Cambridge Checkpoint Lower Secondary English Revision Guide for the Secondary 1 Test [2 ed.] 1398342874, 9781398342873

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SECOND EDITION

Lower Secondary

English

REVISION GUIDE

Paula Adair

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This text has not been through the Cambridge International endorsement process. The Publishers would like to thank the following for permission to reproduce copyright material. Acknowledgements Every effort has been made to trace all copyright holders, but if any have been inadvertently overlooked, the Publishers will be pleased to make the necessary arrangements at the first opportunity. pp.38–9 ‘Shark Attack’ adapted from WJEC GCSE English Language Foundation Tier Unit 1 (Reading) exam paper, June 2014, p.42 extract from, ‘Nik Wallenda: The man crossing the Grand Canyon on a tightrope’, Jane Mulkerrins, 20 June 2013, Telegraph Media Group Limited., p.44 ‘Hurricane’ by James Berry, from A Story I Am In: Selected Poems (Bloodaxe Books, 2011), reproduced with permission of Bloodaxe Books www.bloodaxebooks.com, pp.46–7 ‘Rollerskaters’ from Give Yourself A Hug, copyright © Grace Nichols 1994, reproduced with permission from Curtis Brown Group Ltd on behalf of Grace Nichols, p.49 extract from The Hunger Games by Suzanne Collins, copyright © 2008 by Suzanne Collins, reprinted by permission of Scholastic Inc., p.52 extract from War Horse by Michael Morpurgo, p.55 top extract from Inkheart by Cornelia Funke, Chicken House, 2011., p.55 bottom, p.56, p.58 top extracts from Jasmine Skies by Sita Brahmachari, Pan Macmillan, 2012., p.57, p.58 bottom, p.59, p.61 bottom, p.62 Sandra Cisneros, The House on Mango Street, Vintage, 1983., p.60, p.61 top extracts from Little Liar by Julia Gray, Random House, 2018, p.63 extracts from Pecked to Death by Ducks by Tim Cahill, Fourth Estate, 1993, pp.64–5 Lewis Clarke, from ‘British teenager breaks South Pole record’ from Youngest to South Pole, https://youngesttosouthpole.wordpress.com, 19 January 2014, pp.65–6, extract from ‘Holidays to ease carbon guilt’, Mark Hodson, The Sunday Times, May 13, 2007., p.75 extract from The Hundred Thousand Kingdoms by N. K. Jemisin, Hachette UK, 2010, p.79 extract from Animal Farm by George Orwell, Secker and Warburg, 1945., p.86 extract from ‘52 Polar Bears ‘Invade’ a Russian Town to Eat Garbage Instead of Starve to Death’, Brandon Specktor, 12 February 2019, Live Science, a part of Future US Inc., p.88 extract from ‘Mountain Gorilla’, from National Geographic Kids, https://kids.nationalgeographic.com/animals/mammals/facts/mountain-gorilla,p.88 extracts from ‘The mountain gorilla’, 2018, from Africa Geographic,https://africageographic.com/stories/mountain-gorilla-gentle-giants/, pp.91–2 extract from Half of a Yellow Sun by Chimamanda Ngozi Adichie, Fourth Estate, 2006. Although every effort has been made to ensure that website addresses are correct at time of going to press, Hodder Education cannot be held responsible for the content of any website mentioned in this book. It is sometimes possible to find a relocated web page by typing in the address of the home page for a website in the URL window of your browser. Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made from wood grown in well-managed forests and other controlled sources. The logging and manufacturing processes are expected to conform to the environmental regulations of the country of origin. Orders: please contact Hachette UK Distribution, Hely Hutchinson Centre, Milton Road, Didcot, Oxfordshire, OX11 7HH. Telephone: +44 (0)1235 827827. Email [email protected] Lines are open from 9 a.m. to 5 p.m., Monday to Friday. You can also order through our website:www.hoddereducation.com ISBN: 978 1 3983 4287 3 © Paula Adair 2022 First published in 2014 This edition published in 2022 by Hodder Education, An Hachette UK Company Carmelite House 50 Victoria Embankment London EC4Y 0DZ www.hoddereducation.com Impression number 10 9 8 7 6 5 4 3 2 1 Year

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All rights reserved. Apart from any use permitted under UK copyright law, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or held within any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited. Further details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Limited,www.cla.co.uk Cover photo © nvphoto - stock.adobe.com Illustrations by Integra Software Services Pvt. Ltd., Pondicherry, India Typeset in Integra Software Services Pvt. Ltd., Pondicherry, India Printed in Spain A catalogue record for this title is available from the British Library.

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Contents Preparing for the test

4

 1  Mechanics of English 5 2 Paragraphing, punctuation and sentence structures14 3 Grammar 23 4 Spelling and vocabulary 27 5 Non-fiction 38 6 Poetry and fiction 44 7  The Cambridge Reading Test 55 8 Structures of writing 69 Practice test paper 1 Non-fiction

86

Practice test paper 2 Fiction

91

Glossary 95

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Preparing for the test As you’ve almost certainly realised by now, English is different from nearly every other subject that you study at school. One of the main differences becomes apparent as soon as you start to think about examinations and preparing for them. How do you go about revising for your Cambridge Checkpoint English test? l l l l

l

l

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The Cambridge Checkpoint test consists of two question papers. Each question paper lasts for 1 hour and 10 minutes. Both question papers test how well you read and understand passages that are printed on them. Both question papers ask you to plan and write something of your own that is in some way connected to the subject matter of the reading passage. The questions on the reading passages will not only test your understanding of what you have read, but will also test some of your knowledge of grammar, punctuation and how well you appreciate a writer’s choice of words and control of structures. Your own writing will be assessed according to how well you adapt the content of what you write for the suggested audience, how well you structure your ideas by using paragraphs, the variety and range of your sentence structures, your use of vocabulary suited to your subject matter and the accuracy of your spelling and punctuation. It is a good idea to keep a list of interesting new words, and their meanings, that you can use in your own writing. There are reminders to add to this vocabulary list throughout this book. It is important to remember that Cambridge Checkpoint will test how well you apply what you have learnt in English during your time at school. It does not test your ability to remember and repeat facts that you have acquired in, for example, the way that a science test may ask you to write down the definition of photosynthesis.

This revision guide will, therefore, concentrate on helping you to prepare for the types of question that will be set in the Cambridge Checkpoint test papers and aim to help you to become fully familiar with the best ways in which to approach the different types of reading and writing on which you will be tested. Usually, when people say that they don’t like examinations and find them hard and scary, this is because they are worried about not being able to remember all the relevant details about a particular topic on a question paper. English is different from other subjects. English tests do not expect you to remember and repeat facts but instead, they expect you to demonstrate how well you can write down your own ideas and understand what someone else has written. If you are well prepared for the approaching test there is no need to fear it; instead, all you need to do is enjoy the experience. It is hoped that this revision guide will help you to get the most enjoyment that you can from your English Cambridge Checkpoint tests! 4

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Chapter 1 Mechanics of English The English language is made up of many different components and this section will revise some of these. For example, in order to write clearly and effectively you will be using different types of sentence, made up of different clauses and of varying lengths, to create particular effects. In your sentences, you will use nouns, adjectives and adverbs to make your writing both precise and enjoyable to read.

Parts of speech Try this In the table below are a number of terms you will have met before. Complete the table by explaining the meaning of each term and giving an example of it. Term

Meaning

Example

Noun

Adjective

Adverb

Verb

Preposition

Proper noun

Indefinite article

Definite article

Conjunction

Connective

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CHAPTER 1 MECHANICS OF ENGLISH

Try this It is often a good idea to think about extending your sentences by including adjectives, adverbs and prepositions. Look at the table below that contains different parts of speech. Article

Adjective

Noun

Verb

Adverb

Preposition

Article

Noun

The

purple

walrus

edged

furtively

before

a

riverbed

A

miniature

spider

raced

slowly

through

the

beach

Each

rumbling

boy

bowed

hesitantly

down

that

hilltop

An

elegant

dancer

lumbered

lazily

beside

this

cottage

That

cunning

pixie

prowled

silently

past

another

shop

This

lively

fox

stalked

hopefully

above

a

school

The

intelligent

bear

dawdled

aggressively behind

the

valley

The

smooth

runner

hid

loudly

a

trail

beneath

Make some sentences out of the words, choosing one from each column. Some of your sentences may not make much sense! Write down three of your best sentences.

Change some of the words to make sure your sentences make sense. For example:

The intelligent fox stalked silently beside the riverbed. The cunning pixie prowled furtively through the valley. Write five more sentences, using some of the words above, but also your own ideas. Make sure you use all the parts of speech that appear in the table.

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Sentence variety

Sentence variety

Variety is important. If all your sentences begin in the same way, your writing will sound predictable and boring. Sentence variety is the key to becoming a successful writer. There are many different ways in which you can begin a sentence. For example, you could use some of the following:

pronoun a word used instead of a noun, such as I, you, it participles -ing words

paragraph a group of sentences about the same idea or topic

1 2 3 4 5 6 7 8

Adverbs (describing a verb) Pronouns (I, you, he, she, it, we, they) Prepositions (on, behind, between, over, etc.) Participles (-ing words) Definite or indefinite articles (the, a, an) Adjectives (describing words) Connectives (linking words) Verbs (action words)

Try this The following paragraph uses all of the beginnings mentioned above. Add numbers (from the list above) to the paragraph to indicate how each sentence starts.

I screamed and ran. The window had been broken. Behind me I heard heavy breathing. Peering over my shoulder nervously, I felt the presence of someone nearby. Cold beads of sweat began to trickle down my forehead. Slowly, fear gripped my body. Although I knew I was being foolish, my hands began to tremble. To run was my only option.

opinion a view about something, which may not be based on fact

Improving your writing style Look at the following article written by a student giving an opinion about footballers’ wages. I think it is unfair that footballers earn so much money. It is unjust and scandalous. I think there should be a law that puts a limit on how much money they can earn. I think, for example, that top footballers shouldn’t be allowed to earn more than one million pounds a year. I believe that a limit like this would make the game more fair and competitive and it could stop unfair competition with clubs trying to lure players with higher wages. I think it will help teams in lower leagues attract better footballers and as a result they will have a better chance of winning matches against the top teams. I also think that by doing this we would bring football back into the real world as many ordinary people feel that players are out of touch with their fans. I believe it is wrong that we seem to be valuing footballers more than doctors and nurses by paying them so much money. 7

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CHAPTER 1 MECHANICS OF ENGLISH

Try this What do you think the student could do to improve this piece of writing? Rewrite it, thinking about how you can vary the way you start each sentence. When you have done this, pick out your favourite sentence and explain your choice. Now, using the skills you have been practising, write the rest of the article. Complete this answer on a separate piece of paper.

fiction writing about imaginary events or people

Try this Here is another piece of student writing. This time, it is fiction.

A crash! A clatter! The sound of someone trying to keep their voice low. Sounds of activity awoke me from my dark, silent dreams. With my eyes wide open, my ears nailed to the floor of my room, I listened patiently, waiting for a clue as to what was going on. I had no idea what had caused the noise. Does this paragraph sound boring and predictable? Explain your opinion. Does the writer vary the beginning of the sentences? Explain how the writer does this. Now continue with this story by adding another four paragraphs of your own, remembering what you have learnt so far. Complete this answer on a separate piece of paper.

Different types of sentence

In order to be a good writer and achieve high marks in tests and exams, you will need to show that you can write different types of sentence and sentences that are of different lengths. Here are some different types of sentence. simple sentence a sentence that has a subject and one verb subject the part of the sentence that does the action

Simple sentences These sentences are exactly what you think they are – simple! A simple sentence has a subject and one verb (an action word) and it gives one piece of information. For example: The girl chased the ball.

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Different types of sentence

Try this Make up five simple sentences of your own.

compound sentence a series of simple sentences joined together with a word like and or but

Compound sentences Don’t feel worried by this term! Compound sentences are just simple sentences joined together. They have two (or more) verbs and give two (or more) pieces of information. For example: The girl chased the ball and she scored a great goal.

Try this Make up five compound sentences of your own. HINT It is sometimes a good idea to use connectives like ‘and’, ‘but’ and ‘then’ when you write compound sentences.

complex sentence a sentence with two or more verbs and containing two or more pieces of information

Complex sentences As the name suggests, these sentences are slightly more complicated – they are a bit longer and contain more details. Often, a complex sentence will have two (or more) verbs and contain two (or more) pieces of information. A complex sentence is different from a compound sentence because the second part of the sentence either depends on or refers back to the first part.

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CHAPTER 1 MECHANICS OF ENGLISH

For example: The girl chased the ball until she scored a goal. You could also turn it round and write: Until she scored a goal, the girl chased the ball. HINT It is sometimes a good idea to begin a complex sentence with one of the following words:

Try this Make up five complex sentences of your own.

l As l Although l After l While l When l Unless l Before l Because l If l Since

minor sentence a short, incomplete sentence that does not include a verb

Minor sentences These are short, incomplete sentences because they do not have verbs. Writers often use minor sentences for emphasis or to create a particular effect. For example: Fog everywhere.

Try this Make up five minor sentences of your own.

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Different types of sentence

Try this 1 What types of sentence are these? a The little dog barked because it couldn’t have any treats. b It sat by its bowl. c It whined like a baby. d When it finally stopped barking, its owner was relieved. e The owner took the dog outside and gave it its favourite treat. f Peace at last! 2 How did you decide what types of sentence they are?

Using different types of sentence Try this Look at this piece of writing by a student.

Guilt. I never liked that feeling. The feeling that almost made you sick to the stomach. I knew I was wrong and shouldn’t be doing it, but I couldn’t face what was waiting for me. I just couldn’t stay and let them do that to me. Although I had to run, I wondered what would happen when they found me. How many different types of sentence can you find in the piece?

Which sentence do you think has the greatest effect on the reader? Explain your answer.

Now continue the story using a range of different types of sentence. Complete this answer on a separate piece of paper. Write about a page.

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CHAPTER 1 MECHANICS OF ENGLISH

speech a piece of persuasive text delivered to an audience

You should also use different types of sentence for effect when writing on the non-fiction paper. Here is an extract from a speech defending wolves. I am here tonight to change your mind about one of the most misunderstood and maligned animals in the world. Like us, this animal lives in close families and loves playing and having fun. Any idea who this creature can be? Yes, the wolf. Evil and vicious? Not so. The wolf is a clever and loving animal, nothing like the way it is presented in ‘Little Red Riding Hood’ and ‘The Three Little Pigs’. When we were little, we all enjoyed such stories. Now we have grown up and we can understand the truth behind the fiction.

TOP TIPS Minor sentences can often be used to emphasise a point. Sometimes it is effective to use a very short sentence or a one-word ‘sentence’ after a longer one to create dramatic effect or to show contrast. For example: I think not. A series of short sentences can also add dramatic effect and create tension or suspense. For example: I came. I saw. I conquered.

Try this How many different types of sentence can you find in this piece of persuasive writing? Now write another two or three paragraphs to continue the speech. Remember to include different types of sentence. Complete this answer on a separate piece of paper.

Check your understanding

1 Which of these is a complex sentence? Tick (✓) one box. a Although he had a new phone, he was still unhappy. b He had a new phone. c He was still unhappy. d How can you be unhappy with a new phone? 2 Select the correct word to complete this complex sentence.

Jack’s parents bought him a new car passed his driving test. – if – because – although – however

he had

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Different types of sentence

main clause the part of a sentence that makes sense on its own subordinate clause the part of a sentence that doesn’t make sense on its own and depends on the main clause

TOP TIPS Remember that a main clause can form a complete sentence standing alone. However, a subordinate clause cannot stand alone. It is often introduced by a conjunction, and is dependent on a main clause (for example, ‘when it rang’ in ‘She answered the phone when it rang.’).

3 Identify the main clause in this sentence. Remember that a main clause is the part of the sentence that makes sense on its own.

