INTERNATIONAL Pad | aay iO a rg DRC elyAWA Detailed contents About the student Book Unit t Heroes and vil lains and villains 1 Telling stories 0 Tnths ection you wl explore diferent way to tell stoves ond make them sucess 2 Building a character “ Inthis section you wil explore how oweter rata © ‘ileinu carat, ond thn rete your oun ili, 3 creating danger 1% In tis sect. you wil explore ways of esting tense exting action in story. ‘4 openings 2 {nts secon you wil explore the opening of ‘hort ory ond then wt your um 5 Assessment 6 In this econ you wil aniwer quations ona short etrct and wrt tory opening to esess our rogresin the unit so fx. 6 Story structure 28 In this secon you wil explore the purposes of eas in tons ondhow they are stcturea TEndings a In this secton you wil explore diferent wos of ending oso, 8 Ways of telling stories 38 In thie ection you wil explore diferent way of ‘ving the onder information. 9 Structuring sentences 40 Inthe section you wil explore sentence structure ches end ther impect onthe ead 10 Reviewing, revising and proofreading 44 Inti section, you wl develop your ssn checking ‘the ocuracy one etfectivnes of you wring. 1M Assessment 48 Inthissection you willwnte a shetty. Detailed contents Unit 2: Safe and sound 1 Spotting persuasive techniques In this ection you wil entity key points of Informtion and vocabulary choles the writer os {se to parsvode you 2 Persuasive vocabulary In is section, you wl explore further how writes! choices feos ond language ron make oer mace penuasve ‘3 Responding to a text Inths ection. you wl develop your sls in responding totes, ‘organising your response nth econ. you wl expore woys of agonising a 5 Assessment {nth section you wil answer questions one short ‘envoct and witeo short response oto ose, ‘your progeein the unit oor 6 Persuasive paragraphs Inti secon you wil explore porogroph structure Ime persuasve nsvuctin et. ‘7 Persuasive structures In this secton you wil explore the stucture of 0 posucsve ot, 8 Exploring the writer's choices In this sacton you wil explore how te ws holes of ies vocabulary and sentence suctte an make tents more pease 9 Rhetorical devices Inti section you wil explore how ovary of ‘eto devs con moke a ext more persue, 10 Getting ready to respond nth setion you wil develop your skis in idert¥ying relevant features of «text ond penning Assessment In this section you wil answer questions on text tosses your progress in this unt. 56 60. ™ 90Unit 3: A perfect world 1 Exploring a fictional future inthis ection. you wil expire how writers con lenge ther eadesn on iagnary word 2 Building an argument In this secon you wil explore he strate ofan ergument text ond pian your oun, 3 Choosing vocabulary 1 nth secon, you will explore how writers imply locos ond select voecbular to od pat to them, 4 Choosing vocabulary 2 In ths seeton you wl explore how nouns and verbs con be modified with adjectives and adverbs {9.0380 therimpoct 5 Assessment {inthis secton, you will answer question on @ short ‘ertrct ond wie o short argument txt oases yourprogesin the units for 6 Supporting key points nth section you wl expare how writers suppor ther idea wth evidence, examples ‘ond explanations 7 structuring sentences Inti secon, you wil expla and expeiment wth ‘the impact tht ierent sentence wctires an have on your writing {8 Using rhetorical devices {nth section. you al explore woys in which etal dees con ad inact fo yourdeos 9 introductions and conclusions {ths section. you willexpare the contribution that invoductions ond cnclaens make t fective argument texts, 10 Reviewing and revising In ths section you wil explore ways of coectng fond developing respon tog tas much import os possible ‘Assessment inthis secton, you will write on article arguing 98 06 108 ne m0 ma us 2 Detailed contents Unit 4: World of sport 1 summarising 6 1h is sction, you wl develop your sls nang, Lndestandng ond sumimorsing on information et. 2 informing and deseribing 140 In thissction, you wl explore how wie select infometion and ad deeription to ocave 3 Selecting evidence me {nth ection you wil develop your stein Selecting revo, focused evince to sport you response toon infomation tet ‘4 Exploring voeabulary choice m8 Inti section. you wil explore the witer’ choice ‘of vocabulary ‘5 Writing a response 2 [nth ection you wl develop your skis n responding tote, 6 Assessment 156 In this secton, you wil nawer questions on 2 ‘hort evtroct ond wit etic rerponee ‘essess your progern the unt for, 7 Structuring an information text 158 In ths econ you wil explore nays of return Informotion tet o guise the reo end anv) infomation flee. {8 Exploring vocabulary and sentence choices 62 Inti secon, you wi explore the writer's choice of iferent sentence stururs ond ther pact onthe recs 9 Planning a critical response 66 In this section you wil develop your sls in Ideniying sigeteant choses the writer hos mode, so thot yuan comment on tha eect 10 Comparing information texts 70 inthis section. you wl compare the information in ‘wo exvacts an the witer fren tenons, Assessment 7 Inthis section you wil answer questions on two trot fo ates your progress tis uni Pye mA Unit 5: A moment inti 1 writing autobiographically Ini scton, youl explore some of the ky {eotues that help wer fo explain and descrbe 2 Exploring structure and intention Inti action, you wil explore how ters souctre ‘ent to con the readers response, 3 Using narrative structure Inthe eton you wil explore moys in which you con engoge render by stuctring your text ‘estoy. ‘4 Choosing precise vocabulary Inti section you wil explore the importance of Corel voeanuaryehoiee hen you ere wing to ‘rploin and o describe, 5 Assessment In tis section, you wi anawer questions ono short trie end then write your owe to ese5s your progeisin the units fr. 6 Expressing feelings nth ection you wil explore diferent woy in vihich wits convey thoughts ond eating 7 structuring paragraphs tn this secon, you wil explore the structure of porogrophs nen wring to explon and descrbe. {8 Experimenting with sentences Inthe ection. you wil explore ferent wey in ‘which fenfences con be sretured toad any fond impact to. witer’ iden. ‘9 Experimenting with openings Inthis section you wil explore ways t engage yourreader with oneective opening 10 Experimenting with endings {inthis section, you wl experiment with rating ‘saying ending for our wing Assessment Inthe section, you wil rte an erie expoining ‘ond deterbing omamorable experince Unit 6: Dramatic! ‘curtain up tnt section you wil expere woysin whieh a ploy con engoge is cucence 2 Setting the seene Inthe section, you wil explore how o writer con intoduce sting, ood ana charectrin jst @ ‘eines ot the very begining of playserpt. 