oo Challenge 3 Write your own sentence including a simile or metaphor to describe the following @ happy old man walking down a street b the feeling of returning home after a long journey ¢ the feeling of going outside on a very cold day d_achild returning to school after a long holiday.2 “Grandmother Song S > 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 sgranddaughter’s emotions and development. Focus 4 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, | was bored. | fat trapped (One of the things that held my interest was looking out of the window and watching the bitds on the roof opposite. As the days went by, | watched them make nests and fly to get food for their chicks. Before | knew it, it was my final day at school and the chicks were out on the roof, fluffy and terrified. | stood in the school yard gazing up at them, Itwas 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. Ie 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?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: aan old man watching a cat limp down the street ‘hospital patient looking at a documentary about the recovery of injured tigers.‘One way to show the attitude and feelings ofa character in your writing is by choosing reporting verbs carefully to describe how the charecter speaks. Different verbs can suggest particular qualities. For example, using the verb ‘bellowed! may suggest that the character has a confident personality ori in an angry mood, Look at these examples used to report direct speech ‘+ ‘Leave me alone,’ he begged, + ‘Leave me alone!’ he yelled. ‘© ‘Can Lask 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 ‘Tcannot believe what you have done!” she screamed. b ‘Why should I? she insisted. Why?” ¢ ‘Tm relly glad to be home; Chen wept.2.3 Growing up Practice 2 Writers combine reporting verbs, the words characters usin their dialogue and the narrated text to convey information about characters. Read the following dialogue, then describe your impression of the ‘ovo 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, ‘tm scared +100, But we've got to get there ~ now!” "Yes, but... began Amir, “But nothing!’ Hassan interrupted, Challenge 3 Write your own dialogue featuring two characters arguing about a sports match. ‘Use speech and descriptive reporting verbs to reveal each characters voice.2 > 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 11 Read the final paragraph of ‘Grandmother's Song’, then answer the questions. Granddaughter has become a grandmother many tires now. She has taken her children and her grandchildren across her own broad lap. She has cradled them with her strona, 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 spirits all around us. She is in the wind and in the tress. She is in the valleys and the hills: She is slways 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 dose.’ @ In this paragraph, the granddaughter has become a grandmother. Give two words used to describe her arms. What isthe effect of these words? b What do you think the writer means by She isin the wind and in the trees?2.4 Climbing the mountains alone ¢ 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 tastein the extract. Pick one word from each column and explain its effect. Sound: Touch: Taste:2 ‘Grandmother's Son; >) 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 Grandfauher, Using two different colours, highlight: @ 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 '3 young man living in Poland, I've seen photographs from that time. He's tal, 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 ond «sk danger, or should he take his new wife ~ my grandmother and start a new life cbroad? Along journey Inthe 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 @ 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 its in cars, but most ofthe tine he walked, It took him one month to reach England,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 characteris 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. Tn:your own words explain how the writer presents his grandfather as a heto, Foeus on what you find out abou the character and the write’ choice of language and structurerandmoth > 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 Drawa line to match the genre on the left to the conventions on the right, fantasy comedy Practice 2 Read the descriptions of two folktales. Write down what features they have in ‘common. Think about the types of characters and the plot. Princess Kwan-Yin - a Chinese folk tale ‘Aking has three daughters, but his favourite Is the youngest one, Kwan-Yin. He: ‘wants her fo be queen when he gives up the throne. Kwan-Vin does not want fo be queen - she thinks it will make her unhappy. She wants fo spend her ife studying ‘and helping poor people. As the king is dying, he tells Kwan-¥in that he has found a husband for her and she must be married and become queen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 rightened. He then meets an ald woman who gives him a stone from a lake. She tells him to go and dig up the treasure . Challenge 3. Heres 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 2 poor farmer called aridata falls asleep under ate. He wakes upto find a lant snake coming out ofits dle. He decides to give it a bow 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 mil, it eaves hhim a gold coin. One day, Haridata asks his son to feed the snake, His