[DGE CAMBRII UNIVERSITY PRESS English Language for Cambridge O Level (MICOURSEBOOK™] Graham Elsdon, Helen Rees-Bidder & Helen TonerGAMERS ney rng Hue, Cambie C2 BB, Ute Kingdon ‘ne Ube, 20 ot Nee Ya, 1006, USA {77 arn Rox, ort Melee, 3207, Asal 314321, Sn, Me, adr Faun ela Dac Care New eb 11025, 9 103 eng od, 45-0607, Vdoe Cane, nye 738167 Cannery ss part fh nary of Cone. eke the Une ony sive ingle pnt of a, ‘arng aed msn ae ight eaten eto etre canner Staton ot be wnucambedge cr 7E00615%01 { combedg ney res 8 Asser 2022 Tha patiatn in capt Subject oan econ Tule pnsonsa tart coe ken operas, ‘oreo ol ary oo oy ae pe woe oh ‘eaten Came Uses Fes putlond 2008 Seangeaten 206 Pitan ny Oat ‘exe ead hi pub aah te Bn ray SS s781.00915010-1 Pau nth Di ees, 2 Sit aoeeng Bgetaonen tx oh cambria Unies Peas noepostity forhe perstne or a30) fr enero tr ary tet ees ered tm bs aban Swanage ay ccna ‘Ssnecrschepmyismon reg ptr ae wl athe {Seta iors grin hr mrt score tn et pring tu Cincdg reson cy oan eto arpaiee ome. voto nd a eas ig yale greed your sent stn bythe a) aren uch Ymca eis, of where you wish o exceed he trol tence, ‘Zohpothne yond een petatan sf Cane Urey es i wy edo epodee wnct prison dt he porn efi Bt be Cop, Senrand rns At 808, in over large. fe eooticen lr paraperwin tan pera css Sey and reductase pune og mn ue. Cantsipe eatin coprght man th pbieton 6 epodied unde Bec an emis nce open of Conondpe sacar erator Earaten icra ebro andreas efare opulent en by Crt Ase erator Econ ‘aie qusionsord sang aes have es a ty heath. xmas te nay ‘ars a cua a beer fees assert aco aces prepara he ‘espe fit yt eens Prt ta eee> Contents Introduction How to use this series How to use this book PART 1: READING Chapter 1: Reading skills and strategies 11 An‘ntrodction to eading skis 1.2 Reading srateies 13° Tpesof ens Chapter 2: Reading for comprehension 2.1 Foemingon vecabelay 22 Putting reading strategies into practice 23° Using your own words 24 Expcitand implicit mening 25 Exporngimpleit meanings 26 Understanding «writer's opinions and attiades Chapter 3: Analysing and explaining writers’ effects 34 Whatinn witers fer? 32 How angege suggests meanings andideas 33 Respondgto writer ects 3.4 Figuatvelnguage to ceute atmoapere and setngs 3.5 Languagechois to dorbe chances and people 3.6 Sensory language Chapter 4: Summary writing 44 Reading rides 42 Remodeling the text 43, Dewlopingcobeest writing 44° Summaryaritingprocice Chapter 5: Reading practice> caMaRince 0 LEVEL ENGLISH LANGUAGE: COURSEBOOK PART 2: WRITING ‘Chapter 6: Writing skills ae 6-1 An troduton to your wang ties a7 6.2 Ariens purpose ant voice a8 63. Voeabulary and grammar hokes 121 6A Stareand plans 125 Chapter 7: Directed writing 130 7A Keyevlution skis 132 72 Beginning to evaluate 133 73. Beginning to writ discursive 130 7H Ohne point uf view 14a 78 Wig ers aud eral 148 7.6 Weting speech 155 Chapter 8: Descriptive writing 161 Deseibing places 1a Describing evens 168 83 Dseiing people 15 Chapter 9: Narrative writing 1 9.4 Geaenting and planing tory dens 13 92 Sry opeaings 108 93 Characters and situations 192 94 Theartof tortling 195 95 More abou aration 201 98 Endings 208 Chapter 10: Writing practice 20 Glossary a Index: ery Acknowledgements 20nvoxcton > Introduction ‘This bok has ben designed to lp you suzceed ia your English studies Ithas been rites to complement the Cambridge O Level English Language sylbus (1123 fom a onwards ‘The books orgnisedin wo sections (Reading an Weting) and features activites snd aévie aimed at kl cata he sb, well s helping you etend your English stile general The fit seton ofthe book focses on medina explores ‘wast lp ou dees your understanding of Stion and now Sion tats ‘ough range of aces including comprehension questions summary wring, nd exploring how writers creat fest The second sexton lots on a ot 0 practie