3 From page to stage nth setion, you wl expore woys in which Serpe canbe ceatd from ostry wien in prose 4 Creating conflict In tis section you wil explore how playurghts conte conf o shape sors. 5 crafting characters In ths ection, you wl expire how playwrights ve logue to crete character 6 Assessment In thie ection you vil nawer questions on 2 ‘hort enrct and we ea sponse to ‘uss your progresin the unit so for. ‘7 Shakespearean speech inthis ecton you wil explore shokespoore’s langage and how he uses dologue ta develop ‘horcters and reatnshis Performing nth ection. you wl expore how performing {sane erent ways con chonge Your fesponis to characters ond evens 9 Exploring themes Inthe ection, you wil xplore how Shotespeore ‘rors the tema of power nthe ploy Macbeth, so Introductions and conclusions 254 In this section, you wil develop yur ital wring sls, explaring woytafinredcig and conluing You responses, tH Assessment 258 Inthe vecton, you wll answer questions ona text tosses your progressn this untunit 1 ae Lie LT ah nc a ‘© explore different ways to tell stories and make them successful. eee ee Rk ‘own villain. Seo er ee cua eee eae ec cs ee et eon ncn Cd © explore the purposes of ideas in stories and how they are structured. ee errs ‘© explore different ways of giving the reader information. eee tee a © develop your skills in checking the accuracy and effectiveness of your writing. Renan sanETT tC eee Cg a Telling stories Oe Coe one ear to tell stories and make them successful Extract As taken from a story based on an ancient Greek myth: the twelve tasks of Heracles Y Read Extract A and then answer the questions that follow it. 1 For tn ong yeas, King Eurystous hed been tying to hoop promise he had made othe godess Her. He ‘ad pledged ta help her detet her enemy, Heracie, ‘by creating a series of imposible ass for Heracles 5 to peta. and when ~ Heracles fad atthe tasks, he woud eter ie orremain enslaved to Euystnus forever And Hera would be delighied. ‘Ther was just one problem, Each time Euysthaus ‘ought he's come up with a uly impasse 10 tab, Heracles seme to complet it easy. Using ‘amir of caurege, cunning and supertuman strength, Heracles had outited giants, detested ‘monsters and even cleared twenty years wort of cou dung out of te work’ smalet stables ina ‘lng day. Now, Eurysteus adjust oe lst chance to create amision hat even Heracles was bound to fall. So he summoned Herts int his presen to receive his al dovestating order. “Goa onc othe Underworé sald Estes, and 20 binge King Plt's ar dog, the mighty Carbarus erates thought about wha he King was aking. Carberis was he most tenting and powerful dog whoa over Ived acho his tree heads was more fearsome than tho last and his al was a deadly 25 cragon's. si Carbers, the mighty monsters Herel had aready defeated were ax puny a5 ‘uppies. "Very wel, Euystheus” he sald" have na cholo butt obey" Witout anther word, Heracles 30 swept outof to plac. Batre he reached th outer gates, he was aleay panning how he ‘woul apt the monstrous og, and 9am is redo 35 once and fra Activity 1: Picking out the key points The extract sets the scene for the full story: it explains who is doing what, and why. Answer the questions below using as much Information as possible from the extract © wot does king Euystheus do, ond why? Wit one or two sentences explaining fet cae © what does Heracles do, and why? Write one or two sentences explaining your answer © Look ogoin at your answers to questions and 2, Check thot they contin el ofthe fellowing word. ‘goddess | promise | tasks | dog | Underworld | freedom If ony of these words ore missing, make sure you have included all the relevant information from the extract. If possible, add more information to your answers. W Unit t: Heroes and villains Seetion 1 Telling stor Pas CULM Leica Sentences can be written inthe msaetctin, Seurhits aout fective voice or the passive voice. feismeccim’ —eraoes Seton The active voce fs more common t | axes ou who de wht io Teme Melee whom. For example In the passive voice, the subject oectuse and object change places. The person or thing that performs the action in the passive voice is called the agent. This can be added or left out. For example: Shears Cerberus was defeated (by Heracles). © which one ofthe following sentences is writen inthe pessve voice? Write one sentence explaining how you can tel [A The writer presents Cerberus a5 0 ‘monstrous dog’ 3 Cerberus is presented as o monstrous dag’ bythe write. © Av of the sentences below are witten inthe activ voice, Rewrite them inthe sasha woce foreach one, decide wheter you wont to add or leave out the agent 0) Herocles cleaned the smelly stables. _b) Heracles completed all of the tosks ©) King Eurystheus ordered Heracles to kill Cerberus, Activity 2: Thinking about characters © Whot impression has the writer created of the following choracters? Write one sentence about each, supporting each response with « quotation from Extract A 1a) King Eurystheus b) The goddess Hero «) Heracles d) Cerberus Check each quototion you cheats to make sure that you have not included irrelevant ‘words and that it mokes sense in your sentence. “The writer presents Cerberus