son decides to il the snake and steal the gold from its denWriters may present similar topies 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 ortived, Theydug 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 colapsed. and the project was abandoned3.1 The mystery of Oak Island Practice 2 Now read another version of the paragraph. This was writen 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 ar 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 dial Just like their creams, 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.nds 2. Strang: > 3.2 Strange islands Langua ‘There ave 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. ‘© |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. ‘+ Lwent fora 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 ‘eader in their thoughts a little more. ‘© 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. ‘© 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.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. 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 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 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.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 @ On the Isla delas Munecas ~ Island of the Dolls - you'll find yoursell faced with dolls. That's right... dolls Or at least parts of dolls! Creepy, eh? The island can be found among the Xochimileo canals in Mexico Cit b It wasa long-term project for him. Over the next SO years he put hundreds of dolls - or parts of dolls ~ around the island!3.3 Treasure Island: Meeting Ben Gunn Challenge 4 Practise using dashes, brackets and exclamation marks in your less formal \riting 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. > 3.3 Treasure Island: Meeting Ben Gunn Reading older texts can present challenges. There ate likely to be more unfamiliar words and plotlines 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 hoarse: having a awkward, like a rusty lock. “I'm poor Ben Gunn, Iam; and 1 rough-sounding ‘haven't spoke witha person these three years." voice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!’ ered. “Were you shipwrecked?” "Nay, mate,’ said he; ‘marooned.” ‘Thad heard the word, and I knew it stood fora horrible kind of | punishment common enough among the buccaneers, in wach the offender is put ashore and left behind on some desolate and distant island. ‘buccaneers: sailors, ones who were often lawless desolate: empty, uninhabited a What simile is used to describe Ben's voice? b _Inyour own words, explain what this simile means. © Why do Ben's eyes seem startling? d Explain the difference between being shipwrecked ard being marooned, Practice 2 Rewrite Ben Gunn's dialogue in modern standard English “Lwere in Flint’s ship when he buried the treasure; he and six strong seamen. They was ashore nigh on a week. Wel, I was in another ship three years back, and we sighted this island. “Boys,” said, “here's Flin’ 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.’3.3 Treasure Island: Meeti Challenge 3 Herwis another extra rom Tease Toland, Beis running alongside Tim. In your notebook: + writea summary of what happens + explain the effet ofthe information given here — what impression of Jim does it give you? began to run, my terrors all forgotten, while close atmy side the marooned man in his goatskins trotted easily and ight. “Left left says he; ‘keep to your left hand, mate Jim! Under the trees ‘with you! Ah! And theres the cetemery’—cemetery, he must have meant. "You see the mounds? I come here and prayed, nows and thens So he kept talking as Iran, neither expecting nor receiving any answer ‘The cannon-shot was followed after a considerable interval by volley of small arms.2 Strange istands > > 3.4 Treasure Island: The play eres 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 plo: 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 diferent things about the character's feelings: Benn: (aggressively) Who's there? — suggests she is argry or possibly afraid Bens: (very quietly) Who's there? — suggests she is calm or perhaps frightened Beni: (annoyed) Who's there? ~ suggests she is irritated. Focus 11 Write some appropriate directions in the gaps to indicate ‘o the actors what their tone of voice should be — a sessseseseecne Why have you done that? don't know just felt like it. _ That's not very fair! don't care.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. iw: This place is...weird. {Une jumps in alarm as the loud sound ofa colourful bird is hearc) 4m: I need to get off his island. Its not normal (Sound of rusting. Someone is hiding.) Jive What's that? I can see eyes. Is that...a man? Hello! U's ‘hello’ echoes around the island.) Be: Aaaargghhhh! Jim: Agaargghhhhl Challenge 3 Rewrite the scene, keeping the same storyline and emotiens, but using different phrasing, stage directions and punctuation.