(DGE UNIVERSITY PRESS Cambridge Lower Secondary English Graham ElsdonGAMBRERGRC ‘Univ ining Hoe, Cape CB2 SBS, nid Kingtom (ne Lit Para, 28 Fe, NewYork NY 1006, UA ‘77 Wiamoun Rea Port eon, VIC327, tena 514221, Fly, le, Splendor Frm, tl Dist Cee, New Deli —1005, aia 79 Anon Ree, 5-006 Snare 5906 amg ivi Pr pu oftheUnviy of Cambie, 1 fresh Unisys sion by dieing kang inthe pt of ‘atoning ad reich hight eatin! evel eel eweambeare Infra oh ie: wn cami p81 874655 © Cambri Unie Pree 2101 ‘Tis pubiion sin cmrig. ute smo exeption ithe povsonr af rent ales len apeonens, "No npodntonfany partake ls wit i wren van of Camis ners Pe st paid 2012 ‘sso eon 2021 29 1817 61S 987 6S4321 Prin Maley Vee Ding ctl cad for hi pbltion ae foe Brita iy ISBN 97.1-10746555 Papetck wi Dig Acces Ye) ania Univesity rsh pny re pete acy ‘fitter cual rire se nese ees nn, tn ror gree at eae oh sch ness wil oa, ‘eva oF apropie. freaoempaing es evel ile ad te ‘Sonal nematon sven nth com atthe in i pig te {Gege Univery rs dvs nt re he mcncy ieraln ‘rete NOTICE TO TEACHERS INTHE UK "eigen pa or in mi fn indi oxygen org) exc unde he lig ese (ttre pouare seg ys Hose pana Ser sch or ation y he Cori ices ames (i), hess cee en or wher you ita excl eters ee ‘dyes lave aed he rie perio of Cambie Usieraiy Pros (iy Shere ou me alowed eee wo pon nr te pois ‘Capt fh Cop Del a Poe Ast 988, Wich re oe ‘amt etn ofr pss win ean psf eves ‘ita ad eparon forte apes of etrg cama stan, "Thine wees, pet nd eres feed i hi pulcon has be ned Camb don! ronal Baan> Contents 1 2 3} 4 5 6 7 8 2 Nature and humans ‘Grandmother's Song’ Strange islands This is the modern world Heroes Monsters ‘The Plantation’ Choices and decisions Endings ‘Acknowledgements>» How to use this book ‘This workbook provides questions for ‘you to practise what you have lenent in 3k, There isa unit to uur Lenrner's Book. od into three parts: Focus: these questions help you to imaster the basies. ———————> Practice: these questions help you to become more confident in usiig what youhavelearnt ———____» » Challenges these questions will make you think hard » PWhen selected carefully, v of the key decisions writers make eseribe events that have alreacy hay The dfference i is narratac and when it occurred adds some tale. This can make @ story seem n | when we s0 from a point after the red. more immediate, which ean ‘amples. © Amir blasted the football o The past t hi tT sms to ‘stand still es we observe Amirs actions at a distanc from a point in the future © Amirbblasts the football over th Here the actions seems immediate, almost as if we are there at the moment it takes plac1. Nature and humans > Focus 11 Highlight the past tense verbs in this passage. Then, write a sentence explaining how the writer uses these verbs to convey the action and build detail | walked through the hills trying to find an ancient temple. Ilcame to a small river. On the other side stood a leopard, quiet and proud. I, too, stood quietly. Iwas amazed. | hac never looked on such an animal before and never have since. ‘Our eyes locked for a second and then it vanished. | walked, ‘on, desperate to tell my story to the next person I met, Practice 2 Rewrite the extract using present tense verbs. For example, you could begin: T walk, through the hills drying to find an ancient. temple.1.2 The mysterious figure Challenge 3 Sometimes writers deliberately switch between tenses, moving from the past tense into the present tense to create different effects. Experiment with this approach by writing an account of one of the following scenes or an idea of your own, Write a paragraph in your notebook deseribing: =) aman being chased down a busy street 2) the last minute of an exciting sports game @ being caught in a storm. ‘Think carefully about when to switch between tenses so that your account still feels natural > 1.2 The mysterious figure Diop ar cas rey lyfe mad onside geese raha aro leeecalc eos orinfrmaon Focus 1 ‘What are the rules of setting out dialogue? Look at this example from When the Mountains Roared by Jess Butterworth, then write alist of rules, Consider speech marks, punctuation and layout. 63 "What are you doing out here? Toad barks. ‘Whe are you working for?” yells Garjan, his gaze will ‘Are you taking pictures of me?” "We are taking pictures of animals, | say, quickly. ‘Ym practising to be a wildlife photographer1. Nature and humans > Practice ‘The verbs used to report speech help to show character and emotion. Look at the present tense verbs used to report speech in the extract in the Focus section — barks and yels. Both of these help create a sense of excitement in the story. 2 Look at this exchange between a teacher and a learner, Add present tense verbs in the gaps to show how the characters speak. “Why haven't you handed in your homework?” Mrs Smith, just forgot? Tim, quietly. “But you shouldn't forget... .- Mrs Smith. ‘You're a clever boy.” ‘Sorry, miss? .. Tim. Vl hand it in first thing tomorrow.” Challenge 3 Write some lines of dialogue. Use the rules of setting out dialogue identified in Activity 2 and use past or present tense verbs to report speech. Choose one of these ideas or use one of your own: + aconversation between two young people about seeing a wild animal + a conversation between a parent and child about caring for an animal1.3 The wildness of eagles > 1.3 The wildness of eagles 1 sai ets ce ofp ilies ed dere. Toy many eel foroon gradual nd sah Tarp my ks ict ent pues Focus 11 Reread the final three paragraphs of Higher into the Hills, then answer the questions. | asked Arman how he tamed the bird. It was a skill he learnt from his father. The process is fascinating, First ofall you need! to find a bird. This is done by locating a nest way up in the mountains, then taking ‘a young femle fom it, Female birds are preferred because they are larger so they can catch larger prey. Once the bird has been taken, ‘a hood is put over its head and itis tied down. This sounds a litle cruel to me, but there are some tender aspects to the training, ‘Itreat my eagle