as ‘thremrort terrifying and powerful dogho ‘re-ever lived Fachrof his three heads warmore fearsome tian the test!Section Telling stories Unit : Heroes and villains Extract Bs the beginning of a story that is olso about Heracles final challenge, but it is written indifferent style. Heracles has just come ashore fram the River Styx, which seporates the Underworld from the lving world Y Read Extract B and then answer the questions that follow it. |The air ofthe Underneria was cold an thek with an ancent ‘lone. The ony sound cma rm the oars oth wooden boat sit eteated across the right back rier leaving Heracles alone onthe iverbank: He shivered Washethe only thing ting in this daserted 5 ingore dead? Huge gates loomed abead a him. Torches sat high on ether sie of ‘hom kere myn the anki. ‘Stone grated roughly on stone as Heras shouldered the mighty Dalace gates aside Ase stepped thraugh, very comer of the 10 couryard shook wth a tenz f baying fury. For a moment, Heracles stood ast dazed. Then inthe dep arse byw estant oor, a tering shape began to emerge: righty hound, chainod toa masive stone pila, ts twee heads raised tothe moorlss shy, owing ard monstou in ape. 15 Before Heractes could gather hms, a arly shadowed figure tpped out into the courtyard. sence he beast with bloody unk of mat, end turned ts dead white oye to Heracles. nou wy you here said te gure. "\am here sald Heracles, steading his shaking vie, ocause King Euystheus ent me, is my nal challenge: 20 to bring your dog thm. So would be =" Heracles voice was stn a lato mocking laughter tat echoed trough the courtyard. nits yng echoes, the ‘igure ben and released th cals that bound the dog. Activity 3: Comparing two texts © Answer the questions below wth reference te Extract 8 ont ©) Whereis Herat ot the start of ths sary? 3) Why hos Heracles come to ths place? @ ext 8 contons es background information thon Extract A. As Extract B goes dn the writer wil hove to give the eade ll he importont information the raed to understand te try. 6} Which pieces of Intormation wil the writer of Extract 8 need oincude ater in the story? Look again at your answers to Activity for support by tract 8 describes o part of the story thot comes fer the events descbed in Extract A but kaso Fevecls things cbout Heracles though ond feeinge De You thnk Extroct A woul be improved if it reveoted these things too? Ute one {rw sentences to explain your answer, ging the Infomation you think outa be incladed in xtrect Unit t: Heroes and villains Section 1 Telling stories Activity 4: Comparing intention and response Think about how the writer ofeach extract tells the story © 20k ot the following summary ofthe whole story of Herocles and Cerberus Eurystheus sets Heracles imposible tasks, including capturing Cerberus world and faces Cerberus. Heracles captures Cerbervs and delivers him to Eurysthevr. Eurystheus begs Heracles to return the terrifying hound to the Underworld and gives Heracles his freedom ‘0) At what point in the plot does the writer of Extract A on page 10 begin the story? ') At what point in the plot does the writer of Extract 8 on page 12 begin the story? ‘©) Why might the writers of the two extracts have made these different decisions? it pein os te tt cet of lowing hrc Wie one e sentence about each, supporting each response with a quotation from Extract B. re Int wor yurinpesions eres tc art ® impressions of Heracles in Extract A? Write one or two sentences explaining your ideos, In Extract A, Heraclesis presented as Whereas in Extract B, the writer © Look again ct the following descriptions of Cerberus in the two extracts. Extract A Extract B Cerberus was tha most eying and ‘Then nthe dep darknes by 8 distant door a teying oweril dog who had ever lve. Each of shape bogan to amerge: a mighty hound, cane to his tire heads was moc fearome than the amascive stone pila ts tree hess ase othe las, and his al was a desly dragon’. monly, howling and monstrous ins age. Both versions create a similar impression. How has each writer done so? © co you prefer Extract A or 8 Write two or thre sentences explaining your choice,eee en ee ceed ay ITC Ute Me muyelcel eg eo eee a cee ee ees Potente In this extract, Wolter Hortright has come to challenge his enemy, the villainous Count Fosco. Welter knows an important secret cbout the Count - @ mark on his arm proves he was © member of o secret group called the Brotherhood, but he betrayed them. The Count has been keeping this secret becouse ifthe Brotherhood find him again, they wil kil him, Y Read the extract and then answer the questions that follow 1 He sped by me with the cuickness of though, locked he door, and put the Kayla his pocket, “Yu ad Me Hartight, ae excelent well apquantd wth one another by reputation he set Dit, by any ‘hance, ccurto you when you came to his house that was not the sort of man you coud ile wi?” "Wi accu to me replant havenot comet eile wit you. am ere ona mata fea death” 5 “Ona mate of ie and dest he repeated to himself. “Those words are more sarous, perhaps then you think. ‘What do you mean?" hat a ‘The perpaton broke out clon his brad forehead is than stole over the ede ofthe able, There was a rawer int, with tock, ante key wasn the ck *$0y0u know why 1am leaving London” he went on “Tel meth reason, you pees He tue the ey, nd unlecke the crawer a8 he spoke. "Tan do better than that replied. "can SHOW you the reso, you tke” “ow can you show “You have got your coat of sald “Roll up te shirt-sleeve on your left arm, and youl se I thee* 15 The same vid leaden chang passed over his aco which had een pass overt a the teat. The deadly liter ‘nis eyes shone steady and sagt into mine. Ho sid nathng. Buti ef hand sony opened the tabled, fd softy sipped int it ye hung by tread, and tke “Wi ite | sai. You have go the dor lacked - you se | don"t 20 move you see my hanes are empty. Wai a te. Ihave something more to say” You have sai enough he repli with a sue composira so ‘unnatural and so ghasty hat ted my nerves as mo autreak of violence could have tied them." want one moment for mown 25 thoughts you plese. Do you gues whet em hinkng about?" "Poaps Ido" "am hinkng® he remarked quit, “wheter shal edd othe Ssor6rin his room by catering your brains aout he feplace” Cori Activity 1: inferring character © Whot cives in the extract on page 14 reveal thet Count Fosco isa villain? © Look again ot the woy Count Fosco speaks ot the end of the extract "Yu Have sa enough? he rep am thinking? he remarked qulty, “whether shall add othe sore in his rom by scattering ‘yur brains about the Sreplace® \What does the writer suggest or reveal about Count Fosco’s character through his speech? Note down the effect of each example, © Look ot what count Fosco says earlier n the extract, Wha further things can you infer about hs cheracer rom whet he soy choose quotations as evidence to suppor your ies CEMENT Lock carefully through the relevant part of the text for a sentence, phrase or ‘word that is particularly powerful in creating the effect you are describing. For ‘example, if you wanted to prove that a characteris presented as polite, you might select a sentence in which they say ‘please’ and ‘thank you' several times. ) © @ What information con you find in the extract about Count Fosco’s actions? 'b) What can you infer about his character from his actions? © tn your opinion, which reveols most about the character of Count Foo: his speech rhs ection? Write one orto sentences explaining Your eos, © o) whet information con you find in the extract about Watter Hertight? 1) What can you infer about his character from what he says and does? Activity 2: Responding to character @ How do you respond to the character of Count Fosco? Note down some words to express your response, You could choose from the vocabulary below. or use your own ideas. intrigued | frightened | disturbed | excited | revolted © Wiite wo or three sentences explaining your response ond how it wos formed, Using one or two quotations fom the enrects to support your ideosPn et ec Activity 3: Revealing a villain © tothe extract, sometimes Count Fosco seems more powerful, and at other times Welter Hartright seems to hold more power. Lock agein et the sections of elalogue below rom the extract on page Which character seems most powerful in each fection? How is this shown n ther Speech? ‘A "So yoU know wy |am leaving London? he went on, "Tel me the reason, you please He ture the ey, and unlocked te craweras he spake, can dobettrtan that replied. can SHOM youth essn, yuk? ‘Wow can you show i" "You have got your coat oI suid" up th sit-leave on your let am, and you wl either? ‘Witte said "You nave got he oor locked you see dont move = you ae my hands er empty, Wal ait. have something mort say? “You have sid enough he replied with sudden composure so unnatural and so ghastly that ted my nerves as no cutrak of vlence could have ted tem. “want one mamest fr my own hough, I you lease. Do you guess wat am thinking about © the author varies he length ofthe sentences when writing eilogue, For excmple, short sentences can add pace, on longer sentences ntertpted by dashes cud ‘ggert the characteris ervour or porcking, Why do you tink te ator vores the sentences in this way? What effect does it have? Skills Boost: Speech punctuation © 100k agen ot te sections of islogue in Activity 3. Use them to help you complete the ules of speech punctuctionbelw, Select on¢ option to compete toch sentence ‘The rules of speech punctuation ©) The words spoken are always enclosed in commas / speech marks / capitol letter 'b) There is elways «full stop /@ comma / some punctuation before the closing speech mark. ©) When the words spoken ore followed by an identifier, there is never acomma/a question mark/afullstop an entifer gives before the closing speech mark. information about who 4) When the words spoken are not followed by an identifier, | is speoking. For example: there is never acomma/a question mork/afullstop | she soi. before the closing speech mark = ——= © Now check that oll of the rules you have written are true of the examples of dialogue in Activity 3 Unit t: Heroes and villains Section 2 Building a character Activity 4: Building your own vill You are going to bulld a villainous character that could appear Ina story. Imagine that your teacher has lft the school and has been replaced by a villainous teacher. choose your intention © iow do you want readers to respond tothe Character ofthe villain you ore creating? You coud choot fom the vocabulory below, or use your own ideo ‘amused | frightened | disturbed | excited | revolted {All the choices you moke inthis activity should help ‘you to achieve your intention, imagine © Picture the scene ot te stort ofthe story students ae sitting in oclssroom The teacher enters. Wot isthe fst Impression you want to create ofthis chorocter? {Wee one of two sentences summarising your idecs. Develop your ideas © Think obout speech that wil show the reader whet your vileinouschoracter is ike White down two or three things te teacher could sayin the classroom. © Tink obout the ections thot wil show the reoder what your vilainous character Ir he: Note down two or thre things the teacher could inthe clasvoom. Ask youre ow does ny vilain move oround the casroom? + Hew does my willn teat the students? + Athot might my vilin do wit objets In the casroom, suchas tables nd books? © Think about your description of this villainous character's appearance. Choose two key features thot you could describe. You could describe your choracter’s: hair nose | eyes | ears | teeth | smile | shoes © Finally, give your villoinous character a name. Aim to choose a name that suits his or her villainous nature.ES cee Lei dale liet tg oe et Ce ee eee ers This is on extract from o short story. Fourteen-yeay-old/lex Ryder is investigating the car crash in which his uncle i thought to hove died. Alex finds his uncle's