> 3.5 Singing sand Store wih fsa clements ual combine e-wol eas witharange and tral events Sein fans Sr afin ke appre eons the word we ko 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 Leamer’s Book. a journey toa different type of place 4 quest (Some sort of puzzle or mystery) ‘an unusual main character, for example, an orphan ‘@ main character who is lonely but finds help from non-human characters ‘ main character who has no family but finds friends 4 powerful force in conflict with the main character «a mysterious person who helps the main character ‘4 dangerous event that threatens the life of the main character some realistic elements and settings strange or magical events and items BOER EEEBEHoea ‘happy ending LET A EEA Ty a)3.5 Singing sand Practice 2 Read this passage, then answer the questions (o explore the way the natural world is presented in The Last Island of Tamarind, When she looked back down at the tide pool, the surface ofthe water had settled and she could see the creature clearly. Her heart skipped a beat. ‘tiny, perfect octopus, jus like the one that her parents had collected from the sea on their last Gay together, was ooking up at Maya, Is tentacles lowed so bright that it outshone the moon. Then ‘Maya realized that there were dozens of creatures just like it inthe 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? ¢ The octopus seems to bea mixture of a real animal and a fantasy creature. What isthe effect of this? What is implied by the sentence Maybe it wasn't am accident that the children had landed in Tamarind?3. Strange islands > Challenge 3 Inyour 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 You can try several strategies when spelling unfamiliar or dffcult 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, ifyou know how to spell 'dentify’ then you could work out how to spell ‘unidentifiable’. You coule do this by using your knowledge that adding the prefix'un-~’ doesnt aker the start of the root word. Also, you could remember that when adding the sufi ‘able’ to words ending in -y, the las 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 wards using the suffix ed" to complete the word,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, -ation 1 ology 1 phobia 1 “arian i hood 1 Practice 2 Now research the roots of the following words Use a dicionary or an online souree to find out the etymology of each one that is, wtere it comes from, Write some related words in the final column.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 > atthe sea —a huge purple oshun stared back at her. Every now and again, a sea creature that looked like a dollin appeared above the water. What was this place? Before she had time to think, @ missteerious buzzing sound rose. It became louder until she realised it was some sort of aircraft —a type of helikopter, but unlike one ste'd ever seen before.> 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 is most the formal and 3 isthe 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. 'm Wayne. Look upon me as your friendly grandson. I'll help you. Read on. g 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. o Congratulations on buying a computer. Technology can be confusing at times, but in this guide, we'l help youset off on an exciting new journey all the way from setting it up to using a range of programs. C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' it. We'te 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 word 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> 4.2 Phone problems Thc of psc te ml inp, but ier patos igs eal help aspect omen ipa: onthe iene Focus 41 Draw a line to match the technique to the correct definition, repetition hyperbole triples rhetorical question emotive language exclamations statistics figurative language direct addross alliteration imperatives 4.2 Phone problems 2 Vv4 This is the modern world > Practice 2 Read this extract. Highlight the persuasive techniques used and annotate them, explaining thei effec. Phones destroy childhood. Phones steal children’s innocence, Phones are dangerous. Millions of young people's childhood are being comupted. 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 be‘ore it is too late. Phones ate dangerous, destructive and damaging Challenge 3. Practise using these techniques. Write @ paragraph persuading readers that technology has greatly improved people's lives4.3 Predicting the future > 4.3 Predicting the future 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: ‘+ 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: + looked at the learners in my class with my most severe look, which admittedly | didn’t use too often, and demanded to know why they weren't taking me seriously. Then it dawned on me. | was wearing odd shoes. Here, the writer creates humour by placing two simple sertences at the end of the account. The shortness of the sentences suggests the narrator’ embarrassment. Again, they are made effective by the preceding compound-complex sentence. In the context of the paragaph, it helps to create the voice ~ that of the embarrassed and knowingly comie 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 fying car. ‘Number the sentences from | to 4 to put them in an order ‘hat 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 erazy prediction. 0000 Er... no.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. Challenge 3 Read this extract from the article The future is here. Wie an explanation of tne eet ofthe 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 sbout what the year 2020 would be lke. But just how accurate were they? Read on.4.3 Predicting the future4 This is the modern world » > 4.4 A dystopian future ‘There are times in writing when itis 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 appezl 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 schoo! 