deed wring. intoding the ne focus on evalatve lis Bats Sxrpie "nd naraive writing ar explore in deta wih range of Eukance and actives to felp You master thse see “Trroughout you studies, yu wil ea stinulatng and useful ets and tasks all, Intended to help you develop your sbties You wl complete some of tes task in ‘groups or pass Remember that yout earings ot Sply a eval expeience: Sscassng sharing and advising each otber isa cata pat of your edwztion, beopen to felback and be prepared o work on erltng ad esi your Work ‘ico ony the es teenth ond af ach chap whieh nee ‘consolidate our sil, Each section f the book ncades more oral aks that youn comple individual oases your popes Good ck onthe next sag of your earring jury.D> Greeti yt Ue teeta >» How to use this seriesHow to use this book > How to use this book ‘Throughout his coursebook, you wil aoc os fret features that wl bap yourlernng Thos ar expaed below. Key vocabulary ishighighted in the toe when i Se fist reduced men Defitions are given inthe margin andean ‘This fate wil explore what lrouledge you akeady have before staring eee pean ade the chaptec Gloesary athe back of tha book. “This feaue focuses on specie reading or witng sil that you wll cover inthe copter hase tip wl hep to = velop your reading ‘ile nin “These tips wil help © evelop young se a ge ieee toaresiword oaked: ‘ 1 : : fe i taf 7 SNOB. aielt Saucy agri bh.> Chapter 1 Reading skills and strategies1 Reading sills and strategies > Introduction ‘This chapter wil nroduce you tothe key reading hls you will devo and vse luring your Camrge 0 LavelEngizh Language course, Developig strong, Independent reading sll wil not oly halp you do welin your Rides you wil ‘lk id hat these sll areusafln many ater subjects as wel sain spots fe outside schoo. People read or many diferent eeros or lesur oo ‘Stimulate the Imagination, to gether inormation for specie purpore orto lary Somathing new, oto complete everyy tasks tuch se cooking an hoping, Whatever the rarer, you wil find that you use reading sls every cb. ‘Think about the lilerent ways thet yeu ue esc silsin your even fo ais ook at this it and dacs how cen you use eng sails tae studios, Szore each station out of3, where 1 = dal, 2~ oceaonallyand3 = ray checking ingredients in food sing social mediates cordon fod enine cing which programme to watch on television + rwcsving dhalls and tas 1+ following an insrction manual 'o bul or use equipment + choosing achool abject browsing information on 8 noticeboard navigating somewhere baying items on the internet Now thik oft other stations where you use reading sili you dale> CAMBRIDGE © LEVEL ENGLISH LANGUAGE: COURSEBOOK > 1.1 An introduction to reading skills Etch ofthe situations you explore inthe Geng started activity recurs yo to ‘ead ina diferent ay fr dle ressons You may wan to quickly read ax to tthe gist of whit about, for erampl, You may lance a 10 ry anc spot Beisel ‘helaformatios you are locking for You may seed read over ext morectiely | SveatnSaring of {o ensue tat you sbsor and understand the mater Some exis mht be nove ea Challenging than others porbaps coma uur words or pases Intec fases ou may hae (oook up words or we specif stateies to workout msningsin__| context: the station ‘content All ths mess you wil sed to deveop certain eadng sill On ths ours, | vithn which something Sou wil fas onthe folowing sil ‘ie or happens + active reading + reading sates + compechenson + inference + ow writers use language for ee + summarising ening exe. What is active reading? Acie ang ita prac that we ange ang Seti onde to ly npge hea Ate eng tens edingrcaly by bag ave of Your owe hot peosnes To become acl soe ade ou touts dst your radng al sczrdng 1 the ak you ae dng rte purpose of your reading + appottean hgh te x improves epen fooroadanandag + denlop udesandng fxs pepe y considering