car in the locol breaker’s yord — ‘junkyard where old cors are crushed. As Alex tries to Inspect the car for clues, he hears voices, Y Read the extract and then answer the questions that follow it. 1 Witout thinking, Alex threw hist into the ty hiding place aval: insice the car et. Using his foo he hooked the door and closed it Ate same ‘men became aware thatthe machines had started agai and he could no engr hear the men He did't dare lok up. A shadow ol across te window asthe ‘two men pasod, But then they were gone, He was sate, 2 And ten something hit the car with such fore that ‘ex ced out is whole body cavhtin a massive shark wave that tore him away fromthe tering hoo and three him hlplessi into the Bac. The roof buckled and thee huge metal gers tore ‘through the skin ofthe car ke a fork trough an eagstal, alin dst and sunight. Oe ofthe fgers razed the side ot his aad. any laser an i woud tae crac is sal Alex yeledasblod ticked ‘ver his aye. Heed to move, then was jerked back a second ime as the car was ankod of he ground and Sled high up inthe a 3 He couldn se, He count ave, Bu his stomach lurched asthe car swung in an re, the metal grinding andthe ligt spnang The car had ben picked up by tho crane twas going to be put inside te crusher. ‘i in nie, 4 He ed to raise hiss up, to wave through the windows. But the claw of tho crane had already Aatones the rot, pining is tog, perhaps even breaking He coud feo noting. He ited a hand ‘and managed to pound onthe back window, but he uit break he gas. Even te workmen wore staring atthe cr, they woud never ee anything ‘ovng ni, 5 Hs short ah cross the nkyaré ened with ‘bone-shatiaring crash asthe crane deposited the car ‘onthe ron shelves ofthe crusher. lke to Fat ach sickness and despair an think of what io oy moment now te opertor would sen the car ‘npg it the cofin-shaed tough. The machine was aLfort Shear, a slow-mation gull. A the ess of buton, the two wings woul se onthe «ar wit joint pressure of ve hundred tons. The at wih ex nse i, wou be crushed boyand recopntion. And te broken metal - and teah— woul ten be chopped ina sections, Nobody would aver know what hd happened. 6 Hote wth lis strength to ee hms. But the root was tol. His lg was trapped. Then his whale ‘wor ted and heft sa ling int darkness, ‘Tho sholves ha fed. The ca lid toon ide ac ot ‘he few yar into the trough. Aes fe th metalwork. ‘llpsng all around im, The back window exploded and glass showered around ished, dust anaes ‘umes punching into nis nose and ees. There was harley dig now, but locking ut tha back, coud ee te he steelhead ofthe piston that woud push hat was le ofthe car ‘hough the cxithoeon theater sie (ee eee ea Activity 1: Tracking key events [Answer the questions below to make sure you understand the key events in the extract on page 18 © whet two dangers does Alex face in the extract? © Atte end of te fist paragraph, Alex thinks he is sfe, Why does he thik this? © inthe second parograph, Alex realises he is nat soe, Using your own words “uplain whet Roppens in this porograph, Moke sure you include detalls of wot happens to the car and to Alex himself © coretuty reread the rest ofthe extrac, from the third porograph tothe end Copy end complete groph ke the one below to show how safe Alex os the sry develope ‘olmost-certain death | extreme danger danger safety | | 1 2 3 ‘ 5 ‘ Paragraphs Activity 2: Identifying elements There are some important elements you could use to create a gripping action sce ina story: + Tell the reader what is happening + Tell the reader what is going to happen soon. + Tell the reader how the main character is feeling + Tell the reader about the main character's five senses: what they can see, hear smell, taste or touch, © tcersity one example ofeach element inthe extract on page 1 © which cements used most often? © wich ctement is used teost often?Section 3 Creating danger Unit 1: Heroes and villains Skills Boost: Word classes Word classes are groups of words that have similar roles in sentences © souns name a perton, place or object. The word ‘choir, ‘movement and dea: ore examples of nouns. Note down five different nouns thot could replace the? Adjectives are words thot edd informoten about nouns. Thay describe the tings named by the nouns. The words happy, green ond lose’ ere exomples of edjectives, Note down fe afferent odjectves that could replace the? Verbs expres an action or station. They con be preceded by _|1Pin the por, t provoun suche you ort The words ha ole, ond = “beieves are exompes of verbs, Note down five diferent verbs tht ould replace the . Adverbs are words thot odd information obout verbs, cjectives or other auverbs, The words ach soon Ge ‘often are exemples of everby. Note gown five different adverbs that could replace the ?. can see the ?. She has bought a? ca He did his homework P._ ‘The writer of the extract on page 18 uses vocabulary to create a dramatic sense of ‘danger. Look again at the following action-packed sentences from the extract. ‘The oot bucked and tre huge meta fingers ore trough the skin ofthe car kerk through an eget, ‘sling dst and sung. ‘The back window exploded and oss showered around his head, dust and dese ume pnehing nto hs nose and oes @ Focus on the writer’s choice of verbs in the sentences above, 4@) Note down verbs that help the writer to create drama, ') Which verb do you find the most dramatic? Write one or two sentences explaining your choice, fori © Look again at the sentences above and find the simile the writer has used. ©) Identify the two things described in the simile, cond the two things with which they ore compared. 