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 ean find in the frst example, Practice 2 Read this extract, from an article that considers people’ 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,AA dystopian future Dystopian fiction explores fear, a very humen 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 concer here is two things: firstly, people are suspicious about non-human, able beings (perhaps its the unemotional qualities); secondly (and perhaps more importantly), anxieties about artificial intelligence taking over the world are widespread. Challenge Sore outs mnie oneness egies teeeeeal erecta eee eee are Of another ea of your ov. Writs a paragraph in your sotshook@ Tiss the modern word » > 4.5 The Glade ees English has a range of alternative words, or synonyms, with different shades of meaning. In creative writing, itis 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 exemple 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 its an appropriate description in a story for older ceaders. Even in writing for older readers, there may be times wher simple, direct language is more suitable. For example, simple language can help create a sense of urgency and excitement. [tis also useful for cary when you want the reader to quickly understand what is happening, when complex vocabulary might intarrupt the flow ofthe text.4.5 The Glade Focus afefe[m[c[i[eqwle[s|v[elr[s|w + Lookstihiseonpor [v[afo[o[maltiz[ete|xtal [tly works Aksscomix fofafula[nfefey[vtalt[cle]v lw Perea s[efsfofulefifalxfi felt [a[m]s Find and highlight Gi fe A] a Se EN LE Oe EN ERR ae these synonyms apepv[ztm[[vfo[tfolzfe[y}z[o xe fefefor fatefyte le [w le arg 2 ole ele cfy[vtalcl«[F[xfoltimol: [ats (Teer) [EPA soy foul tute te alN[statsto{c[s[w[wtulifs|cle cfwlwlotwfalefu bxtw[s]x[y[e ae wpola[fwhzfofole{stals [alta {manaew) [ofr fulelv[R[sfalxlvfalrlolrfo vitfetstrlwletttvol [vl« 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.4 This is the modern world > 3 Now rewrite the description, using less complex synonyms 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. a ss)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. ‘Acavind walked slowly down the street carrying a beautiful vase he'd bought for his mother's bithday. Around te comer, @ boy on a bicycle was traveling faster than he should along the pavement. Aravind could hear a faint \whiring sound, but carried on walking.4 This en 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 pest 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 rom her pocket.4.8 Closing doors Challenge 3° Writea paragraph of a story that withholds information from the reader. Sot your story in a dystopian future, Use one of these ideas or think of your own + acharacter walking slowly through a dark tunnel + a character leaving a package in the doorway of an old building,Conjunctions are useful words that help to structure sentences, Coordinating conjunctions ('and, ‘but, or’) are used in conpound 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 fare. Some subordinating conjunctions (for example, ‘although’, ‘while, ‘despite’) are used to introduce a contradiction. In argument texts, they may be used for cfect to set up 2 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 ané subordinating conjunctions this extract. Musicians, actors and entertainers can be heroes. When | was younger. my first heroes were sportspeople. ladmired their skills and | also admired their commitment, but as | grew older, | 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, | realised that heroes should be more than just tolented people, because a hero needs to5.1 Defining heroes do things for others, Furthermore, | realised that heroes don't need to be famous. They can be normal peorie. ‘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 cach sentence, write a C or an S to identity whether the conjunction you have used is coordinating or subordinating. a ‘many people don't have ‘a hero, I definitely do: my grandfather oO b Ancient Greek heroes were usually strong they were also brave. o € Some of my friends laugh when T tell them who admire, don't care. Oo d_ Ladmire my sister she has overcome a lot of problems in her life. oO @ Lam going to write about why we need heroes, read on and 'texplain.... C1] £ True heroes help people, they are SeINESS ws. kind. fel fetChallenge 3 Look at this lst of statements about a heroic person called Peat Turn this lst into a paragraph, using appropriate conjunctions where appropriate. + Pearls 35 + Sheisa nurse + She wanted to be a gymnast wien 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 de, + Her work asa nurse is the most important part of Pear’ lif. + Pearls family in Zimbabwe miss Pear. + Pearl's family are very proud of her.