like | treat my own baby, said Arman. Keeping the eagle calm and happy is very important. Trainers sing and talk to their birds. They. communicate. Training an eagje to hunt involves lots of repeated practice and revards, The human voice is the key. lt can take two months before an eagle is ready forhuntina. “Arman truly understands eagles,’ noted another family member ~ and | could see the respect Arman had for ths incredible bird, There was a bond that | assumed would lasta lifetime. Iwas wrong. ‘We return eagles to the wild after ten years. They are noble. They need freedom eventually he explained. ‘Who taught Arman how to tame a bird? b Why are female birds preferred? © Give two ways that trainers communicate with their birds, Why are birds released after ten years?1) Nature and humans > Practice 2 Look at the way the information is ordered in the extract, Then scan the text again and lst the main points of each paragraph. Paragraph 1 Paragraph 2 Paragraph 3 Challenge 3 Here isone view of the structure of Higher ino the Hills:1.4 The poetry of Tu Fu \Write a paragraph explaining this view. Use quotations and evidence from the text to back up your points. In poety, different effects can be created by varying the length of lines and how they are punctuated Some lines of poetry have @ punctuation mark at the end - they are end-stopped or use a comma, Sometimes a post will use enjambment to create a sonse of movement or to make the poem sound like a monologue. Poets may also decide to use punctuation in the middle ofa line (caesura) to signify a pause, Look at this example: Ahank hovers in air To drop and seize Two white gulls float on the stream Birds who ‘oolishly drift with the current. Soaring with the wind, itis easy1 Nature and humans > ‘The first and second lines are end-stopped. They make the reader pouse and focus on. the two birds. A sense of stillness is created, as if the hawk and the gulls are waiting, ‘Tho next three lines are one sontonce split over three linos. The comma after ‘wind! creates @ caesure. Then enjambment is used suggesting the movement of the birds as they soar, drop and seize. Notice how the punctuation choices aro tied to the idoas in the poem. Focus 4 Read this poem. Add full stops and commas as you Feel appropriate, Make sure your choices keep the meaning of the poem, Flying Through the air The falcon moves gracefully nding the currents Like a feather it glides Coming to arest high Upon a cliff edge Its journey is over Practice 2 Read ‘Visitors’ by Tu Fu, Look at the ws end-stopped or use enjambment. Choose two lines and explain the effect of these choices. y the lines are either1.4 The poetry of Tu Fu Ihave hed asthma fora Long time. It seems 10 improve Here in this house by the river [tis quiet too. No cronds Bother me. | am brighter 4nd more rested. | am happy here. When someone calls t my thatched hut My son brings me my straw hat And | go our and gather A handful of fresh vegetables. Itiso't much to offer BBUtit i given in friends Challenge 3 Here are the lines of 2 poem written as 2 prose paragraph. Rewrite it 2s a poem, arranging lines using end-stopping, enjan feel appropriate, sment and caesura 2s you The Fish ‘Swimming through the depths of the water sa brght, fish. Its colours glimmer in the sunlight, tubbies pling upwards, | sit for a mement, taken by its beauty. It pauses, tal end fins paddling. A sound beyond the water troubles it, and with a dary, it’s ‘gone: 'm left with my thoughts again.1. Nature ane! humans > > 1.5 Destroying the planet ere The type of language @ writer uses is linked to the audience and purpose of a text. For example, a heactteacher writing to parents about schoo! rules wil Use formal language to indicate their professional status, their respect for their relationship with their audience, and also the seriousness of the topic Formal Janguege choices ineluce the use of: + complex words, such as specialist terms or more eleveted synonyms ‘© punctuation such as colons and semi-colons = complex sentence structures. Writers sometimes use informal language to talk to their readers in 2 friendly way, which establishes a relationship between writer and reacer. For example, a text encouraging children to start cycling will be written in way a that is light-hearted end easy to read, Informal language choices include the use of41.5 Destroying the planet ee © simpler vocabulary and contractions ‘= punctuation, such as exclamation marks and dashes ‘+ simple and compound sentences Consider the different lavels of formality in these examples: + When considering which phone to purchase, research is paramount. Thisis cimed at older adults who are unfamiliar with technology. Ituses a complox sentence (with a comma to separate tho subordinate clause) and the complex word paramount. The overall efiect is of professional, trustworthy advice. ‘¢ So-a new phono?! Exciting, Want to compare the latest handsets? Here it goes. This is written for teenagers and young adults who are familiar with tochnology. Question marks, exclamations and ellipsis are used in a playful way and the sentences are minor or simple, The overall ofect is light- hearted and friendly to engage the intended audience, Focus 4 Read this text about climate change. Highlight any words, phrases, sentence structures and punetuation that make this text seem relatively formal, then explain the effect these features have on you 2 a reader. ‘Our planet isin a stato of metamorphosis. Atthough its probable thet humans have contributed to these changes, to claim that me ere entirely resconsiale is not valid: there are natural forces happening that homo sapiens have no influence over, and itis entirely governed by the way Earth moves,Nature and humans: x Practice 2 Rewrite the paragraph in Activity I using less formal language for a younger audience Challenge 3 In your notebook, write two informative accounts of the sume topic. The first account should use formal language and be intended for your teacher. The second account should use less formal language