rt’ neions + beak et ow itch by Big avar of tow itistrectued Toretecenes «ake onnesion betwen tatand yor om prior know or experince «eters olen eval by dig onthe mening waa words + dings between he main ideas in text andthe supporting examples ios images in your mind that represet ides in th ext1 Reading sis ond strategies 41 Tink about your rading sls In pis ook at thet opposite and discuss how many of the proces you aleady te when you read ext Give exch activ reading prowess 2 RAG ring (ed = notte = ocsionaly, ‘3m vas) ose wich aspects you aed to npove to become amare sce eader Cresta ile ths, wth lhe ils sted, o record your ratings Keep ‘copy of your RAG rating as ou wll epeat he ask at the nd ofthis chapler {see how your understanding bas improve just your reedng ate according to the ask you ore doing or the pupae of ura armotte and highlight the ttt improve and depen your understanding > 1.2 Reading strategies ‘tis useful to undersand the range of ferent eading strategies you can use, and ‘ny tones spree dpeing oh py of our eg Skimming ‘Skimming allows you to ake in whole asus of text quilt wil giv ou abasic ides ofthe ope ands general undentanding of the content, but ou woul eed to. revead the et more cavfully guna fl understanding of Siamese ke ‘aching afm a fst forward you ca each the general ow of the stor, Bt you ‘wil mis the deta. You sim a et by allowing your eyes to quickly fick om one Word to the next, fcsing on xy words ate than absorbing whole sentences Skimming usefulstrtegy to uply wea you come acros ax unseen text, rif you red to gets ovrvowo ext Before moving on fo more dead work, uh asin suraman writes. Scanning ‘Scanning simi o skimming —its another apid-eading strategy, The difleesce stat when you sean a tet, you acl search it foray pee of information or speed Theres ofthe text not eleva only the Information jou have bea ‘shed ond. You do thishy runing yur eyes quickly ovr the text loki jt or the information neced by seuchng for key words inked to the question. skimming: acing 3 fextquey to gets (gereral overview of fe topic wn content ‘overview: aie explanation or Summary of he topic ‘Secontant of ont scanning: racing Gully t locate specie information> cambaince 0 LeveL ENGUSH LANGUAGE: COURSEBOOK ‘Scanning is useful when you are hoping to nd 2 particular pee of formation in {eit or when sponding fo pee question sch as comprehension yuestons The ‘nsly ayo fo find 3 word rss or pc of erdence tat. Wu ma And ‘Weful to udertn the et when ou find what you ar looking fx, Re-reading ‘Sometimes you need oad text more an once ain x ful ndersanding OF I. ‘second reading allows yout cary anything that was uncea orconfiing on ow fst reading. Win you era s text slow dn your reading pace and tne cael noe of any punttion fo esurthat you pate athe right places. Len othe nnet ‘oie in your ead as ou ead, Reveailng to secre a deeper understandings ask Jou shal practi a mich as ou ea, Making inferences ‘Wie ou mak ese youlonk dost atau words and pissin text 2d wort out wat suggested thm, You long eyo wal he worn) tect o cone wate writ means then. hes nfeing oa txt, an teptonlghghtor mul snsotans on omat pos of tat Close reading Coe reading i where ou thnkhard as youread aston of txt. You may a ‘lost consider the deeper meaning of stand t dan Your houghis Shout isa a seal sratgy for analysng he language of atest dices faanotaons of words and Row Write te Eaguage To deliberately shape thereaders ‘sponse Assuc, you ay seed to ety tafamlr words and work ot tiie ‘meanings throu he contet of thee ‘Wes you cloe read text you my St wel to annotte iby undelinng words sod pater tod making nots nthe marl. You may alo find useful to Bight ‘wor and phrase 0 you ca race how the Wess develop across th eat Pre-reading Proseadingita strategy you may acd to apply before reading the text tt