Although the test was difficult, Haleema hoped she would achieve high marks. a the test was difficult b she would achieve high marks c Although the test was difficult d Haleema hoped she would achieve high marks 4 Identify the subordinate clause in this sentence. Remember that a subordinate clause is the part of the sentence that doesn’t make sense on its own and depends on the main clause. Yusuf was disappointed when he found out the train had already left. a when he found out the train had already left b Yusuf was disappointed c already left d the train had already left 5 Which of these is not a complex sentence? a My favourite subjects are maths and physics. b Although I am good at maths, I hate physics. c I enjoy maths because I am good at it. d Maths is my favourite subject, even though I don’t always achieve high marks.

conjunction a joining word (a type of connective), such as however, because, and

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Chapter 2 Paragraphing, punctuation and sentence structures Paragraphs

In order to communicate clearly and effectively, you will need to organise your writing and ideas into sections or paragraphs. A paragraph is a series of sentences about the same topic, or which follow on from each other. You should use paragraphs to divide and organise your ideas. Paragraphs help your readers to follow your train of thought.

Try this Practise organising your ideas into paragraphs by describing what you did at the weekend. connective a linking word, used to join together words, phrases or clauses, or to show relationships between sentences, such as and, but, then

You may want to use some of these connectives (linking words) to help join your ideas together. Add some connectives of your own to the table. also

too

however

anyway

besides

first of all

secondly

then

lastly

so

since

to begin with

next

in the end

to sum up

in a nutshell

Complete this answer on a separate piece of paper.

Try this Read the extract from a travel brochure below and mark where each new paragraph should start. Explain why you would begin a new paragraph in each case. Complete this answer on a separate piece of paper. At first glance, Mauritius looks like it should be part of the Caribbean, with its immaculate, idyllic beaches and crystal blue sea. Tempted to take a plunge in these breathtaking, calm waters, home to groups of elegant dolphins swimming playfully around boats? Fancy a more active holiday? Then you’ll have the opportunity to indulge your passion for water sports like snorkelling or, for the more adventurous, there is wind- and kite-surfing. Mauritius has a wealth of natural history.

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Sequencing your ideas

TOP TIPS Start a new paragraph when you: l

start a new point or topic l write about a different time l write about a different place.

audience the people for whom a piece of writing is intended purpose the reason why something is written

Surrounded by high mountains and dense forest, the island is home to some of the most rare and exotic animals in the world. Mauritius was discovered more than 600 years ago and since then, it has absorbed the influence from so many different cultures. You can enjoy Creole cooking and Grand Gaube is considered to be the culinary hot spot of the island. Also dotted around the island you can enjoy the spectacle of architectural splendour in the form of chateaux built during the time of the French occupation of the island.

As you have read earlier, using connectives is a helpful way of joining your ideas together and connectives have many uses. Here are some connectives that may help you when you are writing for different purposes and audiences. When you want to

Connectives

explain a point or idea

so, because, therefore, as a result of, consequently

add a point or idea

also, moreover, in addition to, furthermore

prove a point or idea

for example, for instance, such as

compare points or ideas

in the same way, likewise, similarly

show differences/contrast ideas

however, on the other hand, alternatively, whereas

Sequencing your ideas

Using paragraphs helps you to organise your thoughts when you are writing. This is important because, in order for your work to make sense, your ideas need to be in a logical order so that they flow clearly from one to the next.

Try this Read the speech about the disadvantages of mobile phones on the opposite page. The paragraphs are well written but they are a bit jumbled, so the writer’s argument doesn’t sound well organised or fluent. Decide the order in which the paragraphs should be written so that the ideas flow smoothly and make sense. Are there any clues in the use of connectives to help you make your decisions? Are there any paragraphs about similar topics that might be placed next to each other?

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CHAPTER 2 PARAGRAPHING, PUNCTUATION AND SENTENCE STRUCTURES

1 Only last week, a young boy was viciously attacked in broad daylight when he used his mobile phone to call his mother. Surely this sort of appalling crime cannot be allowed to continue? 2 Furthermore, mobiles are causing chaos in schools. They disturb lessons and have actually been used by dishonest students to help them cheat in exams! 3 Teenagers are stealing and committing petty crimes more than ever to pay their mobile phone bills. Even the President admitted last week that he was very worried about how much money his own children are wasting on ‘mindless mobile chat ’. 4 In conclusion, I admit that mobile phones can be useful in emergencies, but how often do these really happen? Meanwhile, young people are causing serious damage to the most important and delicate part of their bodies. 5 We have managed perfectly well without mobile phones in the past, and I strongly believe that when the real facts about them are known we will have to cope without them in the future because they will be banned. 6 Text messaging is also causing serious problems in schools because youngsters become so accustomed to writing in this shorthand style that they forget how to write properly and fail their exams. Do we really want a younger generation who can only scrawl in meaningless slang?

Topic sentences topic sentence a sentence that outlines or summarises the main idea or subject of a piece

A topic sentence is sometimes used at the beginning of a paragraph to outline or summarise the topic or subject. It often answers the questions ‘who?’, ‘why?’ and ‘how?’. Usually, every word in the sentence is important and it is followed by ideas supporting the point that has been made. Look at this example of a topic sentence and paragraph on the subject of saving energy in school/college. Langdale College is working hard to reduce energy consumption on a daily basis. At the end of each day, all computer terminals are closed down and switched off. Staff and students are encouraged to turn classroom lights on only when needed and to make sure that when the room is empty all lights are switched off. The first sentence is the topic sentence and the following sentences develop and add detail to the topic sentence.

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Direct speech

Try this Write a topic sentence and paragraph about each of the following subjects: l Music

l Television l

Space travel

l Pets

Complete this answer on a separate piece of paper.

Direct speech direct speech the actual words that are spoken

You need to use paragraphs correctly when you are writing direct speech, otherwise it is unclear who is speaking the words. Remember to begin a new paragraph whenever a different person begins to speak.

Try this

quotation words or phrases taken from a text

1 Which of the following statements are false? a Other punctuation marks are not needed when using speech marks in a sentence. b Speech marks go around the quotation or words spoken. c Punctuation marks usually go inside speech marks. d Single and double speech marks have the same purpose. 2 Which of these statements are true? a The first word inside speech marks usually begins with a capital letter. b Speech marks can be used instead of brackets. c Speech marks are used to emphasise points. 3 In which of these sentences have speech marks been used correctly? a ‘Keep going’ and don’t give up, bellowed the trainer. b ‘Keep going and don’t give up, bellowed the trainer.’ c ‘Keep going and don’t give up,’ bellowed the trainer. d Keep going and ‘don’t give up,’ bellowed the trainer.

Try this Look at the extract on page 18 and identify and mark the start of five paragraphs. How did you make these decisions? Complete this answer on a separate piece of paper.

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CHAPTER 2 PARAGRAPHING, PUNCTUATION AND SENTENCE STRUCTURES

I recently found out that you are considering moving to Spain. That would make a huge difference from the constant bad weather in the UK. I think that moving abroad would be a great opportunity for you and your family to make a fresh start in life. I hear the food in Spain is much healthier than here. Although I’m sure that it would be fantastic, there would be a lot of hard work finding jobs and learning the new language. What Spanish phrases can you say? There is also the difficulty in driving on the other side of the road but I’m sure Alex won’t have any difficulty with that. I’m sure that you will make the right decision. What are the children’s views on moving to Spain? I’ll bet they are very excited about going to new schools and meeting new friends. If you do decide to go, we will be very supportive and will help you in any way we can, although we will miss you all very much.

Apostrophes apostrophe a punctuation mark (’) used to show that letter(s) have been removed (omission), or to show that something belongs to someone (possession)

Using apostrophes in the right places will help to improve the accuracy of your work and earn you higher marks. Remember that you only need to use apostrophes for two reasons: l

when something belongs to someone (possession) l when you shorten a word and leave letters out (omission).

Try this Here are some signs that you might come across in everyday life. The apostrophes have not always been put in the right places, however, so rewrite the signs as they should be written. Be careful – some may be correct. 1 Farm fresh carrot’s and potato’s for sale

2 Mens’ department on second floor

3 Children’s Play Area at rear of restaurant

4 Slimmer’s Club. New Members’ are welcome!

5 Party Aces! Lets Plan All Your Party’s.

6 Holiday Cottage’s For Rent. Apply Within.

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Apostrophes

Try this Read this paragraph and put in any missing apostrophes.

Josefs future plans had been fully discussed by his parents and teachers but his wishes hadn’t really been consulted. He would’ve preferred to grab lifes challenges and take his chances in the big, wide world rather than drift into his familys business working in dreary offices. His fathers opinion was clear: hed go to university, to the familys traditional colleges, and then become his fathers assistant in the firms Madrid branch. That was why, when he first spotted the advert in The Independents back pages just after the womens section, his heart had missed several beats …

Have you ever wondered whats really out there? Did you find the 11 missing apostrophes? In each case, indicate whether the apostrophe is to show possession or omission. Label each apostrophe that you have added with ‘P’ (for possession) or ‘O’ (for omission).

Try this Read this letter about teenagers learning to drive. It was written by a student in exam conditions and there are many errors in spelling, punctuation, expression and paragraphing. l

Find as many of the mistakes as you can. l Correct the mistakes. l Rewrite and improve the letter. Complete this answer on a separate piece of paper.

Dear editor, im wrighting you a letter abiut raising the age limit of teenagers learning to drive because of all the acidents they have. Teenagers 17 to 18 should still be abel to drive if they payed for there insurance they are covered about. 45% of teenagers drive fast and play loud music and the other 55% drive sensaball so that not fare on the people who drive with cate around the sttreets. Teenagers of that age start getting jobs and most of them may need a car to get to work or mabe they need to be able to drive to do there job. You should leave the age limit as they are and a long as there paying their insurance theres no problem. Yours trully.

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CHAPTER 2 PARAGRAPHING, PUNCTUATION AND SENTENCE STRUCTURES

Other punctuation marks

There are many different punctuation marks and it is a good idea to show the examiner that you can use more than just a full stop or comma.

Try this Look at this list of different punctuation marks and complete the table to show that you understand when to use each one. Punctuation

When to use it

Full stop Comma Colon Semicolon Ellipsis Question mark Exclamation mark Brackets/parentheses Hyphen

Colons and semicolons A colon looks like this : A semicolon looks like this ; A colon can be used to introduce a list of things. A semicolon can be used to break up lists of things, to join closely connected ideas in a sentence or to separate two main clauses.

Try this 1 Which of these sentences has used a semicolon correctly? a Usually I enjoy going to parties; however, sometimes I prefer to stay at home. b Usually I enjoy going to parties however; sometimes I prefer to stay at home. c Usually I enjoy going to parties however sometimes; I prefer to stay at home. 2 Which of these statements is true? a A semicolon is the same as a comma. b A semicolon has the same purpose as a colon. c The first word after a semicolon does not start with a capital letter. d The first word after a semicolon starts with a capital letter.

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Other punctuation marks

3 Which of these sentences has used a semicolon incorrectly? a I finished my homework early; therefore, I played on my computer. b There are many places to visit in my area; the park, which is free, the shopping mall which is always busy. c The recruitment process for university is hard; only the best students are good enough. d The sprinter wanted to get a good start; she moved before the starter gun. 4 Which of these statements has used a colon correctly? a There are many types of popular music: rap, disco, heavy metal and rock. b There are many types of popular music: rap: disco: heavy metal and rock. c There are: many types of popular music rap, disco, heavy metal and rock. 5 Which of these sentences has used a colon incorrectly? a There are many: consequences to an unhealthy diet heart disease, cancer and obesity. b There are many consequences to an unhealthy diet: heart disease, cancer and obesity. c I love eating foreign foods: Italian is my favourite. d University life is very exciting: you will have the opportunity to make new friends.

Brackets or parentheses Using brackets or parentheses can be a useful way of adding extra information, or including a personal observation, without disturbing the flow of your sentence. Remember that the sentence must still make sense if the bracketed part is removed. brackets the symbols ( ) put around an extra/separate word(s) in a sentence

Try this 1 Look at the following sentences and decide which one has used brackets correctly. a The college (which was located near the train station) had an excellent reputation. b The college which was located (near the train station) had an excellent reputation. c The college which was located near the train station (had an excellent reputation). d (The college which was located near the train station) had an excellent reputation.

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CHAPTER 2 PARAGRAPHING, PUNCTUATION AND SENTENCE STRUCTURES

TOP TIPS When you write in timed conditions (like an exam) you need to leave enough time to check your work very carefully for mistakes in your spelling, punctuation and grammar. You should:

2 Write five sentences of your own in which brackets are used to include additional information.

l

correct any spelling mistakes l correct any mistakes in the way you use paragraphs and punctuation marks l make sure your writing makes sense. This skill is called proofreading.

Check your understanding

Read this extract from a letter about selecting students for an outdoor excursion. It was written by a student in exam conditions. There are many mistakes in spelling, punctuation and grammar. l

grammar how words work together to make meaning proofreading checking your work for spelling, punctuation and grammar mistakes, and sense

Circle all the spelling mistakes and then correct them. Underline all the errors in punctuation and correct them. l Highlight all the errors in expression and improve them. l

Im wrighting to you today to show my feelings and thoughts on that all students should take part inn a camping and outdorr activitys evry year. As I and fellow students’ has took a query around and a very much big percentage of the school agree. The feelings and thughts are vry positive because most students’ think it would take the stress of school work to a minimum. There has been some sugestions of the class that has contributed to school life the most to be token on the activities with such contributions as award stickers and behaviur.

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Chapter 3 Grammar The term grammar basically refers to how words work together to make meaning. In order to write in a grammatically correct way, you need to make sure that the subjects and verbs in your sentences agree and that you use tenses accurately and consistently.

Tenses

The tense of a verb tells us when it takes place. The main tenses that we use when writing narratives and more formal texts are the past tense and the present tense. It is important that you are consistent in your use of tenses in any piece of writing. If you begin writing in the past tense, you need to continue in that tense throughout the piece. Likewise, if you begin writing in the present tense, you need to continue in that tense. TOP TIPS Past tense means you are writing about actions that have already taken place and so are in the past. Present tense means you are writing about actions as they are currently happening. Usually, it is easier and more straightforward to write a story using the past tense.

Try this Which tenses are being used in the following sentences? 1 I enjoy going to the cinema to watch sci-fi movies. 2 I studied geography last year. 3 She threw the stone into the river. 4 She is throwing the stone into the river.

Check your understanding

1 Complete this sentence with the correct tense of the verb.

Yesterday I my Cambridge Checkpoint test with high marks. – pass – passed – will pass – was passing 2 Which statement best explains why the sentence below is correct? I had an argument with my best friend and as a result I felt very guilty. a Both verbs are written in the present tense. b Both verbs are written in the past tense. c The first verb is written in the past tense and the second in the present tense. d The first verb is written in the present tense and the second in the past tense.

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CHAPTER 3 GRAMMAR

3 Complete this sentence with the correct tense of the verb. The sprinter completed a personal best time for the season, but still in second place. only – finishes – will finish – finished – is finishing 4 Choose the correct opening for this sentence.

my homework, I couldn’t wait to message my friend. – After I am finishing – After I was finishing – After I finished – After I shall finish

Subject/verb agreement

Writing grammatically means that there has to be agreement between the subjects and verbs in your sentences. So, what does this actually mean? The subject (the thing or person performing the action of the verb) and the verb must agree in number. l

plural a word showing more than one of something

A singular noun must have a singular verb plural noun must have a plural verb.

l A

For example, decide which of the following sentences is correct: l l

They was going to the cinema. They were going to the cinema.

The second sentence is correct because ‘they’ is a plural subject and ‘were’ is a plural noun.

Try this 1 Which statement explains why this sentence is correct? Jamila and Chloe were both interested in learning about technology. a The subject and verb are both singular. b The subject and verb are both plural. c The subject is plural and the verb is singular. d The subject is singular and the verb is plural. 2 Which statement best describes why this statement is incorrect? The politicians in the government was holding a vote late last night. a The subject and verb are both plural. b The subject and verb are both singular. c The subject is plural and the verb is singular. d The subject is singular and the verb is plural.

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Subject/verb agreement

3 Complete the sentence with the most appropriate word.

When I leave school, I going to apply for a part-time job. – is – were – am – can 4 Which verb is the correct one to complete this sentence?

The passengers rushing to board the aeroplane. – was – am – is – were 5 Explain why this sentence is incorrect. We was hoping for good weather for our camping trip. a The subject is singular but the verb is plural. b The subject and verb are both plural. c The subject is plural but the verb is singular. d The subject and verb are both singular.