and be intended fora friend. ‘You could choose your own topic or one of these ideas: + two accounts of a favourite sport + two accounts about your schoo! day. TS “>1.6 Teunami > 1.6 Tsunami Language focus There are several ways of working out the meaning of unfamiliar words. You could use: * context: looking at the words around it and the overall topic to meke a sensible guess at the meaning morphology: looking at the shape of the word —that &, seeing ifithas a root word, a prefix or a suffix, and using your knowledge of those t0 work out the whole word etymology: looking up the origins of a word to discover its possible meaning, ‘Sometimes a combination of methods will help you. For example, look at this sentence: ‘He stared down the dark, lonely street in trepidation. What does ‘trepidation’ mean? + context: you may notice thet the street sounds scary, so you might ‘guess that trepidation means something like 'e feeling of fee. morphology: you may notice that trepidation uses the suffix -ation’ which you know refers to @ state or quality. From this you could guess that the word is a type of feeling etymology: you might research the origins of the word end discover thet itcomes from the Latin word trepido, meaning to shake’ Focus. 1 Look at the underlined word in these phrases. Identify the root word and make alist of related words. it lasied for an unusually long timeire and hu b the sea rose immediately the glectricity has just cut out Practice 2 Work out the meaning of the underlined words in this paragraph. Annotate the text with the word meanings, then check your answersin a dictionary. Boing caughtin a tsunami was the most cisconcerting event |ve ever been involved in. As the water erzshed in | faze, immobile. My body refused to move, but then mitaculousy — instinct kicked in and | ‘an, | ound energy from somewhere and | Found myself aszending the stairs ofa large building, seeking refuge from the water, Challenge 3 Now research the etymology of the underlined words, Which languages do these ‘words come from? What did the words mean in their original language? From Japanese, isu’ horbour and aw’ wave disconcerting1.6 Teunomi immobile miraculously ascending refuge> 2.1 Life in the village Writers use figurative language, such as simile and metaphor, to give readers a way of understanding characters that goes beyond describing them in literal way. Figurative language opens up different meanings which add complexity to descriptions. For example, if rran is described Using the simile ‘ike the sun hidden by a cloud’, this could mean: the man looks miserable but is actually happy the man brings a positive attitude to bad situations + the mans positive attitude is spoilt by the wor'd he lives in When thinking about the meanings that figurative language such as similes and metaphors create, always read them in the context of shat you already know about the character and the story. Ask yourself what the language says about the characters attitudes and how these attitudes are shown elsewhere in the story. Focus 11 Find the figurative language in this text. Highlight the examples of simile and metaphor in two different colours The wind wes a howling monster that attacked me 291 left my house. | was late, as usual, and Iran lke a cat chasing ‘a mouse to the bus stop. The bus came around the corner, shuddering lke an old man against the cold, and as t did so, opened my wallet. My money flew away in the wird, spinning down the street like an out-of control dancer2.4 Life inthe village Practice 2 Look at the simile that is undertined in this extract and the taree statements a~e. ‘Tick the statements that you think are accurate interpretations of the metaphor. Youcan tick more than one. She woke up carly that morning having slept lil 1: She felt completely refreshed ‘and ready for the day ahead What a relief ti was wo be free of the problems chai had played on her mind fer so long. a The woman had « peaceful, uninterrupted sleep. Oo b The woman went to bed in babi/é clothing, o © The woman had no worries to keep her awake. oO Challenge 3 Write your own sentonce including a simile or metaphor to describe the following: 2a happy old man walking down a street b the feeling of returning home after a long journey © the fecling of going outside on a very cold day da child retuming to school after a long holidaya > 2.2 Making progress Writers often introduce secondary characters or events into a storyline to reveal things about main characters. In “Grandmother's Song’, the weiter brings the hummingbird into the story to suggest things about the granddaughter’s emotions and development. Focus 1. Read the following story, ‘First Flight. You should then ‘annotate the emotions experienced by the boy and the bird Formos: of my last weeks at school, Iwas bored. ft trepped. (One of the things that held my interest was looking out of the window and watching the birds on the roof opposite. As the days went by | watched them make nests and fly to got food for thoir chicks. Before Vknew it It was my final day at school and the chicks were out on the roof, fluffy and terrified. | stood in the school yard gazing up at them: {twas the last day and | was free. My heart seemed light but I did have a moment of doubt as the sun biezed down. On the roof ‘opposite, a tiny hesitant lite bird bravely launched isalf into the af. Ieflew. Practice 2 Now think more deeply about ‘First Flight’. How do you interpret the link made between the boy and the bird? What points might the writer be trying to make ‘about the boy's experienee of school and his feelings about the future?2.2 Making progress Challenge 3. Write your own short story where you use an animal or even a setting to show the feclings of a character. Choose one of these idea, or use one of your own: + anold man watching a cat limp down the street + a hospital patient looking ata documentary about the recovery of injured tigers.2 Grmotrs Song > > 2.3 Growing up oe (One way to show the attitude and feelings of 2 character in your witing is by choosing reporting vert carefully to describe how the charecter speaks, Different ‘verbs can suggest particular qualities. For example, using the verb ‘bellowed! may ‘suggest thet the character has a confident personality orisin an anary mood, Look at these examples used to report direct speech + ‘Leave me alone,’ he begged. + ‘Leave me alone!’ he yelled * ‘Can | ack you to give me ten minutes alone?’ he whispered. Each reporting verb creates a different impression of the person speaking, The first example suggests that the specker is weak or weary, The second suggests the speaker is angry. Notice how the third exemple could suggest two quite different feelings ~ the speaker may be upset or he may be speaking in 2 low, threatening voy. Focus 11 What do the reporting verbs in these sentences suggest about the personality and mood of the speaker? ‘a ‘Tcannot believe what you have done!’ she screamed. b ‘Why should 17 she insisted. “Why?” ¢ ‘Tm really glad to be home; Chen wept.2.3 Growing up Practice 2 Writers combine reporting verbs, the words characters use in their dialogue and the narrated text to convey information about characters, Read the following dialogue, then describe your impression of the two characters, Hassan strode down the alley. ‘Hurry up!" he barked. "But... started Amir. "But vinat?’ said Hassan, rolling his eyes. "But im seared,’ whispered Amir “Look. said Hassan bluntly, ‘I'm scared ‘to0, but we've got to get there — now!" "Yes, but..." began Amir: *But nothing! Hassan intertupted. Challenge 3. Write your own dialogue featuring two characters arguing about a sports match. Use speech and descriptive reporting verbs to reveal eack character's voice,> 2.4 Climbing the mountains alone ‘The meaning of a story is often revealed at the end, The ending of ‘Grandmother's Song’ focuses on the importance of human touch, Focus 1 Read the final paragraph of "Grandmother's Song’, then answer the questions. Granddaughter has become 2 grandmother many tires now. She hes taken her children ari her grandchiliten across her own broad lap. She has cradled them with hor strong, skiful arms, sho has lauched and cried with them, she has sung to them and she has stroked them, whispering, ‘My ltile ones listen well. Grandmother's Spirit is all around us, She is in the wind and in the treze. She isin the valloys and tho his. She is always there wren we ere nith warm friends, when we taste delicious food, and whenever there is carefree laughter or salty tears are shed, No matter ‘where wo are, arandmother is never far awcy. And whenever we need her, we con simply shut our eyes and fee! her holding us so very dose.’ 4 _Inthis paragraph, the granddaughter has become a grandmother. Give two words used to describe her arms. What isthe effect of these words? b_ What do you think the writer means by She is 1 she wind and in ce tees?2.4 Climbing the mountains alone © What does carefree laughter mean? Practice 2 Tho writer uses sensory images to create meaning and effect in this final paragraph. List all the words connected with sound, touch and taste in the extract. Pick one word from each columa and explain its effect Sound: Touch: TesteChallenge 3. “This story is about how close families are and how we arvall connected.” In your notebook, explain what this statement means using quotations from the paragraph in the Focus section, > 2.5 Celebrating grandparents Writers choose language carefully to present character. They also think carefully about how and where they place information and main points inthe body of. the text Focus 1 Read this extract ftom The Seeret Life of my Grandfather Using two different colours, highlight 2 words and phrases in the first paragraph that make the cha attractive and important Aer seem bb wortis and phrases in the second paragraph that make the character seem brave and determined. The old man by the fire ‘As he sits hunched by the fre, it hard to imagine my grandfather as anything other than a quiet old man. But things aren’t always as they appear. Seventy-five years ago, he was ‘young man living in Polar, ve seen photographs fiom thar time. He's tal, handsome and looks great in his Polish army uniform —the one he got married in. He wes a captain in the army, but when the Russians tock over the part of Feland he lived in, ho had to make @ decision: should he stay in Poland with his family and risk danger, or should he take his new wife ~ my grandmother - and start a new life cbroad? Along journey ‘nthe end, he dic the only thing he could. He helped his wife and both ther fries stata ne ifn England. He used al his money to buy tran tickets and made sure they got evay ‘safely. By thi time, Poland had become ¢ dangerous place, butmy gtandiather stayed there alone for a week aftrhis family left bofore making his wey acioss Eurove. Sometimes he ‘aught teins, sometimes he got lifts in cars, but most of the tine he walked. tack him ono ‘month to reach Enaland2.5 Celebrating grandparents Practice 2 Look at how the write has structured the information about character and place a Describe the way the information is structured in paragraph 1 ‘What image of the characteris given at the start? How has this changed by the end of the paragraph? b How ate England and Poland presented in paragraph 2? Challenge 3 in your own words explain how the writer presents his prandfather asa hero, Focus on wat you find out about te character andthe writers choce of langage ead tractor> 2.6 Comparing texts Different genres of writing can be identified by features such ascharacter types, setting, storylines and specific vocabulary. [tis important to bear these kind of | features in mind if you are writing in a particular genre Focus 1. Drawa line to match the genre on the left to the conventions on the right. fantacy comedy Practice 2 Read the descriptions of two folk tales, Write down what features they have in common. Think about the types of characters and the plot. Princess Kwan-Yin - a Chinese folk tale has thee daughters, but his favourite she youngest