For ‘ximps pre eating may ivale reading around the lope to iprove our ove towed before ending a text Proveading also about making eure you fly ‘snderstod the ae you ave ben aed t 6 fo example by eaing carefull 2 ‘tet, insrution ran import information os ane hee hrm foe 308 Sarthe ending activity tel. Noe + Quen bas more than one pst and if the Aiferee parts bud on each otberla ers of our kaowedge and undersaeding, [Wa reading text bas an troduction, mae ure you read tiscali wll, Contain etal informatio or Your understanding of he xt 11 Grete grid with space foreach ofthe eaing ates skimming, sunning, reeding, makingnfrences close reading and preeading In Your gl, noe lowe when you may eed touse hee lls Youn include subjects othe than English snguape aswell as reading actives beyond the sro. ue How long shuld an answer be? Diferent reading fast wl requre clferent evs of ‘esponce Toh You decide how ‘Setaled an sewer shouldbe, se f there ls nunber of make allocated. This ‘il give you sn idea of how much ati youneed to erin Your answer4 Reading sils and strategies 2 Read Tet fad tout. then complete the tasks opractise the srtegies you havejst Text 1.1 ih aa Balls one of the mos: popular elidaydestrations In che world andes easy 0 see why! With is yc golden beaches, unraled and spectacular sanery and exotic suse, thas everything co fer cha discerning tours looking or an escape from che pressures ofthe modern word Foran Wandin the Indan Ocean, al cerainly packs a punch ‘A holy in Bal isthe perl eeway — there are activities to st everyone For the active ours fhe suring and trking i nsupased The incredible coastal waters offer fase ing and snoring ‘opportunities seross the monty of he ind For thse looking forrest and relation spas or yom and radian retreats are suet st your mina fee while the market and galeries ofer tmpe opporuy {or absorbing the ch culture whl supprang local people by shopping for local eras For anyone reakng far Ba igh wth es ely cfs and randy resaurant wil make Your holiday one o remember ‘And of couse you rely want ge away Irom ie alr rom es pitrezque beaches, Bal can ofr touriet inand areas tat have retaned thelr remote rurl charm and maintained ter unique Base caltare-These areas are cheractrised by a tuning region of ie tarraces iniatly carved ito she hii wih ecanciva views over the mesmerising vals below “oruach Bl ou can ook figs tom i major ies arpre:The bet er ls rng te nnd ry son em yt Gusher sough kl cheaper btren Nowra Ap wen yourayexernc hr acor The ain angige sola te ade ndorea Bte Teta hm corey the dontan Raph o.on= tok our dy enh Bl dy aaa zd es Senn Practae whenever you can Practas ung thee aratecie whonever you ae sven tsk oo hat ore Ibsen eating texts Ths ray not ony bain English guage leet bt also across othe sbjots Think about other subjects where preeadng Isimportant, ox those wher you use snming and searing eategien.> cawanoce © LeveL ENGLISH LANGUAGE: COURSEECOK 2) Scan the ext, then describe what itis about into sentences Consider te ext "ype is purpose and udience tb Skim the et and highlight what Bal ofa tourist looking forrest axon, ‘Shopping nd good fod Reread the text and consderhow the content i strstared, Mae a et of bow the ifort isondered othe reader 44 Whatean you infer shout the impacto the tour industry on Bal om aragph 3? © Cosel read the text and exp why the following phrases are elfecie: ao 1. For ty ian Bal cern pack» punch! Inf to od out | 1 sunning region of rice terrace nrcately carved into the hlsides ‘meaning by spplyng ‘vidonce | resering What preseading dt you need todo to answer the questions above sucefully? | fiction: stories about Imaginary characors and events nos ction: ving > 1.3 Types of texts ee vente and ace genre a ype, or ‘Toderlop azong hil in Eaps, you ned to ead a wide sity of texts The extgory of tay, ‘are