Check your understanding

Choose the correct form of the verb in these sentences. Circle the correct form. 1 Everyone in the class (was/were) shouting the answer at once. 2 The netball team (is/are) having an end of season celebration. 3 The government (is/are) going to pass a strict new law. 4 There (was/were) a large group of teenagers at the shopping mall.

TOP TIPS Be careful with some nouns that are singular although they may sound plural. For example, nouns like ‘class’, ‘team’, ‘government’ and ‘group’ are singular even though they refer to a number of people. You should therefore use a singular verb with nouns like these. For example, decide which of these sentences is correct: l l

All of my class is going on a trip to the cathedral. All of my class are going on a trip to the cathedral.

The first sentence is correct because ‘class’ is a singular noun and it must have a singular verb. The same rule applies with the words ‘everyone’ and ‘everybody’.

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CHAPTER 3 GRAMMAR

Definite and indefinite articles

An article is simply a word that comes before a noun: ‘a’, ‘an’ and ‘the’. You probably use these articles without even thinking about it. However, there are a few points to be aware of. Both ‘a’ and ‘an’ are indefinite articles. You use ‘an’ in front of a noun beginning with a vowel (a, e, i, o, u) but use ‘a’ in front of other nouns (those that start with consonants). For example: l l

definite article a word that comes before a specific noun (the) indefinite article a word that comes before a non-specific noun (a or an)

a school an apple

So, what is the difference between using ‘a/an’ and ‘the’? The indefinite article (a/an) refers to a noun that is non-specific, whereas the definite article (the) refers to a specific or definite noun. For example, look at this sentence: It looks like it is going to rain so I had better take an umbrella. In this case the umbrella is any umbrella and not a particular one, and since it begins with a vowel, the article ‘an’ is correct.

Check your understanding

Complete these sentences with the correct article (a, an or the). 1

bus I wanted to catch at 4.45 p.m. did not arrive.

2 I picked

orange for my lunch from the canteen.

3 My textbook stated that

First World War ended in 1918. wonderful achievement.

4 Winning first place in a race is 5 The Great Wall of China is one of the World. 6 Students will need

Seven Wonders of

calculator to complete the maths exam.

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Chapter 4 Spelling and vocabulary Spelling

It is important that your written English is as accurate as possible – and part of that is checking your spelling carefully.

Homophones If you are struggling to spell a word in a test or exam, it is a good idea to try to sound it out in your head. However, things become a bit trickier when some words sound the same even though they are spelt differently and mean different things. These words are called homophones. homophones words that sound the same, are spelt differently and mean different things

Try this 1 Look at the grid below and circle the correct word to answer each question. a If I am listening to something, which one is correct? here  /  hear

d If I am travelling on a g If I am writing about cruise ship, which one something owned is correct? by them, which one is correct? see  /  sea

there  /  their  /  they’re

b If I am thinking about e If you want to slow h If I am asking if my walking through a down your car or bike, answer is correct, forest, which one is which one would you which one is it? correct? use? right  /  write would  /  wood break  /  brake c If I am describing the way the wind is blowing, which one is correct?

f If I am describing the way someone eats gum, which one is correct?

i If I am describing the king and his rule, which one is correct?

blew  /  blue

choose  /  chews

rain  /  rein  /  reign

2 To show that you understand the difference between the homophones in question 1, write a sentence for each of the homophones you didn’t choose. a b c d e f g h

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CHAPTER 4 SPELLING AND VOCABULARY

i j k

Try this Complete the table below. Write down the meaning of each word in the first column. Then write down a homophone for the word and the meaning or usage of the homophone. The first one has been completed as an example. Word main

Meaning/usage Homophone Most important mane

Meaning/usage Hair belonging to a lion/horse

waste plain vein two bear board son sight cereal one poor past no draw band caught pear week steal

Now write sentences using each of the words and homophones from the table on a separate piece of paper.

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Spelling

HINT To help you revise the differences between these homophones, it can be useful to draw a picture to represent the distinction visually.

Try this Think of another five words that are homophones and copy and complete the table below in the same way. Word

Meaning/usage

Homophone

Meaning/usage

Try this The queen, who reigns over her people, is holding the reins in the rain.

In this piece of writing, the student has become confused about which homophones to use. Find the 15 mistakes and correct them. Underline each mistake and then write the correct word above the mistake.

Dear Sir, You asked me to right a letter to ewe for homework so I have. You said I should chews what I should right. I could knot decide what two do. So I decided too tell ewe about my holiday at the seaside. I had a grate time and a lovely view of the clear blew see from my hotel. It was a long weigh from hear. I hope ewe had a good holiday to.

mnemonic a pattern of words or letters to help you remember something

Mnemonics Sometimes, you may want to learn the spelling of a longer word, or a tricky-sounding one. Making up a mnemonic or a silly rule can help you to remember words like this.

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CHAPTER 4 SPELLING AND VOCABULARY

For example: NECESSARY – Never Eat Cake Eat Salad Sandwiches And Remain Young Another way to remember tricky words is by finding a smaller word inside a longer word. For example: ENVIRONMENT – There is always ‘iron’ in our environment. A technique like this might help you to remember that there is a silent ‘n’ in the middle of the word.

Try this Try making up a mnemonic or rule of your own for the following words: l definitely

l embarrass

l parliament

TOP TIPS Another way to remember tricky spellings is to write the word down and write the part you have difficulty with in a different colour or in capital letters, so that it stands out. For example:

receive recEIve

Try this Can you find a smaller word within these tricky words to help you remember them? Write the small word next to the tricky spelling. 1 Secretary 2 Separate 3 Soldier 4 Believe 5 Business Then try to think of a sentence or silly rule that might help you to remember each word. Complete this answer on a separate piece of paper. For example: Secretary – secret – a secretary will always keep a secret.

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Spelling

Try this The table below contains some commonly misspelt words. Write down the words and show how you would remember the tricky parts. Complete this answer on a separate piece of paper. accidentally

fortunately

happened

annual

government

immediately

appearance

independent

restaurant

beginning

knowledge

sincerely

committed

miscellaneous

thoughtful

conscience

opportunity

thoroughly

courageous

permanent

vengeance

equipment

privilege

weird

experience

recommend

Identifying misspellings When you are having difficulty spelling a word, write the word down in rough first. If it doesn’t look right, it probably isn’t, so try again.

Try this Look at the words in the lists below and decide which ones have been written correctly. Circle the correct words. 1 definite

definate

definit

2 dissappoint

disappoint

disapoint

3 terrifyed

terrified

terriffyed

4 disastrus

disastrous

disasterous

5 argument

arguement

arguemeant

Revision of spelling rules ‘I’ before ‘e’ except after ‘c’ For example: l believe l receive l ceiling

Remember there are exceptions: l ancient l weird l leisure l neighbour

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CHAPTER 4 SPELLING AND VOCABULARY

Changing -y to -ies or adding -s When the word ends in a vowel + y, just add ‘s’: l

key – keys l delay – delays l trolley – trolleys If the word has a consonant before the ‘y’, take off the ‘y’ and add ‘ies’: l

story – stories l company – companies l difficulty – difficulties Adding -es to words ending in -s, -ss, -ch, -sh, -x l bus – buses l business – businesses l watch – watches l bush – bushes l box – boxes

vowel suffix a suffix that begins with a vowel, such as -ed, -ing

Doubling up rule When adding a vowel suffix (for example, -er, -ing, -ed, -ence) to a word that has one syllable and ends with one vowel next to one consonant, double up the final consonant: l

swim – swimming put – putting l tap – tapping l

This happens in longer words when the stress is on the final syllable: l

begin (beGIN) – beginner, beginning refer (reFER) – referring, referred l occur (ocCUR) – occurring, occurred, occurrence l

Drop the ‘e’ rule We usually drop the final silent ‘e’ when we add vowel suffix endings. For example: .

l

write + ing = writing hope + ed = hoped l excite + able = excitable l

We keep the ‘e’ if the word ends in -ce or -ge to keep a soft sound, with -able or -ous: l

courage + ous = courageous l outrage + ous = outrageous l notice + able = noticeable l manage + able = manageable

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Spelling

Changing the ‘y’ to ‘i’ when adding suffix endings If a word ends in a consonant + ‘y’, the ‘y’ changes to ‘i’, unless adding endings that already begin with an ‘i’ (-ing, -ish): l l l l l l l

beauty + ful = beauti + ful = beautiful, beautify, beautician happy + ness = happiness, happily, happier, happiest angry + er = angrier, angriest, angrily pretty – prettier, prettiest but prettyish dry – dried but drying, dryish defy – defies, defied but defying apply – applies, applied but applying

Change -f to -ves or -s Most words ending in -f or -fe change their plurals to -ves. l l l l l l l l l

calf – calves half – halves knife – knives leaf – leaves life – lives wife – wives shelf – shelves thief – thieves yourself – yourselves

Some words can have either a -ves or -s ending: l

scarf – scarfs/scarves l dwarf – dwarfs/dwarves l handkerchief – handkerchiefs/handkerchieves Words that end in -ff just add -s to make the plural: l

cliff – cliffs l sniff – sniffs  Some words that end in -f add -s. Nouns that end in two vowels plus -f usually form plurals in the normal way, with just -s: l

chief – chiefs l roof – roofs There are exceptions: l

thief – thieves l leaf – leaves Words ending in -ful The suffix -ful is always spelt with one ‘l’, for example: l

faith + ful = faithful hope + ful = hopeful l careful l helpful l useful l

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CHAPTER 4 SPELLING AND VOCABULARY

Adding -ly When we add -ly to words ending in -ful then we have double letters: l gratefully l faithfully l hopefully

We also add -ly to words ending in ‘e’: l l l l l

love + ly = lovely like + ly = likely live + ly = lively complete + ly = completely definite + ly = definitely

But note this common misspelt word: l

true + ly = truly

We change the end ‘e’ to ‘y’ in these -le words: l

gentle – gently idle – idly l subtle – subtly l

Vocabulary Try this vocabulary words that are used onomatopoeia the use of words to indicate the sound they make, such as buzz, crack

Here are some tricky words that many people struggle to spell. Improve your vocabulary by using these words, but be sure to spell them correctly. Think of an easy way to remember each one: Onomatopoeia paraphernalia conscientious acquiesce mischievous accommodation ingenious miniscule Wednesday nauseous

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Vocabulary

Synonyms and antonyms Try this Look up the meanings of each of the words in the table below and add them to your vocabulary list. Try to use some of them in your own writing. synonym a word with a similar meaning to another word, such as ‘ancient’ being a synonym for ‘old’ antonym a word that means the opposite of another word

Complete the table with a synonym and an antonym for each word. Word

Synonym

Antonym

gigantic paraphernalia conscientious acquiesce mischievous ingenious miniscule

Whenever you are asked to write something, it is important that the words you choose are effective and suitable. To do this well, you need to think about all the words you know and decide which word communicates exactly what you want to say. It is often a good idea to use synonyms to stop you from repeating the same words and to make your work sound more interesting. You can use a thesaurus to help you find synonyms or antonyms.

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CHAPTER 4 SPELLING AND VOCABULARY

Try this Read this student’s letter of complaint about a disastrous experience at a restaurant.

When we got to the restaurant we got a shock! There was no ‘ample car park’ so we realised we’d got to park our car on a narrow road outside. After we got inside it took us more than thirty minutes for the waiter to get us a table because other people had booked theirs in advance. We finally got to our table but after we’d ordered our meals the waiter didn’t even get us the right food! The correct order took a further twenty minutes to get to us and we didn’t even get an apology from the staff for having to wait so long. Naturally we were getting really annoyed but complaining to our waiter didn’t get us anywhere as he simply ignored us! Our meal was so unsatisfactory we were glad to get out of there but when we got back to our car we were outraged: it had got a deep scratch all along one wing. I therefore insist on getting a full refund for our very disappointing meal or I will consider getting the police involved. The extract sounds boring because the student has used the word ‘got’ too much. Rewrite the paragraph, replacing the word ‘got’ with more appropriate and interesting words. Complete this answer on a separate piece of paper.

Try this Now write your own letter of complaint about poor service or a faulty product. Complete this answer on a separate piece of paper.

TOP TIPS Using emotive language (words that affect the way the reader feels) can add impact to your writing and make it more effective. Think carefully about the effects of the words you choose.

Try this Here are some synonyms for the word ‘tragic’: l disastrous

l devastating

l horrendous

l dreadful

l unfortunate

l cataclysmic

l awful

l catastrophic

l terrible

Each of the words has a similar meaning but affects the reader in a slightly different way. Explain the difference in the meaning of each word. Think of a situation in which you would use each word. Complete this answer on a separate piece of paper.

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Vocabulary

Check your understanding

1 Which of these words is not a synonym for ‘respectful’? a Polite b Well-mannered c Deferential d Ancient 2 Which of these words is a synonym for ‘tired’? a Devastated b Weary c Disrespectful d Vapid 3 Which of these words is not a synonym for ‘cynical’? a Disenchanted b Disillusioned c Optimistic d Pessimistic 4 Which of these words is a synonym for ‘curious’? a Eager b Keen c Inquisitive d Intelligent

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Chapter 5 Non-fiction Non-fiction texts are pieces of writing about real people and real events. In other words, they are based on facts and not made up. There are different types, or genres, of non-fiction writing, many of which you will come across in your everyday life. For example, you might use a reference book or textbook in class, or you might enjoy reading about your favourite hobby or interest in a magazine or on the internet. Non-fiction can take many forms, including: biographies, autobiographies and memoirs l academic textbooks and reference books l reports in newspapers and online l guides and manuals l travelogues and travel literature l essays that consider a particular viewpoint l articles l leaflets. l

non-fiction writing about real people and real events facts things that are known or proven to be true genre a style or type of writing (or art or music) biography a piece of writing about someone else’s life autobiography a piece of writing about your own life report an account of something, often formal, that gives information that has been collected travelogue a piece of writing about travel essay a piece of writing on a particular subject

The following piece of non-fiction writing is from an internet article and is about sharks.

Shark Attack Every year around one hundred shark attacks on humans are reported worldwide. About one in six of these attacks is fatal, although this figure varies depending where in the world the attack takes place. So, for example, if you are attacked by a shark off the coast of the United States of America, you have a much greater chance of surviving than if you are attacked off the coast of South Africa or Australia. Since records have been kept, the United States has recorded the highest number of shark attacks, but the highest number of fatal shark attacks has been off the coast of Australia. If you are swimming in an area where there may be sharks, it is sensible to swim at beaches where there are lifeguards, who are there to check on your safety. You should avoid swimming alone because larger groups of people may discourage a shark from attacking. Don’t go in the water at dawn or dusk. This is feeding time for sharks when they are most active and they are also harder to spot. Lifeguards look for signs of sharks in the area. Stay close to the shore where sharks are less likely to be swimming and, if necessary, you can be easily reached. Keep away from river mouths because sharks tend to collect in these areas. It is sensible also to avoid waters contaminated by sewage because sharks enjoy swimming in these areas. It is important that you don’t go swimming if you have an open wound – sharks are attracted by the smell and taste of blood and may attack you. You should also take off any jewellery before getting in the water because sharks can confuse it with fish scales and attack you.

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Non-fiction

When you are swimming where there may be sharks, try to avoid splashing so as not to alert sharks to your presence. Move away if you see a large group of dolphins and sea birds because they eat the same food as sharks. If you spot a shark, do not act aggressively. Simply get out of the water as calmly and as quickly as possible. Sometimes a shark may attack people because it is simply curious. If you take these precautions, you can greatly reduce your chances of being attacked.

Try this 1 Which country has had the most shark attacks since records began? 2 Which country has had the most fatal shark attacks since records began?

HINT You do not need to write in full sentences when writing a list.

HINT Avoid repeating yourself and make sure every word is relevant.

3 What is the purpose of the text? Tick (✓) two boxes. a To describe a shark attack b To give advice about how to protect yourself from sharks c To make the readers feel sorry for victims of shark attacks d To warn readers about the dangers of sharks e To stop readers from visiting Australia 4 Which literary device is ‘highest’ an example of? Tick (✓) one box. a Alliteration b Euphemism c Ellipsis d Superlative e Simile 5 Write a list of the things you can do to protect yourself from a shark attack.