one, Kwan-Vn. He wonts her fo be queen when he gives up the throne. Kwan-Yin does not want to. be queen she think wil make her unhappy, Se want © 4penc her ie cucying farc nelsing poor people. As the king s ding he tls Kwanvn that Ne nas husband for her and she must be married and become queen .:.2.6 Comparing texts ‘The Orphan Boy and the Mysterious Stone ~ a Nigerian folk tale When his father and mother die, 10-year-old Ayong Kita becomes chief of the tribe. However, his people do rot like him, so he runs away. He hes no money and becomes very hungry, but has a dream in which his father tolls him where to find buried treasure. He does nat go because he s iightenad. He then meets an old avarnan nho gives him a stone froma lake. She tells him to go and dig up the treseure .. Challenge 3 Heres the start of another folk tale, In your notebook, write an ending for it Remember that folktales end with a lesson about life. Write around 100 words The Gold-Giving Snake - an Indian folk tale At the end of long day, a poor fares called ‘Haridata fills asleep under a tre, He wakes ‘up to find a giant snake coming out of ts den, He devides to giveit abow of milk, Ihoping that it would being him good las ‘The next cay, he finds a gold coin in the bowl. Every time hie gives the snake mil, i leaves ‘him a gold coin. One day, Hardatta asks is son to Feed the snake, Tis son decides to ill the snake and steal the gold fiom it den.‘Writers may present similar topics and themes in very diferent ways. ‘The language and keel of formality they choose depends on the purpose and audience of the text, Focus 4. Non-fciion writing on serious topies offen contains facts Read this paragraph from the informative article ‘The Oak Island mystery’. Highlight all the fac, In 1909, the Bid Gold Salvage Group arrived. They dug 34 metres dawn, but found nothing. in 1969, Triton Alliance bought most of the island and dug 72 metres dovin, They sent a camera into the hole and ciaimed to have recorded imaces of tools and wooden chests. People who saw the images said it was imoossible to tell vihat was down there. Soon after that, the hole collapsed, and the project was abandoned.3.1. The mystery of Oak island Practice 2 Now read another version of the paragraph, This was written to entertain an adult audience. Highlight the words and phrases that present the topic les seriously In 1909, when there were much better things to do ~ such as prepare for a world war the Old Gold lot 1umed up and dug. Itwas ar old waste of their time. All ‘3 metres of it Sixty years end 72 meties later, Titen Alliance left with precisely nothing. They reckoned they eaught some treasure chests on camera... of course they dial Just like thelr dreams, the hole collapsed, Challenge 3. Write your own less serious version of this paragraph from “The Oak Island mystery’ ‘Try to make your version sound more informal, light-hearted and entertaining,— > > 3.2 Strange islands renee There are times when punctuation choices can help to create diferent effects. Punctuation such as brackets, dashes and exclamation marks are not ‘only ways of organising information in a sentence, they ako communicate levels of formality and uifferent shades of meaning. Look at these examples and explanations, * _ Iwent for a walk, even though it wes getting late, and found myself lost in a maze of streets. The commas give this @ formal feel and a calm, explanatory tone, * went for a walk (even though it was getting late) and found myself lost in a maze of streets. ‘The brackets stil give this statement a formal feel, but they create the impression of an aside ~ as if the nartetor is involving the “eader in their thoughts a little mors + went or a walk - even though it was getting late — and found myself lost in a maze of streess. This example is less formal and more conersational, The dashes make it appear closer to spoken English, as if the rnetrator is casually (maybe quickly) explaining the situation. * I went for a walk ~ even though it was getting found myself lost in a maze of streets! This example sounds more dramatic. The exclamation mark suggests heightened emotion, as if the narrator is scared or excited. The choice of punctuation can help the reader to interpret the meaning of a sentence. Notice how the adcition of the exclamation mark crestes a diferent meaning to the version containing only commas.3.2 Strange islands Focus 1. Read the sentences in the table. Puta tick next to the ones thet use more formal punctuation and ones which use less formal punctuation. You're welcome to visit the Japanese island of Okunoshima, but you'd be wise to bring plonty of carrots — there are thousands of completely tame rabbits hopping around the piace! Many chemical weapons were used here (there's even a muscumn dedicated to poison gas on the island), but those days the rabbits are the main inhabitants, ‘Shake Isiand has the largest number of snakes, mainly golden lencehead vipers, in such a small place. You really wouldn't want 0 visit — ‘and in fact its illegal to land on the island ~ but poachers have been known to secretly go there to catch and sel the snakes. 2 Choose one of the quotations and briefly explain the elect created by punetuation choices,3 Strang > Practice 3. Rewrite the following extracts in a mote formal way, changing the punctwation and phrasing where needed. For example, consider using brackets in a. 2 On thesia delas Munceas—Island of the Dolls—you'l ind yourselt faced with dolls, That's right... dolls Or at least parts of dolls! ‘Creepy, eh? The island ean be found among the Xechimuleo canals ‘in Mexico City. 1b Itwas. long-term project for him. Over the next 50 years he put ‘hundreds of dols— or parts of dolls ~around the iiand!3.3 Treasure Islend: Meeting Ben Gunn Challenge 4 Practise using dashes, brackets and exctamation marks in your less formal writing to create different shades of meaning. Choose a topic that requires, explanation and some dcial. Use one of these ideas or choose one of your own: + an account of an event from your