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, itis important to think carefully about the values you are judging a character against. Focus ‘ 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 dificult + being loyal + being sesh + being confident + being able to do things for yourself without needing telp + being ereative + being able to think quickly + making sure you always win + never feeling anxious (SEE) O 2 Ea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 the neon mayhem going on above it, was astonishingly free of excessive advertising. Working out how to buy a ticket, chough, 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, Underground there was a new world, «bright, clean envisonment which, considering and between them they'd managed to buy a ticket that Adam hoped would get him 10 Roppongi and back wgain “The only problem was he had absolutely no dea where in Roppongi ~no small area ~to find the Bar Belle Before leaving England he'd looked it upon the Net, but | found nothing, Was i too small? He'd have to find it frst to know, but how? Then, | above the roar of the traffic, he heard a badly amplified voice calling ont, something about musi, Now he looked he could see that there were quite afew people and one of them might know something. Whether they'd tell him was another matter entirely Challenge 3. Hereare two views of Adam based on this extract. Choose the vew you agree with most and vit a paragraph justifying tin your notebook {Use quotations to support your view Adam isn't admirasle — he relies on luck and other people. ‘Adam is admirable — he never gives up, even when things are challenging.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 thats it. You'll need to walk along this road, er, for about ‘wo minutes, until you come to... you know, the trafic lights. Now, once you, um, get there, you'll need to go left, towards the ter bank. So, once you reach the, you know, bank, look left and its, well i's just... sort of there. Anyway, Id go that way. its 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 ciscourse ‘markers, contractions and ellipses help to create this impression,aie IMRs RasHiD: Right, Cheri, you have not finished your work, Why? Hea Er, sorry, its because | er... didn't really understand it, Mis Rashid. MRS RasHiO: Iam not certain that is rue. You could have asked for my help. Why did you not do that, Chen? chen: 1, well, you know, just thought you were, em. tbo sort of busy s0 | 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. aE EOI SE IRENE errors >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 People read advice texts because they want guidance on how to do something. Itis 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 abou" 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, ‘shal’ ‘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 sired easily ‘Should’ is less forceful, as if the writer is simply reminding the reader. ‘May’ shows that itis @ possibilty (nota certainty) that young carers tie easily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. Ca Se I [am HO ‘most (definite) (least definite) ast 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 toc 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 co help too. You will feel better once you have spoken about things and you can be certain that people will want to help.5.5 Superheroes Challenge 3. Write 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 ina particular genre, such as superhero fiction, itis important to understand the key features, conventions and vocabulary of that genre Focus 11 The scrambled words in this table are all features of the superhero genre. Unscramble the words and write them in the right-hand column. TUEDGSIS OUTSCEM |WPPUREOSPRE TERSEC RIAL TLPREUSVLNIAsisi StS aE Practice 2 Superhero stories need a supervillain ~a character who the superhero is trying to stop. Supervillain are usually evil sand power-hungry — hoping to rule or destroy the world, Read this description of supervillain Arco. Use it help you make a lst in your notebook of typical features of a villainous character. Ron Punch, otherwise known as Arco, was born intoa wealthy American family. As a child, his parents largely ignored or ertiised 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 ‘Aveo =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 @ successful leader of an international company. His real aim isto sell the world’s resources to a nearby planet, then destroy Earth, Todo this, he must first destroy his rival, Enviros. potion: a fictional liquid that affects 2 change vain: having a igh opinion of your own looks or Bilves greed: wanting fot of something lke money or aah Fivak someone You ae competing Challenge Gene 3 Now invent your own supervillain. Write a paragraph like the one in Activity 2, describing their personality and background.5.6 Scripting stories > 5.6 Scripting stories ‘When reading and writing film scripts, you need to understané the “organisational features that help those both reading and performing the script to understand what is going on. Its also useful to know technical ‘vocabulary relating to films and scripts Focus 1 Drawa line to match the film term on the left to its correct definition con the right. ‘establishing shot close-up shot interior shot exterior shot |Practice 2 Imagine that this image isa scene from a film. Write the description of this scene as it would appear in the script. Use specific vacabulary, nouns and prepositions to convey to the cast and crew how this scene should be presented,5.6 Scripting stories Challenge 3. Here is another part of the Enviros script. It takes place ir Ron Punch’ office. He has transformed into Arco and is confronted by Envios. 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: | know your plan and itl never work PUNCH: And who's going to stop me? A weak ltl gil? ENVIROS: Lets see, shall we? Take that! PUNCH: Is thatthe best you can do? Let's see how you handle this, And tis. And ths. ENVIROS: You can'tharm me, Arco. PUNCH: And you can‘t stop me, little gi.