6 Summarise what you should do to avoid being attacked by a shark in 40 words.

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CHAPTER 5 NON-FICTION

Now read this newspaper report which describes an actual shark attack on a surfer.

The man who took on a killer shark … and survived Brave surfer Simon Smith yesterday plucked up courage to venture back into the sea again. It was the first time he had done so since his left leg was almost bitten off by the great white shark – made famous in the Jaws films – off Southern Australia.

Attacked Doctors had feared that he might never walk again, let alone surf. Simon, 25, was determined to prove them wrong. But he chose less hazardous waters yesterday at Newquay, Cornwall. He laughed, ‘I may catch my death of cold here but at least I won’t get attacked by a shark. I thought I would never go back in the waters but surfing is my life.’ He recalled that he survived the attack because a wave swept him to safety as the 15 ft man-eater relaxed his bite on his surfboard to get a better grip. But then the creature turned and tore at his friend Patrick Edwards, a 22-year-old student, who died shortly afterwards. Simon still has flashbacks about the ordeal and has taken nearly two years to recover from his injuries. Surgeons spent seven hours rebuilding his leg with surgery involving hundreds of stitches. Now he has moved to England to recover from the trauma and works in a Newquay surf shop. Reliving the shark attack, he said, ‘It had my leg and board in its jaws and was trying to bite through. Somehow it loosened its jaws and I slid away. I swam for the shore and looked back as the shark was thrashing around and chomping my board.’

Victim ‘It chased me but couldn’t catch me so it went after Patrick and took his leg off with one bite.’ A great white claimed its third victim in two weeks off Hong Kong yesterday. The creature killed a 45-year-old woman swimmer. Experts believe the shark could be responsible for other fatal attacks in the area in recent years.

Try this HINT Make sure you write down at least three features. If you can find four, it is worth writing them down in case one of your answers is incorrect.

1 Write down three features of a newspaper report used in this text.

2 Write down a word that means ‘dangerous’ from the section with the heading ‘Attacked’.

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Non-fiction

HINT Make sure you know the difference between a fact and an opinion.

3 Write down two facts about the shark from the report.

4 What is the effect of the words ‘thrashing around’ in the section with the heading ‘Attacked’?

Try this interview when a reporter asks someone questions about what happened for a newspaper report

The verb ‘laughed’ is used in the interview as it tells the reader more about the attitude of the speaker than the verb ‘said’. In the table below add ten more verbs you could use instead of ‘said’ that help to describe a person’s attitude or tone of voice. Two examples are provided. Bellowed

Whispered

HINT Look up the verb ‘say’ in a thesaurus. Remember to turn the verb into the past tense form.

Remember to add these words to your vocabulary list.

Try this HINT Draw a mind map or scatter diagram to help you think of some ideas. third-person narrator this narrator does not take part in the events of the story

The surfer faced an extremely dangerous situation and was lucky to escape with his life. Write a story about a character who is faced with a dangerous situation. The story can be true or made up. It can be written in the first or third person. Remember to use interesting word choices and descriptions. Vary your types of sentence and punctuation for effect. Complete this answer on a separate piece of paper.

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CHAPTER 5 NON-FICTION

Read this online news report.

Nik Wallenda: the man crossing the Grand Canyon on a tightrope Nik Wallenda is a man prepared to die. On Sunday, in front of a global television audience of several million, the 34-year-old will step out on a 2-inch-thick metal wire and attempt to enter the record books as the first person to walk across the Grand Canyon. Higher than the Empire State Building, higher, certainly, than Wallenda himself has ever attempted before, the wire will be suspended a stomach-lurching 1500 ft above the Little Colorado River. Without a safety net or harness, the only equipment Wallenda will use is a pole, which he will carry for balance. ‘We’ve tried to prepare for the possibility that I could die,’ he says, with an admirable absence of drama. ‘My wife and kids would be looked after for the rest of their lives.’ But there’s a difference between preparing to die and expecting to die. If anyone can complete the 40-minute walk across the canyon, it’s Wallenda. ‘I’ve calculated it – it would take nine seconds for me to reach the bottom. That’s a lot of time to think,’ he says. The daredevil already holds seven world records including the longest walk over a waterfall, which he achieved when he crossed Niagara Falls, and the highest bicycle tightrope (235 ft), completed live on breakfast television. Wallenda’s closest call was five years ago, during his bicycle tightrope, when his back wheel began to slip. ‘At that point, you go back to everything you have learnt in training; what happens when this happens? How do I sort it out? Your mind reacts more quickly when you are up there, which is important,’ he says. He pulled it back, to the relief of all those watching, and set a new world record. ‘It really shook me up though,’ he admits. Does he ever get scared? ‘I don’t call it fear, I call it respect,’ he asserts. ‘When I walk to the edge of a 15-storey building, my heart races, just like anyone else’s. But I turn that into respect and think “I had better train well, so that I am not just prepared. I am over-prepared.”’

Try this 1 Find a word from the first paragraph that means ‘worldwide’. 2 Give two features of a news report used in the text.

3 What is the effect of the final short sentence, ‘I am over-prepared.’? 4 What is the word ‘higher’ an example of? Tick (✓) one box. a Superlative b Simile c Comparative d Alliteration e Euphemism

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Non-fiction

5 What is the effect of the phrase ‘a stomach-lurching 1500 ft above the Little Colorado River’?

6 What does the word ‘daredevil’ tell us about Wallenda?

7 Which of the following verbs would be the best synonym for ‘asserts’? Tick (✓) one box. a says b contradicts c declares d repeats e argues LET’S TALK Nik Wallenda is a brave daredevil who likes challenges and pushes himself to the limits.

Try this Match up these words from the extract with the correct synonyms. Word from extract

Synonym

attempt

admiration

With your partner, or your group, research the meaning of the phrase ‘extreme sports’.

suspended

worked out

admirable

reassurance

calculated

deserving of praise

respect

try

Then make a list of the extreme sports that you can think of.

relief

hung

Explain to your partner, or group, whether you would like to try one of the extreme sports.

Try this Write an essay explaining the advantages of playing sport regularly. Complete this answer on a separate piece of paper.

Check your understanding 1 2 3 4

How many features of a newspaper can you remember? Explain the difference between a first and third person narrator. Write down 4 synonyms for the word ‘said’. What does the instruction ‘summarise’ mean?

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Chapter 6 Poetry and fiction Poetry

Read the poem below: ‘Hurricane’ by James Berry. In the poem, the poet describes the effects of a violent storm on a community in the Caribbean.

Hurricane Under low black clouds The wind was all Speedy feet, all horns and breath, All bangs, howls, rattles, In every hen house, Church hall and school. Roaring, screaming, returning It made forced entry, shoved walls, Made rifts, brought roofs down, Hitting rooms to sticks apart. It wrung soft banana trees, Broke tough trunks of palms. It pounded vines of yams, Left fields battered up. Invisible with such ecstasy – With no intervention of sun or man – Everywhere kept changing branches. Zinc sheets are kites. Leaves are panic swarms. Fowls are fixed with feathers turned. Goats, dogs, pigs All are people together. Then growling it slunk away From muddy, mossy trail and boats In hedges: and cows, ratbats, tress, Fish, all dead in the road.

Try this Fill in this fact file based on the poem. How the hurricane started The sounds it made How it affected property How it affected nature How it affected animals How the hurricane ended

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Poetry

summary a shortened version of a text that includes the important details

Try this Using the information from your fact file, write a summary of what happens in the poem in only 60 words. Write your summary by putting one word in each box. The

wind

Try this 1 In the second verse, what does the line ‘It made forced entry, shoved walls’ tell us about the hurricane?

2 Read the third verse again and pick out two verbs that show how destructive the hurricane was.

3 In the fifth verse, what technique is used in the line ‘Zinc sheets are kites’? a Simile b Personification c Metaphor d Alliteration 4 Find and write down another example of this technique in the same verse.

5 Write down a short phrase from the final verse that shows the hurricane had lost its strength.

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CHAPTER 6 POETRY AND FICTION

HINT You probably remember that a synonym is a word with a similar meaning to another word. For example, ‘ancient’ would be a synonym for ‘old’.

Try this Use a thesaurus to find synonyms for the following words from the poem. 1 black 2 hitting 3 broke 4 growling Add the words to your vocabulary list so you can use them in your writing in the future. LET’S TALK Imagine you are a news reporter who has been sent to cover the story of the damage caused by the hurricane. With a partner, write down the questions you would like to ask the residents. Remember to ask open questions – questions that cannot be answered with a ‘yes’ or ‘no’ and therefore give opportunities for longer answers. With your partner, role-play the interview in front of your class.

TOP TIPS Make your account more interesting by using: l similes l metaphors l personification l interesting verbs l different types of

Try this Write about a time when you were affected by bad weather. Think about the following:

sentence

where you were who you were with l what happened l what the weather was like l what happened in the end.

punctuation marks.

Complete this answer on a separate piece of paper.

l different

l l

Now read this poem called ‘Roller Skaters’ by Grace Nichols which describes the skill and acrobatics of roller skaters.

Roller Skaters Flying by on the winged-wheels of their heels Two teenage earthbirds zig-zagging down the street Rising unfeathered – in sudden air-leap –

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Poetry

Defying law death and gravity as they do a wheely Landing back in the smooth swoop of youth And faces gaping gawking, impressed and unimpressed Only Mother watches – heartbeat in her mouth

Try this 1 Pick out two examples of alliteration in the poem.

2 In the second verse, why are the skaters called ‘teenage earthbirds’?

3 Look at the third verse. Give one phrase that shows the confidence of the skaters.

4 Find one word in the fifth verse that means ‘to stare openly and stupidly’.

enjambment a run-on line of poetry

5 Enjambment has been used in the poem to create what effect? Tick (✓) one box. a To make the poem longer b To suggest the speed of the skaters c To show how quickly everything happened d To suggest how scared the skaters felt 6 Look at the last line, ‘Only mother watches – heartbeat in her mouth’. What does the line tell the reader about how the mother is feeling?

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CHAPTER 6 POETRY AND FICTION

7 The skaters are very skilful. Explain how the reader knows this. Give two explanations in your own words and support each explanation with a quotation from the poem. Explanation in your own words

Quotation from the poem

Try this Use a thesaurus to find synonyms for the following words from the poem. 1 flying 2 sudden 3 defying 4 smooth Remember to add the words to your vocabulary list so you can use them in your writing in the future.

Try this persuade to encourage someone to do something

The roller skaters clearly enjoy their hobby/sport. Imagine that you want to persuade your classmates to take up a hobby or sport that you feel passionate about. Write a speech to persuade them. Complete this answer on a separate piece of paper.

tone the feeling or mood of a piece of writing rhetorical question a question asked in order to create a dramatic effect or to make a point rather than to get an answer

TOP TIPS l l

Think about the tone you will use when addressing your classmates. Remember to sound enthusiastic and persuasive by using techniques such as rhetorical questions, tripling, direct address and emotive language. l Make your chosen hobby/sport sound exciting by using adjectives, adverbs and verbs. l What arguments/points about the benefits of taking up a hobby or sport could you include?

tripling using three related words or phrases for emphasis direct address use of the second person (you/your/you’re) to appeal to a reader

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Fiction

Fiction

dystopia an imaginary world or society in which people suffer or are treated unjustly

Fiction texts are pieces of writing about imaginary events or people. There are different types, or genres, of fiction writing and most people have a favourite. For example, you might enjoy reading adventure stories, or mysterious tales involving crimes and murders with a twist at the end. Perhaps you prefer fantasy stories, such as The Lord of the Rings trilogy or the Harry Potter series, or maybe horror stories involving ghosts and supernatural or unexplained events. Science fiction is another popular genre, and includes tales set in the future which might describe dystopian worlds where robots and technology are dominant. There is also historical fiction as well as realistic fiction which describe believable characters and conflicts, or situations that you might face one day. Fiction can take many forms, including: l narratives

l poems

l

l plays.

short stories

l diaries

narrator the person who is telling the story

This extract is from a novel called The Hunger Games which is about a dystopian future. The novel is narrated by a teenage girl, Katniss Everdeen, who has to compete with and fight to the death in an outdoor arena against another chosen teenager from a neighbouring district. In this extract, Katniss, the narrator, has climbed a tree to escape from those chasing after her. Read the extract.

tracker jacker a genetically mutated wasp

Rosy streaks are breaking through in the east. I can’t afford to wait any longer. Compared to the agony of last night’s climb, this one is a cinch. At the tree limb that holds the nest, I position the knife in the groove and I’m about to draw the teeth across the wood when I see something moving. There, on the nest. The bright gold gleam of a tracker jacker lazily making its way across the papery grey surface. No question, it’s acting a little subdued, but the wasp is up and moving and that means the others will be out soon as well. Sweat breaks out on the palms of my hands, beading up through the ointment, and I do my best to pat them dry on my shirt. If I don’t get through this branch in a matter of seconds, the entire swarm could emerge and attack me. There’s no sense in putting it off. I take a deep breath, grip the knife handle and bear down as hard as I can. Back, forth, back, forth! The tracker jackers begin to buzz and I hear them coming out. Back, forth, back, forth! A stabbing pain shoots through my knee and I know one has found me and the others will be honing in. Back, forth, back, forth. And just as the knife cuts through, I shove the end of the branch as far away from me as I can. It crashes down through the lower branches, snagging temporarily on a few but then twisting free until it smashes with a thud on the ground. The nest bursts open like an egg, and a furious swarm of tracker jackers takes to the air. I feel a second sting on the cheek, a third on my neck, and then their venom almost immediately makes me woozy. I cling to the tree with one arm while I rip the barbed stingers out of my flesh. Fortunately, only these three tracker jackers had identified me before the nest went down. The rest of the insects have targeted their enemies on the ground.

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CHAPTER 6 POETRY AND FICTION

HINT Remember to tick only one box. If you tick more than one box, even if you have the correct answer, you will not score any marks in the exam. HINT Make sure you write down a short phrase and not a full sentence. HINT Make sure you choose only one word. HINT Even if you are unsure of an answer in the exam, it is worth ticking a box instead of not answering the question, because there is a chance you might be correct. HINT Make sure that your explanations are in your own words and not copied from the text.

Try this 1 What time of day is it? Tick (✓) the correct box. a Early evening b Dawn c Mid-morning d Afternoon 2 Write down one phrase from the first paragraph that shows the narrator is starting to panic.

3 Find and write down a word from the first paragraph that means ‘whole’.

4 Which of the following two techniques does the writer use in the second paragraph? Tick (✓) two boxes. a Repetition b Metaphor c Simile d Personification 5 The narrator is feeling anxious and scared. Explain how the reader knows this. Give two explanations in your own words and support each explanation with a quotation from the text. Explanation in your own words

Quotation from the text

6 What is the effect of the repetition of ‘Back, forth, back, forth’ in the text?

7 Look at the line, ‘I cling to the tree with one arm while I rip the barbed stingers out of my flesh’ in the last paragraph. What type of word are ‘cling’ and ‘rip’?

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Fiction

LET’S TALK People can be scared of many things from insects to small spaces. Katniss is in a frightening situation in the extract. Explain to your partner or group what you are frightened of and explain your reasons for these feelings.

Try this The following groups of words are synonyms for words found in the first paragraph. Identify the correct words and add them to your vocabulary list. 1 Suffering, anguish, pain, distress – are synonyms for 2 Casually, indolently, listlessly, sluggishly – are synonyms for 3 Come out, appear, materialise – are synonyms for 4 Crowd, horde, throng, multitude – are synonyms for

Try this In the extract, Katniss says, ‘There’s no sense in putting it off. I take a deep breath …’. Write about a time when someone has to be brave and face a difficult situation. Complete this answer on a separate piece of paper. HINT Make a quick mind map or scatter diagram to help you decide on and organise your ideas.

Will the account be fictitious or based on something that has happened?

Will you have a firstor third-person narrator?