childhood ‘+ anexplanation of the rules of a sport > 3.3 Treasure Island: Meeting Ben Gunn Reading older texts can present challenges. There are likely 10 be more unfamiliar words and plotlines and ideas can be harder to follow, but ‘with practice you will find this much easier. Focus 4 Read theextract from Treasure Island by Robert Louis Stevenson, then answer the questions. “Who are you?" Lashed. “Bon Gunn,’ he answered, and his voice sounded hoarse and aivkward, like a rusty lock, ‘I'm poor Ben Gunn, Tam, and T haven't spoke with a person these three year.” hoarse: having 2 rough-sounding voice3 Strange i His skin, wherever it was exposed, was burnt by the sun; even his lips were black, and his fair eyes looked quite stating in so darks a face "Thrve years!" I eried. "Were you shipwrecked?” "Nay, mate” said he; “marooned.” had heard the wore, and I knew it stood for a horrible kind of ‘punishment commen engugh anvong ile buccaneers in ich the offender is put askore and left behind on some desolate and clistant island, Buccaneers: sailors, ones who were often lawless desolate: empty, uninhabited @ What simile is used to describe Ben's voice? b In your own words, explain what this simile means. ‘Why do Ben's eyes seem starting? d_ Explain the difference between being shipwrecked ard being marooned, Practice 2 Rewrite Ben Gunn's dialogue in modern standard English. “Lyvere in Flint’s ship when he buried the treasure; he andsis song seamen, They was eshore nigh on a week: Wall, was in another ship three years back, end we sighted this ‘sland. ‘Boys. sald I, ‘her's Flin’s treasure: let's land and find it” ‘Twelve days they looked forit, and every day they had the worse \wort for me, until one fine moming al hands went aboard3.3 Treaeure lslond: Meeting Ben Gunn Challenge 3 ei an perenne reseed ac nagar Tnyour noiebook + write a semmary of what happans + explain the effect of the information given here - what impression of Jim does it give you? [began to nun, my terrors ll forgotten, while close at my side ‘the marooned man in his goatskins trotted casly and ight. “Left left’ says he; “Keep to your le hand, mate Jim! Under the trees with you! Ah! And there's the cetemery” cemetery, te must have ‘meant. "You see the mounds? I come here and prayed nows and thers ‘So he kept talking as Iran, neither expecting nor receiving any answer ‘The cannon-shot was followed allera considerable interval by volley of small arms.3. Strange islands > > 3.4 Treasure Island: The play ere Dialogue is the main way in which the story is told in a drama script Sometimes, a cheracteris given a long speech that reveals their feelings, but dialogue between characters is used to move the plo along and show lan or confit Plyariats use regular features in thelr eluding questions short centences + repeated phrases, questions and exclamations. Writers also indicate in a script what tone of voice an acter should use to show how they are feeling. For example, these three versions of the same line suggest different things about the character's feelings: ik: ggressively) Who's there? — suggests she is argry or possibly afraid Berk: (very quietly) Who's there? — suggests she is cam or perhaps frightened fennoyed) Who's there? ~ suggests she is iritated. Focus 11 Write some appropriate directions in the gaps to indicate io the actors what their tone of voice should be. Cas, ‘Why have you done that? don't know. Ijust fete it ‘Thar’snor very fa? .., Edont care,3.4 Treasure Island The play Practice 2 Annotate the following extract from the play version of Treasure Island. Identify places where the writer has used phrases, stage directions and punctuation to show character, In your annotations, state the effect that is created. Jive This place is _.weird Un jamos in alan a8 the loud sound of a colourful bird is heer) ns need to get off this island. Its not normal {Sound of rustling. Someone is hiding.) 3.5 Singing sand Ste with eri erat corbin u-ile ntin vsge an ‘unusual events. Settings in fantasy stories are often like exaggerated versions of the world we know. Focus 1 Here are some typical features of fantasy stories Put a tick next to the features you ean identify in The Lost Island of Tamarind in the Learner's Book. a journey to a different type of place ‘aquest (some sort of puzzle or mystery) ‘an unusual main character, for example, an orphan ‘a main character who is lonely but finds help from non-human characters main character who has no family but finds friends 4 powerful force in conflict with the me a mysterious person who helps the main character character a dangerous event that threatens the life of the main charaster some realistic elements and settings strange or magical events and iteras Oboooooo0oo0o «a happy ending SSS eS a) a>3.5 Singing sand Practice 2 Read this passage, then answer the questions 10 explore the way the natural world is presented in The Lost Island of Tamerind. When she looked back down at the tide pool, the surface of the water had settled and she could ‘see the creature clearly Her hoart skipped a beat. ‘Actny, perfect octopus, just ike the one that hee parents had collected from the sea on thett last ay together, was looking up at Maye, Its tentacles lowed so brightly that t outshone the moon, Then Maye realized thet there were dozens of creatures just like tin the tide pools up and dawn the beech, Wes this where all the strenge, glowing 203 creatures that her parents had been collecting ‘came from? Maybe it wasn't an accident that the chiidien had landed in Tamarind. Find a quotation that shows Maya's surprise at seeing the octopus. bb How does the writer make the octopus seem unusuel? € The octopus seems to be a micture of a real animaland 2 ‘What isthe effect of this? d_ Whotis implied by the sentence Maybe it wasn't an accident that the children had landed in Tamarind?3. Strange islands > Challenge 3. In your notebook, write the opening paragraph of a fantasy story. You should introduce « main charaeter and a setting. Use one of these ideas or think up. fone