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 atthe terrified sheep with its razor-sharp claws. The frst exemple describes the action in a straightforward way. The second is much more dramatic, using strong verb and adjective choices such as menacing’, ‘sash, ‘terrified’ and ‘razor-sharp’ to draw the reader into the scene and make them feel the horror and fear of the situation Focus 11 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. ‘A. Slowly, the creature made its way up from the basement: It made no sound ‘apart from the serepe 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6.1 Amodern monster B kiran 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. sy © He looked her in the eyes on this, their most special day, and said the words he'd always wanted to. You're the best person | know; he said. "Youte intelligent, funny and beautiful, But more importantly, you'r kind, ‘and being in your company makes me incredibly happy. 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. Heres 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, + Aman is walking down a street at night. + A wolt-ike creature is at the bottom of the stret‘+ 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 skill Focus 11 Read this paragraph from the article ‘How Monsters Under the Bed Became a Common Childhood Feat’ by Joshua A. Krisch, Highlight the ideas that tell you about the development of human fears ‘fsno eae infants have some fear of the dark. Mroughout yithe dark was dangerous’ Humans rely on6.2 Fear of monsters Us in acute danger for thousands of years. lt follows that a healthy {ear of the dark, and the monsters that prow! 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, hey identify the risks involved and respond ‘accordingly. The two main responses to fear are confrontation ‘orescape. In situations of extreme fear, paralysis can occur. Fear can be rational and therefore it can help humans fo survive. can also be intational and lead to phobias. Challenge 3. Nowsummaris the information abou 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> 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 11 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. 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 50 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 s «and fall asleep. By the time he woke up, the tortoise had already the finishing line.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. + Donot 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 Inyour 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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 5 the litle boy in “The Selfish Giant’. Summarise how the role of the FR boy doclop during hey how descent es + He stands in the corner of the garden. + He tries to each a branch but can't + He wanders around the tree. + Hecries bitterly. + The giant decides to lift him into the tree + Thechild doesn't run + The giant its him into the tee. + The boy kisses the giant, + The giant finds out he has gone away. + The child returns + Heinvites the giant to his garden,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? ‘He was so.small that he could not reach up to the branches of the tree b Only the litle boy did not run, for his eves were so fullf tears that he did not see the Giant coming. € Its branches were all golden, and silver fruit hung down from them, and underneath it stood the litte boy he had loved. ‘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 inthe story: ‘The boy represents innocence and kindness Explain whether you agree or disagree with the interpretaton, ‘Use some of the quotations in Activity 2 in your response. If you have a different interpretation of the boy, note it down.> 6.5 Asmaller 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 11 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 remember the night my mother ‘was stung by 2 scorpion, Ten hours of steady rain had driven him ‘to crawl beneath a sack of rice.6.5. Assmaller monste Parting with his poison flash of diabolic tal in the dark room — he risked the rain again. Practice 2. Hereis 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 star to pace, ‘Skirting a ball of dust that rode the floor. At first he seemed quite satisfied to trace ‘A path between the wainseot and the door, But soon he turned to jog in crooked rings, Circling the rusty table leg and back, And flipping right over to scratch his wings — As ifthe victim of a mild attack Of restlessness that worsened over time, Challenge 3 Both poems show diferent attitudes and reactions tothe creatures being described, Te fst poem presents the scorpion as frightening inthe second poem, the narrator seems more curious about the cockroach, In your notebook, write a paragraph comparing the way the writer presents these attitudes and reactions. Use your annotations and {uotatons from both poems diabolic: ike a devil ‘wainscot: a ‘wooden panel on the lower part of a wall6 Monsters > > 6.6 Monster below ground ees ‘An extended metaphor is a comparison that is used and developed throughout a piece of writing. The metaphor adds layers 70 build up @ 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 stil, waiting to strike. Notice how the features of a snake are used several timesin this description. The writer extends the metaphor to emphasise the man's sly, threatening nature. Focus 11 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 :his metaphor shows about the nature of football. Use quotations from the passage a a oa % >6.6 Monster below ground We pulled on our colourful armour and prepared ourseives 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 filed the air and the TV cameras trained ther sights on us. The whistle blew and our warriors charged into batle. | Itwas along and har fight, but in the final moments, when it looked like nobody would win, our brave attack resulted ina goa, fredike 2 rocket. killed the game Off and our opposition surrendered. Victory was our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.