A time when someone has to be brave and face a difficult situation

How does the account end? Decide this before you start writing. Possible ideas: Someone has been caught out in telling a lie, cheating in a test, lying to parents/best friend Having to report a friend for breaking the rules Owning up to breaking the rules A visit to the dentist A ride on a roller coaster

A mind map template for a time when someone has to be brave and face a difficult situation

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CHAPTER 6 POETRY AND FICTION

This extract is from the novel War Horse by Michael Morpurgo. The novel tells the story of the experiences of a horse, Joey, who is sold to the army and is plunged into battle in France during the First World War. first-person narrator a narrator writing from his or her viewpoint using I

This extract is written in the first person, from Joey’s viewpoint, and describes a terrifying attack against the enemy. Joey’s rider is Trooper Warren. All around me, men cried and fell to the ground, and horses reared and screamed in an agony of fear and pain. The ground erupted on either side of me, throwing horses and riders clear into the air. The shells whined and roared overhead, and every explosion seemed like an earthquake to us. But the squadron galloped on inexorably through it all towards the wire at the top of the hill and I went with them.

piked helmets helmets with a spike on top

On my back Trooper Warren held me in an iron grip with his knees. I stumbled once and felt him lose a stirrup, and slowed so that he could find it again. Topthorn was still ahead of me, his head up, his tail whisking from side to side. I found more strength in my legs and charged after him. Trooper Warren prayed aloud as he rode, but his prayers turned soon to curses as he saw the carnage around him. Only a few horses reached the wire and Topthorn and I were amongst them. There were indeed a few holes blasted through the wire by our bombardment so that some of us could find a way through; and we came at last upon the first line of enemy trenches, but they were empty. The firing came now from higher up in amongst the trees; and so the squadron, or what was left of it, regrouped and galloped up into the wood, only to be met by a line of hidden wire in amongst the trees. Some of the horses ran into the wire before they could be stopped, and stuck there, their riders trying feverishly to extract them. I saw one trooper dismount deliberately once he saw his horse was caught. He pulled out his rifle and shot his mount before falling dead himself on the wire. I could see at once that there was no way through, that the only way was to jump the wire and when I saw Topthorn and Captain Stewart leap over where the wire was lowest, I followed them and we found ourselves at last in amongst the enemy. From behind every tree, from trenches all around it seemed, they ran forward in their piked helmets to counter-attack. They rushed past us, ignoring us until we found ourselves surrounded by an entire company of soldiers, their rifles pointing up at us. The crump of the shelling and the spitting of rifle-fire had suddenly stopped. I looked around me for the rest of the squadron, to discover that we were alone. Behind us the riderless horses, all that was left of a proud cavalry squadron, galloped back towards our trenches, and the hillside was strewn with the dead and dying.

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Fiction

Try this HINT Remember to tick two boxes.

HINT Remember to choose only one word. HINT Find the word in the extract as it might give you a clue. HINT Make sure that your explanations are in your own words and not copied from the text.

HINT Make sure you are looking at the correct section.

HINT Write down only one word.

1 What two techniques are used in the line ‘The shells whined and roared overhead, and every explosion seemed like an earthquake to us’? Tick (✓) two boxes. a Euphemism b Simile c Metaphor d Alliteration e Personification 2 Write down one word from the second paragraph that means ‘mass destruction’.

3 What type of word is ‘feverishly’?

4 The battle is terrifying and deadly. Explain how the reader knows this. Give two explanations in your own words and support each explanation with a quotation from the text. Explanation in your own words

Quotation from the text

5 Joey (the narrator) has a close relationship with his rider Trooper Warren. Give an example of how Joey tries to help Trooper Warren in the second paragraph.

6 Give one word from the last paragraph that means ‘covered’.

7 What technique is used in the line ‘On my back Trooper Warren held me in an iron grip with his knees’?

8 Trooper Warren is scared during the attack. Give an example of how the reader knows that Trooper Warren is scared.

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CHAPTER 6 POETRY AND FICTION

Try this Match up these words from the extract with the correct synonyms.

HINT Find each of the words in the extract and try replacing them with your chosen synonym to check whether the words fit and make sense.

Word from the extract

Synonym

screamed

relentlessly

erupted

noble

inexorably

shrieked

blasted

desperately

feverishly

broke out

rushed

shot

proud

raced

LET’S TALK Some people love animals and think they are important to humans. Some people are cruel to animals. With your partner or group, discuss which you think is the larger group of people. Write down some examples of how humans treat animals to support your argument. HINT Make a quick mind map or scatter diagram to help you to decide on and organise your ideas.

Try this Write a speech to persuade your classmates that keeping animals in a zoo or a safari park is cruel. Remember to include the following: l

Persuasive language Direct address l Dramatic punctuation (question marks, exclamation marks, ellipses) l Facts and statistics to support your points l A range of different sentence structures l

statistics facts, figures and data

Complete this answer on a separate piece of paper.

Check your understanding

1 2 3 4

What is a simile? Think of an example. What is personification? Think of an example. What is a rhetorical question? Think of an example. What does the instruction ‘answer in your own words’ mean?

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Chapter 7 The Cambridge Reading Test Your Cambridge Reading Test is approaching and you are probably wondering how to prepare for it. Don’t worry – you are not alone. What can you do to prepare for the test? 1 2 3 4 5 6 7

The best thing to do is not to panic. Look at examples of previous test papers. Practise completing previous test papers. Make sure you understand the types of question you might be asked. Make sure you understand the wording used in the questions. Take note of how long the test is so you can time yourself effectively. Practise completing previous test papers in timed conditions.

Let’s have a look at some practice questions.

Retrieval questions Try this Read this extract and answer the question that follows.

HINT Remember to check how many marks the question is worth. A 1-mark question means you need to make one point.

There was still a light on in Mo’s room. He often stayed up late reading late into the night. Meggie had inherited her love of books from her father. When she took refuge from a bad dream with him, nothing could lull her back to sleep better than Mo’s calm breathing beside her and the sound of the pages turning. Nothing chased away nightmares faster than the rustle of printed paper.

What helps Meggie get to sleep after a bad dream?

[1]

Sometimes a question will instruct you about how many words you need to write down for your answer.

Try this HINT The question is asking you to write down one word. If you write down more than one word (even if your answer includes the correct information) you will not be awarded the mark.

Look at this extract and answer the question below. ‘Mira! Mira!’ I suppose that must be Priya leaping up and down, hollering and waving. She looks nothing like she did last week on Skype.

Give one word that tells the reader that Priya makes a lot of noise when she first sees Mira.

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CHAPTER 7 THE CAMBRIDGE READING TEST

HINT Always make sure you read the question carefully and make sure your responses are precise.

Which of the following answers would score a mark for this question? a Hollering/waving b Hollering and waving c Hollering [1]

Here is another question to practise.

Try this Read these lines, continuing from the previous extract, and think about the answer you would give. As I draw nearer she vaults over the barrier and sprints towards me with her arms opening into the widest and warmest of hugs. The tears that have been threatening to spill over for the last half-hour suddenly cascade down my face. To meet a whole side of your family in the flesh, for the first time in your life, is the strangest feeling in the world, sort of like coming home.

HINT Follow the instructions and make sure you write down two words.

Give a two-word phrase that tells the reader that Mira loses control and starts crying freely.[1] The correct answer is ‘suddenly cascade’. Why would each of the answers below not score a mark? a Threatening to spill over

TOP TIPS Spelling errors will be ignored as long as the sense is clear. For example, ‘personalisation’ would not be awarded the mark, but ‘persanification’ would.

HINT If you are not sure about the different techniques that writers use, have a look for the explanations in the glossary at the back of this book.

b Cascade down my face

c Cascade

Technique questions

You will often be asked to identify a specific technique from the passage. Sometimes this will be in the form of a multiple-choice question and sometimes you will be expected to write the answer without being given any choices. We will look at both types of question here. Look at this phrase: ‘windows so small you’d think they were holding their breath’. What technique is this an example of?

[1]

The correct answer here would be ‘personification’.

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Multiple-choice questions

Multiple-choice questions Here is a multiple-choice question.

Look at the sentence: ‘When the sun does come out, it does so apologetically, like a ballerina who is unsure of her entrance on stage.’ Which literary techniques does the writer use in the sentence above? Tick (✓) two boxes.

TOP TIPS l Even if you are unsure of the correct answer, it is worth ticking a box(es) as you might be correct. l Follow the instructions carefully. l Check the number of marks for the question. l Check how many boxes you need to tick.

[2]

a Metaphor b Simile c Alliteration d Personification e Hyperbole Think about the following things that students often do in the exam. l

If you only ticked one correct box, would you score 2 marks? l If you ticked three boxes, including both correct answers, would you score 2 marks? l If you left all the boxes blank, would you score 2 marks? Hopefully, you won’t be too surprised to find out that you will l

only score 1 mark if you only tick one correct answer l not score any marks if you tick three boxes, including the two correct answers l not score any marks if you leave all the boxes blank.

Selecting quotations

You will often be asked to pick out quotations from the passage to prove a statement. Here is an example.

Try this Read the following lines: There. I had to look where she pointed – the third floor, the paint peeling, wooden bars Papa had nailed on the windows so we wouldn’t fall out. You live there? The way she said it made me feel like nothing. There. I lived there. I nodded.

HINT Remember the question is asking about the narrator’s embarrassment. Does this quotation suggest the narrator is embarrassed?

The narrator is embarrassed about the house. Give one quotation that tells the reader this.

[1]

The correct answer here is: ‘made me feel like nothing’. Why do you think the quotation, ‘the paint peeling, wooden bars Papa had nailed on the windows so we wouldn’t fall out’ would not be acceptable?

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CHAPTER 7 THE CAMBRIDGE READING TEST

Finding examples

Some questions will ask you to find examples of specific techniques. These may be straightforward where you need to find an example of just one technique. Here is an example.

Try this Read the extract and answer the question that follows. ‘Forget about presents! You are the present. Come on, you must be exhausted. Let’s take you home. I’ll call about the bag later.’ Anjali sighs, then walks towards the exit, gesturing for me and Priya to follow. ‘What were you going to give me anyway?’ whispers Priya, breaking into my thoughts. Anjali overhears her and then turns and shoots her an ‘I’ll deal with you later!’ look. I wonder if all mums, wherever you live, anywhere in the world, have the same silent repertoire of reprimands.

alliteration repetition of consonants at the beginning of words for effect

Give an example of alliteration from the extract.[1] In this extract, there are two examples of alliteration in the same sentence, so be careful how you write the answer. Which of the following answers would score the mark and why? a Repertoire of reprimands b Same silent repertoire of reprimands c Same silent

HINT These questions will be worth 2 or 3 marks, so it is important that you answer all the parts.

Questions like this can sometimes be more demanding by asking you to find examples of two or three different techniques.

Try this Read the extract and answer the question that follows. But my mother’s hair, my mother’s hair, like little rosettes, like little candy circles all curly and pretty because she pinned it in pin curls all day, sweet to put your nose into when she is holding you, holding you and you feel safe, is the warm smell of bread before you bake it, is the smell when she makes room for you on her side of the bed still warm with her skin, and you sleep near her, the rain outside falling and Papa snoring. The snoring, the rain, and Mama’s hair that smells like bread.

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Inference or deduction questions

Give one example of each of the following: HINT Do not confuse a metaphor with a simile.

[1 each]

a Metaphor

b Repetition

c Alliteration

HINT This simply means that you read between the lines to find impressions that are not explicitly stated. HINT This question is directing you to consider her character or qualities and not her appearance.

Inference or deduction questions

You will often be asked to make inferences or deductions from information you have read.

Try this Read the same extract again but, this time, consider what the reader learns about the mother’s character. But my mother’s hair, my mother’s hair, like little rosettes, like little candy circles all curly and pretty because she pinned it in pin curls all day, sweet to put your nose into when she is holding you, holding you and you feel safe, is the warm smell of bread before you bake it, is the smell when she makes room for you on her side of the bed still warm with her skin, and you sleep near her, the rain outside falling and Papa snoring. The snoring, the rain, and Mama’s hair that smells like bread.

What impression does each of these quotations create of the mother? a ‘when she is holding you’

b ‘is the smell when she makes room for you on her side of the bed still warm with her skin’

c ‘you sleep near her’

d ‘Mama’s hair that smells like bread’

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CHAPTER 7 THE CAMBRIDGE READING TEST

Try this Here is another inference-style question. Look at the following lines and think about how you would answer the question. It’s July, not that you can tell; every day dawns uniformly grey, and the rain cycles from a spatter to a thundery relentlessness. I do not mind the weather. The climate suits me.

HINT Remember to read between the lines and think about what is suggested, rather than what is explicitly stated.

Look at the sentence: ‘The climate suits me.’ What does the sentence tell the reader about how the narrator is feeling?

[1]

Think about what is suggested by these quotations: l

‘every day dawns uniformly grey’ ‘the rain cycles’ l ‘from a spatter to a thundery relentlessness’ l

Now, decide which of the following answers would score a mark, and why. a b c d

Her mood is gloomy and miserable. She likes the climate. She feels depressed. She is feeling under the weather.

Explanation questions

Questions like this ask you to explain something from a quotation or an idea in the text.

Try this Consider this extract. At present, I am staying with my Aunt Petra, who is not my aunt at all, but a lifelong friend of [my mother’s]. The name ‘Petra’ means rock, but there is nothing rocklike about my non-aunt, who is as curved and soft as candyfloss. She runs a guesthouse here, in the Scottish Highlands, with her husband Bill. People come to relax and meditate and heal.

HINT Read the lines carefully and think about whether any of the important words in the question (the key words) give you a clue.

What does the term ‘Aunt Petra’ tell the reader about Petra’s relationship with the narrator and her mother?[1] Which of the following would not be an acceptable answer to the question and why? a They are close friends. b They are friends. c She is an old family friend.

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‘Complete the table’ questions

Try this Read the extract and think about the question that follows. However, I do quite often agree to take her dog, Oscar, for a walk. Oscar and I wander through fields thick with stubby nettles, beating pathways down to the lake; or else we follow one of the narrow tracks that crisscross through woodland to the top of the peninsula, passing isolated farms and small rivers, until we reach one of the nearby villages.

What makes the location of Aunt Petra’s guesthouse especially suitable for people on silent retreats?

[1]

Two of the following answers are correct and two are incorrect. Which ones are correct? a b c d

It is on a peninsula. It is very remote. There are nearby villages. It is in a rural area.

‘Complete the table’ questions

These questions can be quite tricky and are often worth more marks (typically 3–4 marks). You will be asked to find information, find evidence/ quotations and sometimes give an explanation in your own words. Let’s look at a straightforward information question.

Try this First of all, read this extract. They always told us that one day we would move into a house – a real house that would be ours for always so we wouldn’t have to move each year. And our house would have running water and pipes that worked. And inside it would have real stairs – not hallway stairs, but stairs inside like the house on TV. And we’d have a basement and at least three washrooms so when we took a bath we wouldn’t have to tell everybody. Our house would be white with trees around it, a great big yard and grass growing without a fence. This was the house Papa talked about when he held a lottery ticket and this was the house Mama dreamed up in the stories she told us before we went to bed. But the house on Mango Street is not the way they told it at all. It’s small and red with tight steps in front and windows so small you’d think they were holding their breath. Bricks are crumbling in places, and the front door is so swollen you have to push hard to get in. There is no front yard – only four little elms the city planted by the curb. Out back is a small garage for the car we don’t own yet and a small yard that looks smaller between the two buildings on either side. There are stairs in our house, but they’re ordinary hallway stairs, and the house has only one washroom. Everybody has to share a bedroom – Mama and Papa, Carlos and Kiki, me and Nenny.

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CHAPTER 7 THE CAMBRIDGE READING TEST

What are the differences between the houses described? HINT In the text, underline the information about the rooms, the condition of the house and the outside.

Complete the table below with information from the text.[3] First paragraph Rooms

Second paragraph

three washrooms

Condition Outside

the bricks are crumbling a great big yard

Make sure you are looking at the correct paragraph. Your information must be precise. Explain why these answers would not be acceptable: a Condition – there are four little elms b Outside – there is no yard c Outside – there is a small front yard

This ‘complete the table’ question requires explanations.

Try this Read the extract and consider the question that follows. My great-grandmother. I would’ve liked to have known her – a wild horse of a woman, so wild she wouldn’t marry. Until my great-grandfather threw a sack over her head and carried her off. Just like that, as if she were a fancy chandelier. That’s the way he did it. And the story goes she never forgave him. She looked out the window her whole life, the way so many women sit their sadness on an elbow. I wonder if she made the best with what she got or was she sorry because she couldn’t be all the things she wanted to be. Esperanza. I have inherited her name, but I don’t want to inherit her place by the window.