'b) What does this simile suggest about the car and the cor crusher? {smiles @ comparison made Using the words like or on eee hes Rr Mee eed Came mall: Cl: ig You are going to write an extract from a story. You will write two paragraphs of action-packed drama in which the hero of the story faces extreme danger. imagine + You are the hero of the story. You have escaped from a group of villoins. They ore chasing you through a tunnel. + You see doylight aheed. If you can reach the daylight, you will be sofe! ‘+ You emerge from the tunnel and find yourself on a narrow ledge of rock. on a Clif, high above the sea, with only a weak bridge in front of you. + You have two options: cross the bridge, or jump. Plan @ Think obout the elements you will include in your writing to tell the story to the reader. Use the plot above and lots of your own ideas to complete a table like the ‘one below. What is happening? = What i going te happen soor How isthe main character feeling? - What is happening fo the moin characters five senses what con they se, hear, ell, | ‘arte or touch? - © Think about how the plot could introduce o feeling of apparent safety before even worse danger present itsele, write © Write two poragraphs. using all your ideas to tell the story of your heroic escape. Choose your verbs carefully, to create a dramatic sense of danger.ET Yad Openings In this section, you will explore the opening of a short story and th This extracts the opening of a short story Cee ees Send RCTs Y Read the extract and then answer the questions that follow it, The tiger inthe snow 1 dustin sensed the tigr as Soon as he each the ‘treet. Het see or hear I He spl sensed ‘Leaving the warm safety ofthe Baxter’ perch ight being him, ne started down the sewak that fronted ‘Sal Sree, eeling te night swalow him ina single hungry gulp. He stopped when ne eached he edge of the Bates property ine and looked back wituly toward thelr ont doce 2 Too bad the evening had toon tha ben ust about the Sines evening he could emembe. Not tat Stove ‘and he had had some fine ol times toga, the ‘way best frends wi but his particular evening had been, wel magical. They ad played The Shot Broers dawn n Steve's basement while Me and Mes Baxter watched TV upstairs. When the game had been cing wel and everyting was cling dustin could slmos belive thet Stove and he realy were bathers ‘nd tht feeling haa ever been song thn hed oor this evening 3 Wen Hrs Barter had tal called down tatit was ‘time to go, it ha struck Justina vagal strange ‘hat se would be pacing him off on night ke tis, seeing how he and Steve slept ver atone anothers ‘homes jst about evry weekend, Bu is evening was iferent Despite th sno, hme cle thin a ‘wet siron whopos. 4 rs Baxter had bundled hi up in is parka, boots ‘and mites, and hen, much ois suprise, she had ssed is cheek. Steve had see tim tthe dor, sald !| quick goody, ten ried away tothe dn, Funny thing, Steve's eyes nad seemed mais. 5 Then Justin had stopped out Into the night, snd Ms Baxter ad close the ear behind him, tesing him alone with ‘te dark and ‘he cold and the ge: 6 Atte etge ofthe Baers property, Justin glanced around for 8 lmpse of th beast butte stretappesed deserted Save forthe hauses and parked cars under a downy ante of tes snow. twas citing down lazy no, Inaierent ate te heavy fl of hat emoen Justin ‘could ee te skterng fakes tapped win the cones of light cast byte tet lamps, but there ‘he black ai seemed colt empty. Thelin of amps. at every comer o tate Street gave the appearance ‘of atunel fight thet tapered downto notingrss, and beyond that tunnel te dark press eager in. 7 Fora moment, Justin fete urge to suey Back to the Betrs’ door nd beg for sanctuary, the knew he shoud be geting hoe. Beste, he wast some Chicken who an fom the dark, He was oe of te Shot Broo. Rough and reed Fearless. Had he ovon that stupid Dale Cora jut to oter day? Scare?” ld it faed Cra had atk him, ‘od Justin ha shown bi, Cnr eee eo © ferecd the fst two poragraphs ofthe extract on page 22. ) How is Tustin Foetng es he eaves the Sonters house? © 00% again atthe third and fourth paragraphs ofthe stor. 'b) How is Justin feeling when he thinks about the time he hos spent with Steve? PY mA Ci Ban ad «@) Justin finds @ number of things about this evening unusual or surprising, Note ‘down os many of them as you can find, b) What do you think the writer is trying to suggest in these paragraphs? © fovea the sna wo paragraphs ofthe extract ‘) What do you think might have happened between Justin and Dale Corkland? 'b) What do you think might happen next in the story? Activity 2: Responding to the opening [A story opening should engage the reader so they want to keep reading ‘Shumour thot oppeats to thereoder 1 can make the reader ook questions they hope the sory ‘aillanewer © Which method is used most effectively in the extract on page 227 How is it used, cand why ist effective? Write a short paragraph explaining COMET ‘An effective response to @ text needs to identify whet the how they have done it | 1) write one or two sentences, summing up your response to the story opening. 2) Select one short quotation os evidence to prove your point 3) Finally, write one or two sentences explaining how the your ideas. writer has dene, and ‘The writer engages the reader’ interest by For example, the writer deseribes evidence you have selected proves the point you made at the beginning of your paragraph. This suggests thot “The reader ir given the impression thetSO ee Unitt: Heroes and villains Section 4 Openings Skills Boost: Choosing tense and person Activity 4: writing an opening When you write a story, your choice of tense and person should be one of the first (ou are going to write the first paragraph of an engaging story opening decisions you make. This table shoves how they can be used in a story. You are going to write the first paragrap gaging story of imagine EEN se herring oro grt wot won Before you begin wrtng your story, you nee to gather some ideosobout he evens PRETEEN ers hoppened ot some point in the pos 1 welled the wood tt eee EY fe cern yore ese The story begins in a place you know well, Where i it? It could be your home, your For wobing nthe wood school @ fend or celtive’s houre, or somewhere else Events ore wien o though the raters wthing