of your own + a young boy wakes to find himself in a strange world below the surface of the Earth + a teenage girl arrives on an island looking for a book that ‘contains 2 secret > 3.6 Helix You can try several strategies whan spelling unfamiliar or dffcult words, such a: + sounding out a word. This is where you say aloud the indiviual letters cr syllables to help you hear oach sound in the word using your knowledge of root words and the pattems of words (morphology). For example, Fyou know how to spell ‘dentily then you ould work cut how to spell ‘uridentiiable”. You coule do this by using your knowledge that acing the profix‘un~ doesn't aker the start of the root word. Also, you could remember that when adding the suffix ‘rable’ to words ending in, the last leter is dropped. Most of the time, you ill combine strategies. For example, if you needed to spell tho word rustratoc’, then you could sound out the first five letters, then use your knowledge of other words using the suffix sed to complete the word3.6 Helix Focus 1 Look at the suffixes in this table. Write what each suffix means and give three examples for each suffix in the final column, -ation i 3 ology 1 2 3 phobia 1 2 3 arian 1 2 a “hood 2 3 Practice 2 Now research the roots of the following words. Use a dicionary or an online source to find out the etymology of cach one ~ that is, were it comes from. \Write some related words in the final column.3. Strange ielande > fantacy ‘marine biology ‘octopus helix Challenge 3 Correct the spelling mistakes underlined in this extract. Use various strategies to work out the correct spelling. Write the correct version above the misspelt word, then check your answer in a dictionary. Sophie woke up, opensd her eyes-and locked fe around, She was absoloct'y amazed. She looked, i at the sea —@ huge purple oshun stared back at her. Every now and again, 2 sea creature that looked like a dolfin appeared above the water ‘What was this place? Before she tad time to think, a missteenous buzzing sound rose. I became loucler until she realised it was some sort of airctaft—a type of hellkopter, but unlike one she'd ever seen before> 4.1 The birth of the internet Wi Sade oer eee aes Be ae horas ana are doe teen Focus 1 Rank these three extracts in terms of formality, where I is most the formal fand 3s the least formal. All of them are written for older people wanting to know about computing, Se you bought one of those compute’ things. Congrats! But don't toll me... you can’t switeh it on. Only jokingl Keep cal. I'm Wayne. Look upon me as your ‘riendly grandson. ll help you. Read on. oO Information technology can often appear daunting; people of ‘advanced years may encounter feelings of uncertainy or bewiléerment when using it This guide is intended to lay those worries, g Congraiulations on buying a computer. Technology can be confusing at times, but in this guide, well help youset off on an exciting new journey all the wey from setting it up to using a range of programs. o4 This ie the modern world os Practice 2 This extract is the final paragraph from a guide for older people wanting to know about computing, Highlight the features of informal English in the extract. the end of the guide. Enjoy it? Useful? Let's hope you feel okay about using your new toy. Remember — there's help if you get stuck, Phone your local store. Phone the ce helpline listed. Phone a fiend. Go on ~ ger started inthe new word of tech! All the best, Wayne. Challenge 3 Rewrite the extract for Activity 2 for the same audience, but in a more formal style. When you have finished, decide which version would be more Sulsble forte anence and purpoos Give reason for your ausver:4.2 Phone problems > 4.2 Phone problems ‘The content of a speech isthe most important part, but different persuasive techniques can also belp a speech to make an impact: ‘on the listener. Focus 2 1. Draw a line to match the technique to the correct definition. repetition hyperbole: triples shetorical ‘question emotive language exclamations, statistics figurative language direct addross alteration imperatives4. Thi is the medorn world > Practice 2 Read thisextract, Highlight the persuasive techniques used and annotate them, explaining their effect. tee oy eultoonte ore ea ataceeimeccnce Phones are dangerous. Milions of young people's childhood are being corrupted. Why would any parent do that? Ninety percent of young people admit that they spend more time on their phone than ishoalthy. hat is outrageous! Parents ~ act now be‘ore its too lata, Phones are dangerous, destructive and damaging. Challenge 3 Practise using these techniques. Write a paragraph persuading readers that technology has greatly improved people’s lives.4.3 Prodicting the future > 4.3 Predicting the future ee Placing different sentence types alongside each other not only makes a text more interesting to read, it algo helps to create diferent tones and voices, Look at this examele: + [lay in bed and listened with horror to the strange scund that echoed from the staircase. Creak, it went. fd never been so scared in my life. Tension is created by placing a short, simple sentence (Creal, it went’) at the moment of drama in the stor. Its effect is heightened by the contrast With the more deserptive compound-complex sentence that comes before it In the context of the paragraph, it helps to create the voice that of a tense, worried narrator. Now look at another example: + Hooked at the learners in my elass with my most severe look, which admittedly | didn’t use too often, and demanded to know why they weren't taking me seriously. Then it dawned on me. | was wearing, edd thoos. Here, the writer creates humour by placing two simple sertences at the end of the account. The shortness of the sentences suagests the narrator's embarrassment. Again, they are made effactve ay the preceding compound-complex sentence. In the context of the paragraph, it helps to create the voice ~ that of the embarrassed and knowingly comic narrator. Focus 1 Here are four sentences of different types