What does this paragraph tell the reader about women’s lives in the past? Complete the table below. HINT Read the question carefully.

Quotation

[1 for each correct point] What it tells the reader

‘… a wild horse of a woman, so wild she wouldn’t marry’ ‘… my great-grandfather threw a sack over her head and carried her off’ ‘She looked out the window her whole life’

Remember, the focus must be on women’s lives rather than the grandmother as an individual. You must use your own words in the explanation.

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Explaining the effect of techniques

Explaining the effect of techniques

You have already practised recognising different techniques in this section, but for some questions you will be asked to explain the effect of a particular technique in the text. Questions like this are often phrased in the following way: l

What effect does the writer create by using … l In the following extract, what is the effect of … l Why does the writer use …

Try this Read this short extract and think about the following question. I loved this little room, 305 metres below the surface of the earth. It had been my home for four days, and these last black seven or eight hours would be my final chance to savour the wonder. Alone.

What effect does the writer create by using a single-word sentence? HINT Make sure the explanation is precise and relates to the context of the sentence.

[1]

Which two of the following answers would be marked as correct? Think about why the other two answers would not be acceptable. a b c d

It creates dramatic effect. It creates suspense. It provides a contrast to the long sentences before. It creates tension. 

Try this Now read these lines from the same passage and be ready to answer this question: Why does the writer use a colon (:)?

[1]

I have been caving, on and off, for about ten years. Still, the Lechuguilla cave had been a surprise. It was so big, so hot, so intimidating, that it had taken me several days to come to something close to full comprehension of its marvels: crystals the size of small trees, huge-domed pits, rooms as high as a thirty-storey building.

Which one of the following answers would be incorrect and why? a To separate things in a list b To introduce a list c To add information or examples

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CHAPTER 7 THE CAMBRIDGE READING TEST

Identifying features of newspaper articles

On Paper 1, the non-fiction paper, you may be asked to identify features of newspaper writing. You could prepare for this by looking at newspapers at home or in your school/college library and thinking about how the stories are laid out on the page. You might then think about the features the newspaper articles have in common.

Try this Look at the newspaper articles below.

Playing video games could make you smarter – and even improve your job prospects A new study from the University of Florida has proven a link between academic success and playing games like Minecraft

Benefits Gaming has been shown to develop vital attributes needed for success – such as communication skills, decision-making, resourcefulness and quick thinking – according to a study carried out by experts at Florida University. Professor Egon Smith said, ‘Video games require players to adapt to situations quickly and come up with many different ways of completing or solving a task. Designers have created these games to develop critical thinking skills and to force players to consider and re-evaluate decisions they have made.

The Science Whilst parents might not want to hear about the benefits of computer games, there is no doubt that there is hard evidence to support the study. It was found that video-playing children between the ages of 10-14 were more than 30% likely to have faster reflexes than those children who do not play.

Teenager Breaks South Pole World Record After a 48-day, 702-mile journey from the Antarctic Coast to the South Pole, 16-year-old Lewis Clarke, from England, arrived at the South Pole at 3 p.m. local time on Saturday 18 January 2014, setting a new World Record for the youngest person ever to do it (the current world record holder is an 18-year-old Canadian).

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Identifying features of newspaper articles

TOP TIPS In your Reading Test, if you are asked to list the features of a newspaper article in a specific text, you can include layout and textual features.

The journey Teenager Lewis set out on his epic expedition from Hercules Inlet on the Antarctic coast on 2 December 2013, just two weeks after his 16th birthday. After 48 gruelling days travelling across one of the most inhospitable environments on earth, in temperatures as low as minus 40 and gale force winds of up to 60 mph, Lewis has become the youngest person in the world to ski the full 702 miles from coast to Pole, on the well-established Hercules Inlet route.

Daily struggles Lewis was guided by experienced polar guide Carl Alvey. They travelled on skis, pulling their own supplies, but received three resupplies during the expedition. There have been many ups and downs, from white-outs and blizzards to Lewis breaking a ski. They had only one full day off (on Christmas Day) during the 48-day expedition. They usually skied around 8 or 9 hours a day, covering roughly 18 miles daily. Their last day, Saturday 18 January, was a very tough one, with the lowest temperatures of the whole trip (around −50°C including wind chill).

HINT Think about what the articles look like on the page. How are they organised?

HINT Think about what sort of tone is used. What is the purpose of the articles? What techniques do the articles use?

What layout features do these newspaper articles have in common?

[3]

Write a list of at least three things.

What textual features do these newspaper articles have in common? [3] Write a list of at least three things.

Now try this Reading Test question.

Try this Read the following newspaper article.

When It’s Good To Fly We all know flying is bad, right? Nobody who is concerned about global warming should fly halfway round the world on holiday, needlessly pouring carbon emissions into the atmosphere. Well, it depends. If we were all to stop travelling to developing countries tomorrow, who would suffer? Hundreds of thousands of people whose livelihoods depend on tourism would suffer financially. This does not give us the right to whizz around the world, but it should remind us that travel, when organised with careful thought, can be beneficial and worthwhile.

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CHAPTER 7 THE CAMBRIDGE READING TEST

Porini Camp, Kenya

TOP TIPS Try to write down four features, in case you have one wrong.

African national parks are a good thing. That’s a no-brainer, isn’t it? But how do the local people feel about this? In Kenya, it turns out that the local Masai people felt excluded and their feelings weren’t considered about the busloads of tourists who were herded into their villages. However, Jake Cook, a white Kenyan, had an idea. Why not open a camp on Masai-owned land outside the national park, employ local people to build and run it, and pay them rent? Not only would the tribes reap a real benefit from tourism. Visitors, in turn, would experience a genuinely warm welcome and get the run of a vast area of wilderness. The result is Ambolesi Porini, a small tented camp a few miles north of Ambolesi National Park. Jake said, ‘Because only twelve visitors a day are allowed in, the animals – elephants, cheetahs, lions and leopards – remain genuinely wild and unaccustomed to the sight of vehicles. Tourists have a genuine experience of Africa.’

Grootbos, South Africa On paper, the Grootbos private nature reserve looks as though it might in fact be too perfect! This five-star eco-resort, is environmentally friendly and teaches its guests about trees and seaweed. Barely visible from the road, the hotel nestles in a wooded hillside overlooking a protected wild beach. It’s stylish and comfortable, with cosy cottages hidden among trees. The hotel’s ethos is ‘luxury, conservation and social responsibility’. The owner said, ‘We have also opened a gardening school and built four football pitches for local schoolkids. The children can play only if they turn up with a bag of rubbish to recycle.’ Trained guides – also recruited from the local towns – walk guests through the grounds, pointing out the wildlife and some of the 9,700 plant species. So, as we can see from this, there are indeed many valid reasons why we should continue to fly!

headline a heading at the top of an article or page in a newspaper or magazine

Give three features of a newspaper article used in the text above.

expert opinion a comment on something given by someone who knows a lot about the subject

A A headline; a subheading; quotations B A headline; points are explained; paragraphs C A headline; expert opinions; facts and statistics

[3]

Now, look at these answers (A, B and C) and decide which one would score 3 marks and why.

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Summary questions

HINT Remember ‘advantages’ are the positive things; ‘disadvantages’ are the negative things.

Try this Using information from the same newspaper article, complete the list below, giving advantages and disadvantages of flying. [3] Advantages

Disadvantages

TOP TIPS The examiner is instructed to accept only the first point written on any line, so make sure you list your points separately, one below the other. TOP TIPS You will always be given a specific focus for the summary, so make sure you underline the key words in the question before you begin your answer. You will be given a specific word limit. This means you cannot write more than the number of words stated in the question. If you exceed the word limit, you will not be awarded full marks, even if you have included the correct information. The word limit may be 30, 40 or 50 words. Read the instructions carefully.

Summary questions

These questions can be tricky but don’t panic – the tips on the left will help you succeed. First of all, what exactly is a summary? A summary is a shortened version of a piece of writing that contains the main, relevant information.

Try this Using the information from the article ‘The Big Dig’, summarise the advantages of constructing a city with some facilities underground. Use up to 40 words.

[2]

Write your answer in the space below.

How many words have you used? .......................

HINT If you have exceeded the word count, go back and think about which words you can cut out or replace.

HINTS l What is the focus of the question? Underline the key words. l Remember, summarising means you are writing a brief, shorter version. l Using your own words, instead of copying the text exactly, will help you reduce your word count. l Avoid repeating the same words or ideas.

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CHAPTER 7 THE CAMBRIDGE READING TEST

TOP TIPS It is important that you make as many points as possible because the marks are awarded as follows: l

3 marks for 6–8 correct facts l 2 marks for 4–5 correct facts l 1 mark for 2–3 correct facts l 0 marks for 0–1 correct facts So don’t give up and think that you have written enough until you have made eight points.

Check your understanding

Now that you have practised some of the different types of questions you might be faced with on the Reading Test, answer these questions to check what you have learnt. 1 Why is it important to check the number of marks available for a question?

2 If a question instructs you to look at a specific number of lines in order to answer a question, why is it helpful to draw a box around the relevant lines on your question paper insert?

3 If a multiple-choice question is worth 2 marks, how many boxes would you need to tick to score full marks?

4 What happens if a multiple-choice question is worth 2 marks and you tick three or more boxes?

5 If a question instructs you to write an answer ‘using your own words’, what does this mean?

6 If a question asks you to list three features about an article, why is it a good idea to write down four features?

7 What does the term ‘summary’ mean?

8 What does ‘use up to 30 words’ mean?

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Chapter 8 Structures of writing structure the way a writer writes, the words they use and how they use them

In the Cambridge Checkpoint tests, you will be asked to write in different formats, for different purposes, for different audiences and in different styles. Read the questions carefully so that you understand exactly what you are being asked to do and then use what you know about the different types of writing. Also take the time to create a plan in the space that is provided in the test.

Narrative writing

On Paper 2, the fiction paper, you might be asked to write a story or narrative based on the main theme of the narrative in the reading insert, or you might be asked to continue the narrative from the point at which the material in the reading insert finished.

Try this narrative a story or an organised and coherent account of a series of connected events

Let’s make sure you understand the features of narrative writing. Read the following list of statements about creative/narrative writing and decide which are true and which are false. Statement

True or false?

The purpose of a narrative or story is to persuade the reader to do something. A narrative or story should be clearly and logically organised in paragraphs. The purpose of a narrative or story is to provide the reader with information. A narrative or story can be written in the first or third person. The purpose of a narrative or story is to entertain and engage the interest of the reader. A narrative or story uses subheadings. A successful narrative or story should include some direct speech. Nothing actually happens in a narrative or story – it only contains description. A successful narrative or story needs a strong opening and ending. You do not need to plan your narrative or story before you start writing it.

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CHAPTER 8 STRUCTURES OF WRITING

TOP TIPS When you introduce a character, create a picture of what they are like so that the reader wants to know more about them. You might include details of what the character looks like, does, wears and so on.

Engaging the interest of your reader In order to engage the interest of your reader, it is a good idea to include some of the following techniques in your opening paragraph: l l l l l l

direct speech an exclamation or a question a description of an interesting character an intriguing statement an atmospheric scene setter a sound effect.

Try this Read the following story openings and, using the list of techniques above, decide whether you think they are successful narrative openings or not. The day was bitterly cold. A chill wind swirled mercilessly through the dry leaves and the skies were grey and blurred with the threat of snow.

1 Can you find any interesting descriptive words (adjectives) here? If so, write them down.

2 What effect does the writer want to create by describing the weather in this way?

Alexandra Smith. My enemy. Blonde and petite with a perfect button nose and pearly white teeth which could turn on a wide smile that never quite reached her icy blue eyes. There she stood, hands on hips, in her brand new jacket and expensive boots, eyeing me coldly.

3 Can you find any interesting describing words (adjectives) here? If so, write them down.

4 What impression of this character does the writer want to give the reader?

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Narrative writing

5 What do the phrases ‘turn on a wide smile that never quite reached her icy blue eyes’ and ‘she stood, hands on hips’ tell the reader about this character?

I was walking along the street one day when Alonso asked me if I would like to join his gang.

6 Can you find any interesting details in the opening? If so, write them down.

7 What would you do to improve this opening?

Why did I do it? Why didn’t I stay on the outside where I belonged?

8 What does this opening tell the reader about the character and feelings of the narrator?

‘I hate you! I hate you!’ I can still hear her voice now, twenty years later, and the emotions of guilt and regret still overpower me just as they did then …

9 What does this opening tell the reader about the character of the narrator?

10 Does this opening use any other effective techniques? If so, write them down.

mood the feeling that a writer is trying to create by using certain words

11 What sort of mood is created by this opening?

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CHAPTER 8 STRUCTURES OF WRITING

setting the place or location where an event takes place

Try this Using the techniques you have been learning about in this section, write a successful opening paragraph for a story about a time when you broke the rules. Complete this answer on a separate piece of paper. Now look back at what you have written. Underline any interesting words that you have used. What impression do you want to give the reader about the character/ setting you have created?

TOP TIPS Start a sentence with an -ing or an -ed clause. For example:

Glancing furtively behind, he … Racing ahead of the others, she … Numbed by the recent tragic news, she …

Try this Now practise beginning sentences in different ways by rewriting the following short paragraph. You may include more detail and description to make it more interesting. Complete this answer on a separate piece of paper.

I went out and locked the door behind me. I ran down the street because I didn’t want to miss the bus. I caught the bus, luckily, but I couldn’t find a seat. I stood for the whole journey and I gazed out of the window at the gloomy, grey pavement and people trying to protect themselves against the rain. I felt glad to be inside the bus!

Creating an atmosphere Try this Look at this opening paragraph about a holiday.

One day I went to the beach with my family. I enjoyed myself and I remember the sea was blue and the sand was golden. HINT Atmosphere means the mood of a place or situation e.g. exciting, sad

This story opening is clearly underdeveloped and does not grab the reader’s attention. What three things do you think the writer could do to make the paragraph more interesting to read?

Write your own opening to a story with the title ‘A Memorable Holiday’. Complete this answer on a separate piece of paper.

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Narrative writing

TOP TIPS Use repetition for effect, for example:

The streets were full … the square was overcrowded … the city was overflowing. He inched forward nervously; he stood on the edge of the diving board; he waited. This will also create tension for the reader. Also think about the punctuation you might use and its effect. What effect do the ellipses (…) and semicolons (;) have here?

Try this Read this story opening which tells of an embarrassing moment.

When I was eight I had the star role in the school concert but my costume was too long and I fell over on stage in front of everyone. A boy pointed to me and laughed. Then the audience all stared at me and joined in, pointing and laughing at me. I could tell the teacher was annoyed with me. This piece of writing can be improved to make it more entertaining to read. Rewrite the opening by using the skills you have learnt so far. You could use direct speech, an exclamation, a sound effect or an intriguing statement. Complete this answer on a separate piece of paper.

TOP TIPS Read like a writer. Be like a magpie; when you are reading, collect good examples of: l sentence

structures words and expressions l special effects. l

Adapt them for your own stories.

Try this Look at the following prompts and write an opening for each one, using the techniques you have studied so far. l

Write about a time when you felt proud of yourself. Write about a time when you helped someone. l Write about a time when you felt left out. l

Complete this answer on a separate piece of paper. When you have finished, read over what you have written and think about how you might improve your writing. Remember that in the test, there is nothing wrong with crossing out words to improve your writing and earn a higher mark.

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CHAPTER 8 STRUCTURES OF WRITING

TOP TIPS If you want to show the passing of time in your story, it can be a good idea to use flashbacks to explain past events quickly. For example:

It had all come flooding back … It hadn’t always been like this …

flashback a scene that goes back to events in the past structure the way ideas are organised narrative a story; an organised and coherent account of a series of connected events

Consider the following points when you try to improve your work. Why

How

To correct my mistakes

Correct spelling, punctuation and grammar errors. Check for paragraphs.

To create the best impression

Add more detail where necessary.

To achieve a higher mark

Use interesting vocabulary, similes, metaphors and effective verbs.