the ction You decide to leave that place, to go somewhere else you know well Where ist? search ate y Mou yeurwoy sie rcats pce sonening wenger asutirg happens. What is it? t could be something you notice using any of your senses © Rewrite this story extract in the third person and post tense, walk through the darkness and I stop every time Ihear a noite. As go around 2 comer Irealise I can hear footsteps. They are getting faster and closer. I start t2.run.Thave no idea where 1am going — Tjust know have te get away. Activity 3: Choosing the first sentence he © Look atthe sentences below from the extract on page 22 Sentence Ais the ist © You ore going to write the fist five sentences of your stor in chronological onde sentence of the story and sentences B-E are other key sentences which set the Write your sentences in the first person and the past tense. scene for the reader. Any ofthese sentences could have been the fist sentence in 4) Write @ sentence describing the weather and the time of day when this story the story although some would need one minor change: tokes place. b) Write sentence telting the reader where you were at fist, and why you were ther. ‘A. Justin sensed he ger a8 Soon she reached he street. €) Write o sentence telling the reader where you decided to go, ond why. a d) Write a sentence telling the reader about the strange or disturbing thing that Leaving the warm safety of th Baxter’ orc ight Bhi im, he esti started down the happened on the way there, seri Toe SE eet Sota te wig eae a soc amr ep @) Write o sentence telling the reader how you felt when it happened. Try to give Chey Justin and Steve ad played The Shot Brothers down in Staves basement while Mr and a detailed description. Mrs Baxter watched TV upstas. Sequence Wen les Baxter had finaly called down that ita time to go... @ took ogan ot te Five sentences you wrote n response to question | Per Just ta stopped out int he ght, and rs Batra lose he door bein hm. 4) Which sentence would make the most engaging fst sentence of your sory? b)Invwhot order wll you sequence the other four sentences? Experiment wth Sequencing them in two or tree diferent ways before choosing which way Is the mos fective ©) Order the sentences to show the order in which the events actually took place. 'b) Which sentence(s) tell the reader about one of the characters’ thoughts or feelings? ©) Which sentence(s) tell the reader about an event that happened? «) Which sentence(s) create a sense of danger or tension? Revise e) Which sentence(s) make the reader want to find out what will happen next? © ©) Rewrite your story opening in the third person. 'b) Which version do you prefer the first-person version or the third-person © 0 you think the writer cose the st effective opening sentence Why is this? a aan ais Sn Perera ee ‘Write one or two sentences to explain your ideos.This RT Yt (l iB) PUT AST Tag ee es peers ‘Marcus ond Cieo lve with their parents at 52 Will overseas to a business conference, the children's cee See eons Senta ee cate low Gardens, When their parents travel Great Aunt arrives to look after therm. Y Read the extract and then answer the questions that follow it. 1 "She's onl staying a week” Mote ad sa but frm the moment Greet Aunt Jmpotaived, Marcus and (eo feared se would nor eae. Thay biter recalled _ 5 the morning she ‘appeared on ther oorstep. me ‘tilren nad gone toanswer the loud 10 Inset ocking ‘and were contented ‘bata thin woman [ ‘na vas, rusting, purple rss. Sh had a nest ot slvr har on er head, and whet appeared tobe 15 dead badger draped about ner shoudos. Sh pushoe as them ino the house, without any explanation, ‘allg over her shoulder na commanding oie, “My Toggege is onthe ath... caret witht Marois went pickup the sma, dicate-loking 20 ‘ag inane quick movement ~and almost fel ove. twas much heavier han took. Caetlly nw, he wrapped his arms around and ied wth al his strenght clanked andthe weight samedi. He as sire he e2ud he is ones groaning under the ‘weight what eould be in there? Hie suspicions were further aroused when he dscovered his Auta week. Iota, crouching with hr ea the doo ofthe sate inthe study Seeing Marcus staring, she staghtened ‘upand moved he black later glows, heard a ‘mouse. What ae you doing creping around, ci?" sho exlsimed, ‘twas the fst of many sinister ues heer observed about her unwelcome babysit, lthaugh the eason for er vist wast carer them the tins dum) reteted that caring" was tho last thing Great ‘Aunt Jampot was ncn odo Tha est evening, the 30 children ha ben siting inthe dining oom ss usual nen ashi voice nad called tem tthe tenon There, they'd been ordered st at bare, grubby 40 table In front of eat of tem sat chipped bow! and ‘crudely carved wooden spoon. Inthe cate of the tables huge, uty, lac pot anim ta ick, oy qu. Stange black misshapen ums floated tthe surface ofthe qi, then sank quick with 2 ‘oop Eat your stew, you ned your stengh this house ke Alsqusting” sid Aunt Jpot ‘The cient rates but they oon lam ‘hat the new det was only he st oa sere of draconian’ res forcing them to constantly sexu 50 the house, cea the widows, mow the wn, and spend any fe time they hed left wiping ogergrints of the ture ner oom, ‘Aunt Jampot hese did not share the children's ‘mea, and ted hrstfn an altogether mare ururious mane. She was aay to be eon without ‘cake clasped between her fingers, but for al her gluttony’, she remained gaunt ad thin her sharp, angler nese poring ike a shar’ tn rom her bony face. Sometimes, while working, they would lookup to see hor gtring eyes brig Ito ham, seeming tread every thoupt in hei minds. (One day, when ie dared to suggest that they might take a day off fom the endless round of chores, Aunt Jampot ed her wit thse eyes, and smiled, 6 exgosng stee-rey teeta a sare “Chien. sho raspe, “must wok for ther delicous stm Comin sinister: suspicious raconion’ strict sluttony?: greed Saunt starved o (iit ened Cae C Ll: } © 1dentify four things