> 7.1 The broken pipe ‘Writers combine language techniques to help the reader picture the places, people land emotions being described, Imagery such as simile, metaphor, personification and other language features are often used ‘the same paragreph for overall effect. Focus 1 ‘Underline and annotate the techniques used in this paragraph, which describes forest at dawn, ‘Sunlight ctept through the tees 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 denger of the scene. [] b It makes the forest seem alive the writer combines these techniques to show the reader that the forest isa vibrant place. oO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 ”>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 f 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, ard 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 is own world, which was strange as he was usually full of joy, His young son came into the room, excited to see his {ather. Today was Wills birthday and he was ful of energy. Will was hoping for a present, but as he looked at his father’ fare, it seemed ‘that he had forgotten or was simply not interested. Wil 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? n)>7. "The Plantatic > Version | Version 2 Challenge 3° Writea few sentences that can be added to the end of Version 2 of “The Present” to reveal what Willis thinking, Try to make the reader feel pity for Will.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, itis important to choose a distinctive voice to show their personality and attitudes. Focus 11 Rend 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 | shouldn't complain really. After all, t's nobody's fault. Well, maybe it is his fault in a way, but it's not my place to say anything. | do wish he could have made a better choice though. Still i's done now and there's no point me saying anything b can’t believe what has happened! This is the worst decision he has ever made, Why? That's what | would like to know. Why, why, why? This is going to cause lots of problems for our family.7. "The Plantatio > 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7. Jackson and Ochuko > 7.4 Jackson and Ochuko Adjectives are used to offer descriptive detail and indicate qualities in nouns. These include: pinion or measure: the selfish man, a valuable discovery size: a big problem shape: a thin woman age: @ 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 inthis 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 bough: from the town bookshop.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 4s ifthe murmur of the plantation was suspended it 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 stil fora long time, listening, watching and sniffing, ‘until, perhaps touched by an uncertain impulse, he ooked 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 atleast one adjective from each of the eight categories listed in the Language focus box. You could describe lone of these scenes or use an idea of your own: + aman walking away after an argument + two boys playing outside.7.5 The explosion > 7.5 The explosion Placing noticeably different or opposing objects, characters or qualities next to each other i an effective structural technique. This use of contrast draws the readers 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. 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 ol pipe burst, the only sound was the movement ofthe large back slicks as they sloshed through the forest, choking the life from itChallenge 3 Explain the effect of contrast in this extract from ‘The Plantation’ by Ovo Adagha. What is being contrasted and what does it tll you asa 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 che 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. twas 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 brawied.7.6 Disaster reports > 7.6 Disaster reports 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 itis not clear who did what: ‘© The pipe was installed in the plantation. Focus 11 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 oO bb Mama Efe was worried by her husband’s decisions, EI ¢ The explosion was heard miles away o d__ The boys played happily in the plantation. oO 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 fovus 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,7 Th tation’ b Mama Efe followed her husband to the plantation. ¢ The explosion destroyed the plantation. Challenge 3. The passive voice can be used to avoid naming the subject. This can be useful Where itis 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 Namici. Briefly mention the pipe, the rush to collect the petrol and the explosion,> 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 youmake, Focus 1. Draw a line to match the lines on the lef fom The Merchant of Venice with their modern English translation on the right. ‘pause a day oF two Before you hazard ‘ehoose not by the view (Ofien have you heard that told in choosing wrong, Lose your company 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, Hose your company. tarry: take your time tor >8 Choices and decisions » BASSANIO i Bags carierek! Lot me choose For as | am, live upon the rack. What find | here? Opening the leaden casket Fair Portia's counterfeit! Here's the scroll ‘the rack: an| peaks instrument of torture You that choose not by the view, counterfeit: Chance as fair and choose as true! picture 2 Which line best supports the point that Bassanio feel very anxious about making his choice? b Which line best supports the point that Bassanio is delighted with his choice? € Which line best supports the point that Portia is keen for Bassanio to delay his choice? 