Structuring your story The fabulous five-part plan is the most commonly used structure in storytelling. It is used in novels, plays, films and TV programmes. 1 Gripping opening 2 Introduction of a problem 3 Complication 4 Crisis or climax 5 Resolution Use this simple but effective structure to help shape and organise your narrative plot. It may help you to visualise the structure as a pyramid like this. Crisis or climax

Complication

plot storyline

Introduction of a problem

Gripping opening

Resolution

The five-part-plan pyramid

Try this Produce a five-part plan for each of the following. You might want to think ‘outside the box’ for some of these. Write down any ideas or first thoughts you may have. Write about a time when you: a volunteered for something b felt you had let someone down c had to overcome a challenge. You can write your plan as a scatter diagram, a flow chart, a timeline or a series of boxes or ideas linked by arrows. Use whatever method works for you. Now try writing one of these stories, using the information from your plan. Complete this answer on a separate piece of paper.

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Narrative writing

Try this Read this opening to a story about a time when the writer received some unexpected news.

I turned my head and caught the velvet blackness of the night sky staring at me through my window. The relentless rain spat against the glass zigzagging as it wound a path down the window pane. Outside, the street was empty. All I could hear was the angry rain pounding off the concrete slabs and the fierce wind bellowing an aggressive symphony in my ear. l l

How do you think the story could develop? What could happen next?

Try planning and writing the whole story. Complete this answer on a separate piece of paper.

Creating characters Creating interesting and memorable characters is often the key to writing a great story and achieving high marks. To do this, it is a good idea to use some of the following: adjectives, effective verbs and adverbs, similes and metaphors. Remember that the words and actions you choose can give the reader clues about a character’s personality and situation by suggesting it rather than saying it.

Try this Read this description of a character from The Hundred Thousand Kingdoms by N.K. Jemisin. Face like the moon, pale and somehow wavering. I could get the gist of his features, but none of it stuck in my mind beyond an impression of astonishing beauty. His long, long hair wafted around him like black smoke, its tendrils curling and moving of their own volition. His cloak – or perhaps that was his hair too – shifted as if in an unfelt wind. […] The madness still lurked in his face, but it was a quieter madness now, not the rabid-animal savagery of before. Something else – I could not bring myself to call it humanity – stirred underneath the gleam.

Pick out and write down the adjectives in this description and think about what they tell the reader about the personality of the character. Think about the verbs used. For example, what does the verb ‘lurked’ suggest about the character? Complete this answer on a separate piece of paper.

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CHAPTER 8 STRUCTURES OF WRITING

Remember that the way a character speaks also reveals their personality. Instead of only writing ‘he said/she said’, make sure your use of verbs is interesting and precise. For example, you could use ‘he bellowed’ or ‘she whispered’.

Try this How many different words or synonyms can you think of for the word ‘said’? Make a list of at least ten alternatives and decide what the words might suggest about the way a character is feeling. For example, the verb ‘grumbled’ might suggest the character is depressed, fed up or unhappy, and the word ‘yelled’ might suggest the character is feeling scared, excited or enthusiastic. Complete this answer on a separate piece of paper.

Body language is also important when creating and describing a character as the way a character moves and behaves can suggest how that character is feeling.

Try this Look at the table below. For each description of body language, decide what you think are the most likely feelings. An example has been done for you. Description of body language

Most likely feelings

Looking down and not making eye contact

Embarrassed/shy/guilty

Eyes wide open and staring Folding arms and frowning Growing redder in the face Hands behind head with elbows stretched out Raising eyebrows and shaking head Shrugging shoulders Tapping foot or fingers Pointing at a person while talking Winking

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Writing a specific type of text for a particular purpose and audience

HINT Remember to suggest not tell in your writing.

TOP TIPS Before you start a piece of writing, ask yourself ‘What am I trying to do?’ It will usually be one of the following: l Persuade l Give information l Entertain l Express an l

opinion Ask someone to take action

Sometimes you will be doing a combination of these things.

Writing a specific type of text for a particular purpose and audience On Paper 1, you will be asked to write a specific type of text (for example, a letter, a speech or a report) and also for a specific purpose and audience. To write effectively you need to identify the reason for writing (purpose) and the people who will read it (audience). When you have done this, you will be able to think about the appropriate tone (register) and the type of words you will use (style).

Try this Read this piece of writing by a student.

Do you ever wonder why teachers hate mobile phones? Because they can’t use them? Or maybe they hate the way we brandish them around? Well, I’m not going to keep you guessing. Teachers, like many of our elders, are not up to date with twenty-first-century technology. So, when we can text, phone, look up information on the internet and play games, they become jealous. Great, isn’t it? I must say that it ’s a huge blessing on our part to see people who are senior to us struggling to get to grips with these simple devices. I mean, what is so difficult about pressing a few buttons? Mobile phones are the best thing ever invented. What is wrong with them? They are perfect! All we need now is for them to make you dinner and do your homework (just kidding, Mrs Smith) and we won’t have to lift a finger ever again! Now I would like you to decide whether mobile phones are a blessing or a curse, but I hope that with my points you will say it is a blessing. Thank you for listening.

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CHAPTER 8 STRUCTURES OF WRITING

1 What type of writing do you think the student was asked to produce? How can you tell?

2 What do you think the student was asked to do? (What is the purpose?)

3 Who do you think the student’s intended audience is? How can you tell?

4 What sort of register or tone has the student used? Find some examples to prove this.

Writing a speech

The purpose of a speech is to persuade your audience to agree with your point of view. In order to do this, you will use persuasive techniques.

Try this Read through the persuasive techniques in the table below. Fill in the right-hand column to explain the effects of the techniques. Persuasive technique

Effect

Rhetorical questions Persuasive/emotive/ dramatic language Facts/information/statistics Direct address Expert opinion Superlatives Tripling/repetition

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Writing a speech

Try this Look at this extract from Animal Farm by George Orwell. Identify and explain the effects of any persuasive techniques used here. Complete this answer on a separate piece of paper. ‘Now, comrades, what is the nature of this life of ours? Let us face it: our lives are miserable, laborious, and short. We are born, we are given just so much food as will keep the breath in our bodies, and those of us who are capable of it are forced to work to the last atom of our strength; and the very instant that our usefulness has come to an end, we are slaughtered with hideous cruelty. No animal in England knows the meaning of happiness or leisure after he is a year old. No animal in England is free. The life of an animal is misery and slavery: that is the plain truth. ‘But is this simply part of the order of nature? Is it because this land of ours is so poor that it cannot afford a decent life to those who dwell upon it? No, comrades, a thousand times no!’

Try this Your school or college wants to raise money for charity. You have the chance to speak in assembly to persuade your school/ college to support a charity of your choice. Write your speech. Here are some ideas you might want to think about: HINT In your opening paragraph, remember to introduce yourself and state the purpose of your speech.

l

Information about the charity Why it is a good charity to support l Some ideas about how to raise the money l Why students should get involved l

Complete this answer on a separate piece of paper.

Try this Now you are going to practise your skills. Read this question. A lot of older people do not use social media or the internet, either because they don’t see any value in them, or because they are afraid of modern technology. You have been asked to give a speech to a group of older people to persuade them to use computers and the internet. Write your speech. l

Identify the important words in the question. Decide what your purpose, audience, register and style will be. l Spend five minutes writing a plan to help you complete this task. l

Complete this answer on a separate piece of paper.

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CHAPTER 8 STRUCTURES OF WRITING

Try this Read this extract from a student response to the previous task.

I understand many old people don’t use computers or the internet either because they don’t see any value in them or because they are afraid of modern technology. However, modern technology won’t bite or eat you up, so what ’s the point in being frightened of them? On the other hand modern technology like computers and the internet have numerous amounts of benefits out there for people to discover. You can go on Facebook for keeping in touch with distant relatives and friends. No matter where you stand, you’ll find the distance is not the problem. You will still be able to have a ‘hello’ from them. Computer and the internet make everything closer. What three pieces of advice would you give this student to help improve this answer?

Try this Look at these opening sentences to speeches on different topics.

Tonight I am going to talk to you about why keeping a pet is a good thing. This speech is about how you can improve your fitness levels and why exercise is important. I am going to talk to you today about why it is important that all students study a science subject in school or college. Rewrite each opening sentence so that it will have a greater impact on the audience. You can add more details or information as well. Then choose your best sentence and write the next three or four paragraphs of the speech. Complete this answer on a separate piece of paper.

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Writing a formal letter

Writing a formal letter formal letter a serious letter written to someone in a position of authority

TOP TIPS Always remember to show that you understand the format of the task and that you know what you are doing by using the special features of the form you have been asked to use. Always aim to set your writing out correctly.

Here is the layout for a formal letter. Your address in the topright-hand corner – use a capital letter for each word in the address

2 Happy Street, Happy Town, Happyville HPY 123

Date written in full and not abbreviated The address of the person who will read your letter, lower down on the left-hand side

Begin with ‘Dear Sir/ Madam’ and finish with ‘Yours faithfully’ – capital Y but lower case f. If you begin with the name of the person (for example, ‘Dear Mr Chen’), end with ‘Yours sincerely’ – capital Y but lower case s

4 March 2022 The Principal International School Singapore Dear Sir or Madam,

Yours faithfully, Sign your name and then print it underneath

Lucy Langdon Lucy Langdon

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CHAPTER 8 STRUCTURES OF WRITING

TOP TIPS When you write a letter, you may find it helpful to plan your ideas using the abbreviation RDA: Reason for the letter – this should be made clear in your opening paragraph where you introduce yourself and state why you are writing the letter. Detail/development – this is the main part of the letter, in which you make all of your points and arguments. Action – this is your final paragraph in which you explain what you want your letter to achieve.

The purpose of a formal letter is to give the reader information, and often to persuade them to agree with your ideas or point of view as well. So, you will need to use many of the same persuasive techniques that you would use for a speech.

Try this Consider this task. The headteacher or principal of your school or college has decided to remove the subject of music from the curriculum. Write a persuasive letter to the headteacher/principal giving your views about this proposal. Read the tips in the box below and then write your letter. Complete this answer on a separate piece of paper. TOP TIPS Remember to plan your letter. Decide what your viewpoint will be – are you in favour of the proposal or against it? Be consistent throughout the letter. Write down a list of points to include in the letter. Then number them in order from the strongest point to the weakest point. Aim to have about four or five points. Start with your strongest point, so you can make an immediate impression on your reader, and finish with your second strongest point. Your ending must also have impact if you want your letter to have an effect – you don’t want it to trail off weakly. TOP TIPS Use this as a checklist to improve your work: l l l l l l

Have you set it out as a formal letter? Have you used the correct tone? The letter should be polite and you should make your points clearly and persuasively. Do you think you have included enough information and details in the middle paragraphs to make your argument convincing? Have you used connectives at the beginnings of the paragraphs to connect your ideas? Does the final paragraph clearly state what action you would like taken as a result of your letter? Are there any improvements you want to make to your use of persuasive techniques or your vocabulary?

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Writing a report

Ending with impact In the same way that your opening needs to make an impression, the way you end your writing needs to have an impact as well. Here are some possible techniques to make a final impact on your reader. l

You could use a question to make the reader think about what they have just read. For example, ‘Surely we can no longer ignore the frightening reality of the situation?’ l You could end with a warning, suggesting what will happen if your views are ignored. For example, ‘If we continue to feed our children with calorie-loaded junk food, we run the risk of becoming the first generation to outlive its children.’ l You could end on a positive, uplifting note, suggesting what will happen if your views are acted upon. For example, ‘Our actions could result in producing a future generation that is well motivated and enthusiastic.’

Writing a report

When you write a report, it is important that you communicate clearly and provide information. There is no need to write persuasively or include persuasive techniques in a report. You need to be factual and polite, not persuasive. Generally, you will be asked to write a report in relation to your school/college or the wider community.

Try this Read the following list of statements about report-writing and decide whether each one is true or false. Statement

True or false?

Reports should be written in formal English. A report should be clearly organised into logical paragraphs. The purpose of a report is to entertain the reader. You need to end a report with ‘Yours sincerely’. A report should be written in columns like a newspaper. Subheadings should be used to make the different sections clear. A report should grab the attention of the reader. The purpose of a report is to persuade the reader.

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CHAPTER 8 STRUCTURES OF WRITING

TOP TIPS Planning your answer is essential. To help you organise your ideas, jot down a heading for your report. Write down three or four subheadings you will use in your report. Write down a topic sentence to begin each paragraph under the subheadings. What other ideas could you include in each section?

Try this Consider this question. Write a report for your headteacher/principal on ways in which your school/college could be improved for students approaching important examinations. It might help you to make a quick plan, like the one below, to help you focus on what you need to do. l

Who is your audience? – headteacher/principal, who is busy and well educated and already knows the school/college well l What is your purpose? – to make clear what is wrong with the current situation and suggest improvements that can be made to help students preparing for important exams l What is your register? – formal, polite standard English – no slang l What is the format? – an organised report with paragraphs under subheadings, such as ‘Revision time’ and ‘Extra lessons’ Complete this answer on a separate piece of paper.

heading a line at the top of an article or page in a newspaper or magazine

format the way in which something is arranged or laid out on a page

Try this Here are two different introductions to an answer to the question above.

Example A

From: Adil Pearson To: Mr Chen, Principal, Singapore International School Purpose: to suggest ways in which the school can be improved for students approaching examinations. Introduction: School Council members were asked by the principal to identify the issues faced by students as they approach their Cambridge International exams, and to suggest possible solutions. In my role as a member of the Student Council, I have consulted other students and these are my findings.

Example B

Here is my report to the Principal about what the school needs to do to help students as they come up to their exams. Which example do you think has the most appropriate introduction? Explain why.

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Writing a report

What three things could the student do to improve Example B?

Now, write your own answer to the question, remembering the following features of writing an effective report. l l

l l l

Begin with a clear title, stating for whom the report is written and what it is about. Include a short introduction, making clear why you are writing the report, the background to it, how you reached your conclusions and where you found your information. Use separate subheadings for each topic as an effective way of organising your material. Aim for about three or four subheadings. Include a conclusion in which you sum up your main points and suggest what should happen next. Use a formal register with a respectful, calm tone.

Complete this answer on a separate piece of paper.

Check your understanding 1 2 3 4

Think of 2 things you should remember when writing a report. Give 2 layout features of a formal letter. Why does the opening of a speech need impact? What are the 5 parts of a plan for a narrative?

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Practice test paper 1 Non-fiction Section A: reading

Read Text A and then answer questions 1–10.

Text A

Invasion of the Polar Bears! Fifty-two hungry polar bears have occupied Guba, a remote area in the Russian Arctic. The animals reportedly attacked locals, ransacked garbage dumps and barged into residential areas. 5

The massive invasion of polar bears prompted the region to declare a state of emergency. ‘People are scared, afraid to leave the house … afraid to let their children go to school,’ a local resident stated. ‘There are between six and ten polar bears constantly in the village.’

It’s not uncommon to see polar bears near the area’s southern coasts, 10 where they regularly converge in winter for seasonal seal hunts. However, thinning sea ice caused by global warming is driving the bears inland in search of more readily available meals. However, scavenging in bins isn’t all the beasts are doing. Pictures posted over the weekend show the bears traipsing through empty 15 schoolyards and even infiltrating the corridors of office buildings in search of food. To protect the town, locals have built extra fences around schools and other sites, while special patrols try to scare off the bears with cars and dogs. These measures have shown no tangible results in 20 frightening the bears and a special task force of ‘experts’ is on its way to assess the worrying situation. Polar bears are considered a vulnerable species around the world as global warming continues to diminish their sea ice habitats. In the Arctic, where the world’s estimated 22,000 to 33,000 polar bears live, 25 average temperatures are warming twice as fast as the rest of the world, resulting in huge declines in sea ice every year, according to a December 2018 report released by the National Oceanographic and Atmospheric Administration (NOAA). As sea ice melts, polar bears have to travel farther and work harder to 30 catch seals, causing some to starve to death in the process. Others – like those that invaded Guba – would rather eat garbage, it seems.

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Section A: reading

1 Look at the first paragraph. Give one adjective that describes where the polar bears live.

[1]

2 Look at the sentence in lines 1–2: ‘The animals reportedly attacked locals, ransacked garbage dumps and barged into residential areas.’ Why does the writer use a long sentence here?

 [1]

3 Read the second paragraph. According to this paragraph, how have the residents been affected by the presence of the polar bears?