you learn from the extract on page 26 about Great Aunt Jompot. © he weterimptes one reason why Great Aunt Ympot has come to stoy What is? Support your ideos with a quotation from the extrac, © 100k again atthe following passage from the extract ‘Aunt Jampot fied her with those ees, nd smiled, exposing stee-rey tet ke a snare, What does this simile suggest about Great Aunt Jampot's thoughts and feelings at this point in the story? © in your opinion, wil the twins be happy while Great Aunt Jompot looks ofter them? Wife a short poregroph in which you + "explain how the wter has given you this impresion throughout the exroct + comment on wy the writer might want fo give this impresion {Gee evidence from the extract to support your ideas, Ys si aes iT) © Wie tne opening to.0 tory n which you desrve meeting someone forthe very first time Before you start writing «Imagine the character you wil meet. for excmple, anew teacher o 9 new neighbour «Decide where, Row and why you mest tis person, ¢ Think obout the fist impression you want to create of this peron - and how You will ceste that impression, Think parculery about whet eect you want to {recta with your opening sentence + Note down all your eas and dectde how you will begin your story to engage the reader's interest. As you write * Choose your vocabulary carefully, aiming to create interest and dramo. + Consider how you might creote effects of both worry and relief. When you have finished writing + Cheek that your first sentence and the rest of your story opening will engage the readers interest * Check to see if any of your vocabulary choices could be improved. * Check that your spelling ond punctuation are accurate, especially your speech punctuation.seh eee) Story structure In this section, you will explore the purposes of ideas in stories and how they are structured. This is a summary ofthe short story The Brazilion Cat by Arthur Conan Doyle, which was frst published in 1893, Y Read the summary and then answer the questions that follow it. 1 Marsal King wit one day inherit fortune tom his unl, Lord Southerton Until hen, Marshal has very tle money and no jot arshat needs money, so he's very pleased when his wealthy cousin, Everard King, invites hm to stay his house ora few days. Marsal hopes Everard wil ln him sme money. 5 Everard had been ving in Braz and retured with ts of will animals and brs, whic he Kees In hs age county house and gardens. ‘Marsal aves at Everard’ house Everard is very trendy, kind and hospitable. Evra wt, howere ser) untenlyené urmeleoming, Se even suggests Marshal shoud go home immediate. Everard inte Marsal o Inspect his colecton of wil amas. One of them ~a hug, black Brazen cat kept 10 in cage ina room witha hea dor and thick ars on he window. Te cage an be opened bya lve, leaving ony the top in place, othe eal can walk ely around the room, Evrard faba to ener he room but wars Marshal would be very dangerous he entered. ‘ne night, Marshal sks Evrard fr hlp with his money problems. Everard agrees. Evrard says he mus check on his animals beore going tobe, He asks Marshall to go with im. 15 Everard ant Marshal goto check an the Bazan cat. Everard ticks Marstall and ack hin te oom wit) fil the Braziian cat whith cae s open. ‘Marsallealses tthe wil be safest ho cine upon {op ofthe cape Ha is sil ana sent in th darkness. 20 in te tight of moming, the Brian eat ees and attacks ‘Marshal e is vr badly wound. The ct seams to thik its kil! Marsal and go does attach again. However, when Eerrd comes to check that ‘Marshall is ead, the al attacks Evrard and kl Nm, 25 Six week ata, when Marshal has recovered ram his Injuries, he ler tht Lord Southerton has od and that es nom very ic ~ and that, the Brain cat had le ir, his cousin Everard woul have inher al of ora Southerons mone. Unit: Heroes and villains Section 6 Story structure Punctuation Boost: Apostrophes ‘apostrophes have two jobs {+ They ore ured in contractions, to show that some letters have been missed out {They ore ued to show poseession: thot something belongs to someone or something (© When a word is« plurel ond ends ~s, ou do not need to add another sto show possession ~ you just add the apostrophe: (© However, when a word is not plural and ends -s, you usually de need to add anothers do not ——» don't ‘the coutin of my mum ——» my mums cousin ‘the favourite song of the boys —» the boys' favourite rong the hat of James —» Jome: © ewrie the sentences below, ving os many apostrophes as you can, You can change the words and their order, but donot change the meaning ofthe sentences. Everard does not have eny money. Marshal visits the hovse belonging to Everord. “Tae wife of Everard doesnot like Marshll. Marshall wants to borrow rome of the money belonging to Everard. Everard agrees and Marshal thinks hei very kind Marshalls ttaeked by the Brazilian catbelonging to Everard. Heisshutin the 100m containing the Brozilian cat and he cannot escope. Pr mes UUM CMLL Mud © Atte start ofthe summary on page 28, the reader is told about Marshall King’s financial stution 4) Why is important tothe story that Marsal has very lite money? 3) Why itimportant to the story that Marshell wi inherit o fortune from hs uncle? © For most ofthe story, the writer suggests that Everard King s lind ond generous, €) How does the writer suggest tis? 1) Why does the writer suggest this? © Why do you thnk Everard King's wife s0 unfriendly and unwelcoming to Marshall King? © Why do you think the writer decided thot Everard King should have gone to Braz to collec all his animols?Section 6 Story structure Unit 1: Heroes and villains Eis pasted One way to think about a typical story structure is to break it into four parts as shown in the table below. The exposition ‘exposes the sitvtion a he stort of the story. introducing chovacters tnd seting oe For example Two fends om that there wll bo tlent competition ot school 1m a confit, one or mre ofthe characters hos problem. Confit coud be