102 >8.2 Life choices Challenge 3 Hereisa learners view based onthe extract. Shakespeare wants the reader to see that Portia and Bassario 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 ‘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. | was very angry. | 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, ‘totaly’, ‘almost” Choose adverbs carefully in your writing as they can say alot about a characters attitudes and feelings. Focus 1 Highlight the adverb in these sentences. Then next to the sentence, write whether itis an adverb of manner (M) or degree (D). a Twas extremely disappointed with my result b Time went by slowly that summer. ¢ Nasir was known to play football aggressively: d__Incarly forgot to collect my order. Es 1028 Choices and decisions >) | @ I'm sorry — it’s entirely my fault ¥ Kaz was absolutely fascinated, Practice 2 Rewrite this paragraph, inserting adverbs to add descriptive detail to the sentences. 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.8.3 Making decisions Challenge 3 Inyour notebook, write a description of a journey, using adverbs of degree ‘or manner to add detail 10 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 ec 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. ‘© Ittakes a long time to become a scientist. First, I hac to study hard at school. Next, I went to university. Afterwards, | 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, | 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. My dad had been offered a new job abroad and he ‘wanted fo know how I felt about moving. At fist, was surprised, but soon | got used fo the idea. There were, lots of reasons why it could be good. To start with, 10s8 Choices and 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: 1 did't want to go to bed, but atthe same time. I was very tired 2 Writea statement containing the following adverbials. a otherwise b onthe other hand © meanwhile equallyChallenge 3 Write a paragraph, structuring t using inking 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.> 8.4 A dangerous decision ce Prepositional phrases add detail by showing the relationship between a noun and another word in a sentence. Prepositional phrases may consist of 2 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 tain 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, 'd never been on a train. Another type of prepositional phrase consists of a preposition followed by a prepositional phrase, ike this: + Itwould 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 2 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. © After that, he will never use another train. d It is along journey from Adelaide, Practice 2 Extend these sentences by adding more prepositional phrases. ‘You can put the phrase in any position in the sentence thatis ‘grammatically correct. How much detail can you add before the sentences become too long? EE toe >8.4 A dangerous decision 2 The train was leaving the station, b The man clung on. © Itwas freezing cold. Challenge 3 Focusing on the underlined prepositional phrases in this ext, write @ paragraph ‘commenting on what detail these phrases add, Mr Vance boarded the Ghan in ‘Adelaide on 28 May for the journ to Alice Springs. He lost track of time in Pott Augusta and arrived back at the platform as the train was moving Cf He said he knew if would pul up outside fo change drivers so he decided fo chase it8 Choices and deci > 8.5 Impossible choices ‘Writing a personal response means giving your opinion about a text co topic. You need to think carefully about how and why you react (0 something, and justify your thoughts and feelings. Focus 1 110) Read this text and note down your immediate feelings to the situation described. Emmanuel's story 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 out father could not or did not want to,take care of us. I fle I had no choice but to leave Ghana and. try my luck in Europe. After several weeks of waiting Iwas shoved onto «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 cay all of us to Europe, The men in charge were very aggresive, They were simply not interested in our complaints about the boat. We did not make {tto Europe. Instead we spent five days simiessly floating arcand and basially lost at sea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 Ina personal response, you may also need to consider how the aries cle iar yoru Teaioa! Thi ees you to ‘aad back fom your fecings and consier the writer’ language choices. Look again at Emmannel’ story and identify words and ahrases that had an emotive impact on you. Note down what that impact was m)>