[2]

4 What does the reader learn about how the habits of the polar bears have changed in the fourth paragraph (‘It’s not uncommon to see polar bears […] of more readily available meals’)?

 [2]

5 Look at the sentence, ‘However, scavenging in bins isn’t all the beasts are doing.’ Write down one word from the sentence that makes the polar bears sound dangerous.

 [1]

6 Look at the phrase ‘a special task force of “experts” is on its way to assess the worrying situation’. What does the use of quotation marks above tell the reader about the writer’s opinion of the task force?

 [1]

7 In the seventh paragraph, what does the word ‘vulnerable’ tell us about the position of polar bears?

 [1]

8 What is the purpose of the seventh paragraph?

 [1]

9 What technique is used in the line ‘Others – like those that invaded Guba – would rather eat garbage, it seems’? Tick (✓) one box. – simile – parenthesis – personification – synonym

 [1]

10 Give two features of a newspaper article used in Text A.

 [2]

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PRACTICE TEST PAPERS

Read Text B and then answer questions 11–18.

Text B

Mountain Gorillas

5

Youngsters tumble, climb, and run playing follow the leader. Another group plays a rowdy game of king of the mountain. Several adults watch the action, relaxing nearby. Is this a playground scene at school? No, guess again. It’s a lush mountain forest high in the Virunga mountains of Africa, and the playmates are young mountain gorillas under the watchful eyes of their mothers.

For a long time the image most people had of a gorilla encounter included chest pounding, roaring, charging, and vicious, bared teeth. But researchers studying gorillas reveal a very different picture of 10 mountain gorillas. The animals are peaceful, gentle, social, and mainly vegetarian creatures. The occasional ferocious-looking, impressive displays are generally from a male gorilla protecting his family group from a threat. A recent survey produced the excellent news that the mountain 15 gorilla population is now estimated at 1063 individuals, up from fewer than 900 individuals in 2010. This increase is primarily due to the co-operation from communities that live near mountain gorillas and tourists, who pay high prices for the privilege of trekking to see mountain gorillas. 20 The primary threat to mountain gorillas comes from forest clearance. Conversion of land for agriculture and the need for natural resources such as firewood lead to varying degrees of deforestation.  Gorillas are vulnerable to human diseases, and when coming into contact with humans can pick up a variety of illnesses – even the 25 common cold can prove fatal. As gorillas have not developed the necessary immunities, first time exposure to an illness or virus that is relatively harmless to humans may devastate an entire population. Mountain gorillas live for 35–40 years in the wild. They typically move only about 500 metres per day, due to the mountainous terrain 30 and readily available food. Male mountain gorillas usually weigh 195 kg with an upright standing height of 168 cm. This compares to females, at 100 kg and 140 cm. They live primarily on the ground but will climb sturdy trees in order to find food. Mountain gorillas live in family troops of up to 20 individuals, made 35 up of one adult male who is usually older than 12 years (often called a ‘silverback’ because of the silver fur on his back), a few adult females and their offspring of various ages. Some troops will have more than one mature male, but only one leader/alpha male. The subordinate male (often called a ‘blackback’, and typically 8–12 years old) plays a 40 backup role and will assume the leadership role if the silverback dies.

11 What is the main purpose of Text B? Tick (✓) one box. – To encourage people to view mountain gorillas – To give people information about mountain gorillas – To warn people about the dangers of mountain gorillas – To persuade people to help protect mountain gorillas

 [1]

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Section A: reading

12 Pick out and write down one word from the first paragraph that means ‘noisy’. [1] 13 Look at the sentences ‘Is this playground scene at a school? No, guess again.’ Why does the writer use the short question and answer here?

[1]

14 According to the second paragraph, why do gorillas pound their chests and look angry? [1] 15 In the third paragraph, why does the writer use the word ‘estimated’? [1] 16 What, according to the fourth paragraph, is the main danger to mountain gorillas? [1] 17 A friend is interested in mountain gorillas and wants to find out more information about them. Complete the fact file about gorillas below using information from Text B. Life expectancy

-

Height

-

Weight

-

Family troops

-

18 Summarise what you know about social groups of mountain gorillas in no more than 30 words.



[3]

 [3]

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PRACTICE TEST PAPERS

Section B: writing 19 Some people believe that it’s wrong to keep animals in captivity in zoos or safari parks. Others think zoos do valuable conservation work while allowing the public to see unusual or endangered animals. What do you think, and why? Write a balanced argument, giving your opinions. You could include some of the following: – Whether you think it’s better to see animals in the wild or in zoos – Your own experience of seeing animals in different environments – Your own ideas about animals [25] Write your plan in this box and then write your answer on a separate piece of paper.

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Practice test paper 2 Fiction Section A: reading

Read the extract below, and then answer the questions that follow. The extract is taken from the opening of the novel Half of a Yellow Sun by Chimamanda Adichie. It is set in Nigeria in 1960. Ugwu, a thirteen-yearold boy, is starting work as a cleaner for a university professor in the city.

5

Master was a little crazy; he had spent too many years reading books overseas, talked to himself in his office, did not always return greetings, and had too much hair. Ugwu’s aunty said this in a low voice as they walked on the path. ‘But he is a good man,’ she added. ‘And as long as you work well, you will eat well. You will even eat meat every day.’

Ugwu did not believe that anybody, not even this master he was going to live with, ate meat every day. He did not disagree with his aunty, though, because he was too choked with expectation, too busy imagining his new life away from the village. They had been walking 10 for a while now, since they got off the lorry at the motor park, and the afternoon sun burned the back of his neck. But he did not mind. He was prepared to walk hours more in even hotter sun. He had never seen anything like the streets that appeared after they went past the university gates, streets so smooth and tarred that he itched to lay his 15 cheek down on them. He would never be able to describe to his sister Anulika how the bungalows here were painted the colour of the sky and sat side by side like polite well-dressed men, how the hedges separating them were trimmed so flat on top that they looked like tables wrapped with leaves. 20 His aunty walked faster, her slippers making slap-slap sounds that echoed in the silent street. Ugwu wondered if she, too, could feel the coal tar getting hotter underneath, through her thin soles. They went past a sign, ODIM STREET, and Ugwu mouthed street, as he did whenever he saw an English word that was not too long. 25 He smelt something sweet, heady, as they walked into a compound, and was sure it came from the white flowers clustered on the bushes at the entrance. The bushes were shaped like slender hills. The lawn glistened. Butterflies hovered overhead. ‘I told Master you will learn everything very fast,’ his aunty said. 30 Ugwu nodded attentively although she had already told him the story of how his good fortune came about: while she was sweeping the corridor in the Mathematics Department a week ago, she heard Master say that he needed a houseboy to do his cleaning, and she immediately said she could help, speaking before his typist or office 35 messenger could offer to bring someone. ‘I will learn fast, Aunty,’ Ugwu said. He was staring at the car in the garage; a strip of metal ran around its blue body like a necklace. ‘Remember, what you will answer whenever he calls you is Yes, sah!’ ‘Yes, sah!’ Ugwu repeated.

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PRACTICE TEST PAPERS

40 They were standing before the glass door. Ugwu held back from reaching out to touch the cement wall, to see how different it would feel from the mud walls of his mother’s hut that still bore the faint patterns of moulding fingers. For a brief moment, he wished he were back there now, in his mother’s hut, under the dim coolness of the 45 thatch roof; or in his aunty’s hut, the only one in the village with a corrugated-iron roof. His aunty tapped on the glass. Ugwu could see the white curtains behind the door. A voice said, in English, ‘Yes? Come in.’ They took off their slippers before walking in. Ugwu had never seen a 50 room so wide. Despite the brown sofas arranged in a semi-circle, the side tables between them, the shelves crammed with books, and the centre table with a vase of red and white plastic flowers, the room still seemed to have too much space. Master sat in an armchair, wearing a vest and a pair of shorts. He was not sitting upright but slanted, a book 55 covering his face, as though oblivious that he had just asked people in. ‘Good afternoon, sah! This is the child,’ Ugwu’s aunty said. Master looked up. He pulled off his glasses. ‘The child?’ ‘The houseboy, sah. He will work hard,’ his aunty said. ‘He is a very good boy. Thank, sah!’ 60 Master grunted in response, watching Ugwu and his aunty with a faintly distracted expression, as if their presence made it difficult for him to remember something important. Ugwu’s aunty patted Ugwu’s shoulder, whispered that he should do well, and turned to the door. Ugwu stood by the door, waiting.

1 Look at the first paragraph. Give one phrase that shows that Ugwu’s aunty is whispering.

[1]

2 Which of these words would best describe Master in the first paragraph? Tick (✓) one box. – Rude – Eccentric – Humorous – Respectful



[1]

3 Write down 2 separate phrases from lines 5–7 that suggest Ugwu’s anticipation of the city.



[2]

4 What technique does the writer use in the line ‘the bungalows here were painted the colour of the sky and sat side by side like polite well-dressed men’? – Metaphor – Alliteration – Simile – Hyperbole 

[1]

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Section A: reading

5 Explain what the line in question 4 tells us about Ugwu’s impression of the city. [2] 6 Explain what the line ‘streets so smooth and tarred that he itched to lay his cheek down on them’ tells us about Ugwu’s attitude. [1] 7 Read the fourth paragraph. The writer makes the place seem pleasant and friendly. Explain two ways in which the writer does this. Support your answers with examples from the text.

 [4]

8 Read the fifth paragraph. What impression do we have of Ugwu’s aunty here? Write down a quotation to support your impression.  [2] 9 Write down two differences between Ugwu’s living quarters back home and this new environment.  [2] 10 Explain in your own words what the line ‘as though oblivious that he had just asked people in’ means. [1] 11 What impressions do we have of Master’s room from the eleventh paragraph? Make two different points and support each one with evidence or a quotation.  [4] 12 Read the fifteenth paragraph. Give two phrases that create a negative impression of Master.

 [2]

13 What impression do we have of the relationship between Ugwu and his aunty in the fifteenth paragraph? Support your point with a quotation.  [2] 93

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PRACTICE TEST PAPERS

Section B: writing Write a story about a time that someone visits an unfamiliar place for the first time. You should consider l

whether you are writing about yourself or a fictitious character l the setting l how the character feels.

[25]

Write your plan in this box and then write your answer on a separate piece of paper.

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Glossary adjective a describing word adverb a word that describes a verb/action alliteration repetition of consonant sounds at the beginning of words for effect antonym a word that means the opposite of another word apostrophe a punctuation mark (’) used to show that letter(s) have been removed (omission), or to show that something belongs to someone (possession) argument a piece of writing where different viewpoints are considered atmosphere the tone or feeling of a piece of writing audience the people for whom a piece of writing is intended autobiography a piece of writing about your own life biography a piece of writing about someone else’s life brackets the symbols ( ) put around an extra/separate word(s) in a sentence, see parentheses climax the point of highest tension in a story colon a colon is a punctuation mark (:) and often precedes an explanation, a list or a quoted sentence comma a punctuation mark (,) indicating a pause between parts of a sentence or separating items in a list comparative an adjective expressing a comparison between two things, recognised by the suffix -er or the word more, such as braver, more fiercely complex sentence a sentence with two or more verbs and containing two or more pieces of information

ellipsis a set of dots (…) to show where words are missing or to suggest that something more is to come emotive language words that affect the reader’s emotions enjambment a run-on line of poetry essay a piece of writing on a particular subject euphemism a word or phrase used instead of one that might cause offence exclamation mark a punctuation mark (!) used to indicate strong feelings expert opinion a comment on something given by someone who knows a lot about the subject explain to make (an idea or situation) clear to someone by describing it in more detail or revealing relevant facts facts things that are known or proven to be true flashback a scene that goes back to events in the past fiction pieces of writing about imaginary events or people first-person narrator a narrator writing from his or her viewpoint using I formal letter a serious letter written to someone in a position of authority format the way in which something is arranged or laid out on a page full stop a punctuation mark (.) to indicate the end of a sentence genre a style or type of writing (or art or music) grammar how words work together to make meaning

compound sentence a series of simple sentences joined together with a word like and or but

headline a heading at the top of an article or page in a newspaper or magazine

conjunction a joining word (a type of connective), such as however, because, and

heading a line at the top of an article or page in a newspaper or magazine

connective a linking word, used to join together words, phrases or clauses, or to show relationships between sentences, such as and, but, then

homophones words that sound the same, are spelt differently and mean different things

definite article a word that comes before a specific noun (the) direct address use of the second person (you/your/ you’re) to appeal to a reader direct speech the actual words that are spoken dystopia an imaginary world or society in which people suffer or are treated unjustly

hyperbole the use of exaggeration for effect hyphen a sign (-) used to join two words or two parts of a word together indefinite article a word that comes before a non-specific noun (a or an) interview when a reporter asks someone questions about what happened for a newspaper report

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GLOSSARY main clause the part of a sentence that makes sense on its own metaphor a comparison between two things that does not use the words like or as minor sentence a short, incomplete sentence that does not include a verb mnemonic a pattern of words or letters to help you remember something mood the feeling that a writer is trying to create by using certain words

quotation words or phrases taken from a text register the formality and choice of vocabulary needed in certain situations repetition the repeating of ideas or words report an account of something, often formal, that gives information that has been collected rhetorical question a question asked in order to create a dramatic effect or to make a point rather than to get an answer

narrative a story or an organised and coherent account of a series of connected events

semicolon a punctuation mark (;) indicating a pause, typically between two main clauses, that is more pronounced than that indicated by a comma

narrator the person who is telling the story

setting the place or location where an event takes place

non-fiction writing about real people and real events

simile a comparison between two things using like or as

noun a naming word for a person, a place or a thing

simple sentence a sentence that has a subject and one verb

onomatopoeia the use of words to indicate the sound they make, such as buzz, crack opinion a view about something, which may not be based on fact paragraph a group of sentences about the same idea or topic parentheses the symbols ( ) put around an extra/ separate word(s) in a sentence, see brackets parenthesis a word or phrase inserted as an explanation or afterthought into a passage which is grammatically complete without it; in writing, usually marked off by brackets, dashes, or commas participles -ing words past tense a tense that describes something that has already happened in the past, such as he went personification human characteristics given to inanimate objects persuade to encourage someone to do something plot storyline plural a word showing more than one of something preposition a word that tells you where or when something is in relation to something else, such as on, under present tense a tense that describes something that is happening in the present, such as she is going pronoun a word used instead of a noun, such as I, you, it proofreading checking your work for spelling, punctuation and grammar mistakes, and sense proper noun the name of a particular person, thing or place purpose the reason why something is written

speech a piece of persuasive text delivered to an audience statistics facts, figures and data structure the way ideas are organised style the way a writer writes, the words they use and how they use them subject the part of the sentence that does the action subordinate clause the part of the sentence that doesn’t make sense on its own and depends on the main clause suffix a letter or group of letters added to the end of a word to create a new word or to change the meaning of the original word summary a shortened version of a text that includes the important details superlative an adjective expressing the highest or a very high degree of a quality, recognised by the suffix -est or the word most, such as bravest, most fiercely synonym a word with a similar meaning to another word, such as ‘ancient’ being a synonym for ‘old’ third-person narrator this narrator does not take part in the events of the story tone the feeling or mood of a piece of writing topic sentence a sentence that outlines or summarises the main idea or subject of a piece travelogue a piece of writing about travel tripling using three related words or phrases for emphasis verb an action or ‘doing’ word vocabulary words that are used vowel suffix a suffix that begins with a vowel, such as -ed, -ing

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Cambridge Checkpoint Lower Secondary English Revision Guide for the Secondary 1 Test Boost eBook Boost eBooks are interactive, accessible and flexible. They use the latest research and technology to provide the very best experience for students and teachers. ●

Personalise. Easily navigate the eBook with search, zoom and an image gallery. Make it your own with notes, bookmarks and highlights.

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Revise. Select key facts and definitions in the text and save them as flash cards for revision.

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Listen. Use text-to-speech to make the content more accessible to students and to improve comprehension and pronunciation.

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Switch. Seamlessly move between the printed view for front-of-class teaching and the interactive view for independent study.

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Download. Access the eBook offline on any device – in school, at home or on the move – with the Boost eBooks app (available on Android and iOS).

To subscribe or register for a free trial, visit www.hoddereducation.com/cambridge-checkpoint-english