from a humorous article about predictions people have made about the future, The weiter describes a fling car. Number the sentences from I to 4 to put them in an order ‘hat makes sense and creates « humorous effect. Tt would run on 2 new type of fuel (which of course was never invented either) and would last for 1000 years, A sensible prediction? ‘A fying ear was another erazy prediction. o000 Er... no,4 This is the modern world > Practice 2 Here is another Future prediction. Rewrite this, creating the effect of humour by the placement of a short sentence. You may need to change some of the words to do this, ‘Another idea that failed to take off was a robot helper which meant to help you arourd the house. The robot helper would wash dishes and make bed, but unfortunately, the robot was never built. Challenge 3 Read this extract from the article “The future is here. Write an explanation of the effect of the placement of short sentences in the text. Ever wondared what might happen in the future? Flying cars? ‘Computers in brains? Although the world has changed drematicelly in tho past 80 yoers, we haven't quite reached the stage where teachers are mde from metal. Yet. In the past, though, peosle had some crazy ideas about what the yeor 2020 would be like. But just how accurate: were they? Read on43 Predicting the future2 tiiemamoks = > 4.4 A dystopian future Tere are times in writing when itis important to use clea, direct language rather than to write in a complex way. This means chosing words and sentence structures that get a point across clearly. For example, compare these two sentences ebout the same story ‘+ In this novel, which is the type of tale that may appeal to a host of dystopian fiction lovers, the narrative cones on two distinct character types: one is Shay, who is an attractive but deeply complex persona, and the other is Magenta, a gil who (despite leaving school with few qualifications) exhibits the sort of qualities that mark her out as a deeply intellectual character. ‘This story is about two characters ~ Shay, a complicated boy end Magenta, an intelligent gir Notice how the second example uses clearer language and simpler sentence structures. it also does not include unnecessary information about genre and specific character details, Focus 11 Look at the two examples in the Language focus box. The second example contains just clear, essential information. Highlight any clear or essential information you can find in the first example Practice 2 Read this extract, from an article that considers people's fears about artificial intelligence ~a common feature of dystopian fictioa, [vis written in a complex way. Rewrite it soit is shorter and clearer. You will need to decide which parts are not needed.44 A dystopian future Dystopian fiction explores fear, a very human emotion, and fears ‘motivated by different things. Since the beainning of te, humans have been both fascinated and fearful about the future. They get ppaticulerly xomed cbout -obots, What causes concorm hora ie wo things sil, people ate suspicious about non-human, able beings {perops its the unemotional aualties), secondly (and perhaps more importantly), enxietes about artificial inteligence taking over the mold sare widespread. Challenge 3. Trying about a complestopicin a cleat, clive way for temyear-old Iearera You cou wie aboot adr opian Sr or book you kaon, or another idea of your own, Write a paragraph in your notebook> 4.5 The Glade English has a range of alternative wards, or synonyms, with diferent shades ‘of meaning, In creative writing, tis important to select the word that best conveys the mearing anc atmosphere you want to create. For example, look at these two sentences that describe a boy locking at the sky: + He saw the sky; it looked sad. + He peered at the sky; it looked sombre, ‘The first example uses the common singie-sylable words saw and sad and its simplicity clearly expresses the situation. The second example uses more complex words. This version gives more detail about the way the boy is looking (peered. Appropriate word choices depend on many things, including audience and purpose. In an adventure story for young children, the word ‘sombre’ seems too complex, but itis an appropriate description in a story for older reeders. Even in wnting for older readers, there may be times wher simple, direct language is more suitable. For example, simple language can help create 2 sonse of urgency and excitemont. itis also useful for claty when you want the reader to Quickly understand vhat is heppening, when complex Vocabulary might interrust the flow ofthe text.4.5 The Glade Focus 1 Look at this group of words A less complex synonym for each word is hidden in the gri. Find and highlight these synonyms. es tee | fatigued alzla[-[>lo c=) -]=)]ol#]=|-1e]-]°]<]° alolelzi<|<|sla[<|=[=[>[z[o alx[—lol>|>l=[@]-|x[=lol> lolz -lole}xla#le|-l al]=[olol-[= [plo <{=|-|/z[slelelzlol<[x]o[=|-[=|[< ol[- [-lolelole|=[=[e|<|=[-[2G[e glzlolel-I<|kPI-lole PIERS oll-le[-lelel=|= Practice jose four of the complex words from the group in Activity 1, Include them in a brief description of a character in a dystopian setting that would appear in an opening chapter. Your audience is adult readers.3 Now renrite the description, using less complex synonyms, Challenge 4 Bearing in mind the purpose and audience you wrote fo ie the Practice activites which do yon fel s more appropriate? Why? ‘Write a paragraph in your notebook.4.8 Closing doors > 4.6 Closing doors (One of the key structural decisions a fletion writer makes is how much information to reveal to the reader, What level of knowledge they decid to share often depends ‘on the effect they hope to create. Focus 4 Explain what the reader knows and expects to happen in this story. ‘Aravind walked slowly down the street carrying a beautiful vase he'd bought for his mother’s birthday. Around te ‘corner, a boy on e bicycle wes travelling faster than he should along tre pavement. Aravind couk’ hear a faint snhirting sound, but carried on walking.