expetience ou hve of reading Independent, the more you Wil develop the sicher comedy, Sil you ured to succeed. The texts you read and wrt about willbe both fiction and | aged or mystory ronfction, so you shoul be aware of th types of texts ha fal ino each category. Ficion xs come ina variety of gonres, For exam ‘+ since eon usally sein the fature whe ecology is more advanced tan ‘+ human interest namives abou people clog ange of challenging suations + suspense: whee the writer deeopsa tense atmosphere and wihol information from te reader + advent: fering group of peopl involed in dramatic vets ‘+ mstery feturng unexplained happenings and giving th eer cosa wel se ditntons 1+ fatay tt in tange words wher sting eas happen and featuring on human characte on ingen oe fone ras.41 Reading sls and stratogios [Non-ton texts include: + sows reporting: usualy in a newspaper or amon new ste reporting + festa writing: wvalin a aevspaper,magucize oa website, exploring an se o theme travel wring stay ina te book or ona website, renewing "eeonunending interesting places oral oo 08d + autotiogphy: pessoal memoir ofthe autor fe 1 iograpy:a book writen shout someoae wellknown, esting o ir lfeand work + adie guides: usually inadvce boos, roche ates or manuals *+ information artes usualy in enylopadins magazines or on webs 41 Inpir ead the following shor texts Foreach oe: decide whetherit is non-cion or fction bb discs which gre or text peti; make notes on any eturesf he text that helped you mae your dossion, ‘A. The damage being dove t coral oleh the et century = 3 cause ‘of great concern to garemments sel onvrenmentsias sss fstiated tht 60% af ets ate ab ady seriously damaged om ‘verhing, anchor damage ard coral mining, Standing i the shadows loking up st the marorhouse, he watihed land waited. Hs opportunity woud ars sone was sure of that There was ingle ight na sal window nthe eaves ofthe house ‘Soon it would fash on and of thee tes. Thar was his ce act © _Iheta can bano douse at computers have brovant spout a "evolton ihe way schoo's ae vr, with mary arguing that onine | ‘hoo wil tacoma the norm nthe nen ire ‘What do you wan came the boc vice fom theater | "spaceship. Sumar looked up, tered, his eyes unable to ee what | veniindbmansebindnghiebaeritg ten | ‘the deo'vay Terttaly he stepped far> CAMBRIDGE © LEVEL ENGLISH LANGUAGE: COURSEBOOK E Inver config aight alight fut at as, hohe Al, ey ‘puller row the wh ad Bee ang hard batde b tho ‘asin centres iat vented a te ast oft arom fagbre rds he wooddiower F agro vp aati Inedoma Bank ve Teen hesitates trainer tea ole Haveg creo Seg ated yaar Saunayayhs plyed wih stand on olay suet Hs ligt ‘when els cfe om 1G Fjorlookng for an exting ay break wih a uly mesmersng ‘combination of etre, relantion sr stopping, Colombes deftly the cho for you! || Atthe G7 confeenes today, government leaders greed hat ‘colsctve ston ie needles to mipede the growing de of obesity ‘ffecting the heath of tiers in mary ofthe words weakest Pruntrae Gow ofthe propane ecuted was thet feds conaing | ‘igh amounts of uneatursted ats or refed sogos shoul tract Ineroeed taf end tes. 41 Whan | was not much more than a. newborn cil my father was Involved n= depute that deprived him offs chicas t Miz Sand rovesled » sain m hie choractI believe he passed ato [son maintain tht nurs, ater han nts the primary ‘moulder of pereonalty, but my ator possessed » proud sense ‘frebelioutness stubborn sense of ies that recognise a ‘myst. (Fem Long Walko Freedom by Nelsen Manes) 10)4 Reading sie and strat shout the features of eac et ha heped you desde on tye orgetre Lit he Features isthe able The ist to tet ia bean done fr you a examples re veitng {ermal tone * Char tone ~ the dracon Of col oafe Sr er se fetal cece 8 B_[apenae or yplory |» on awed charactar se of selling =a large house + ee of sadosldorgues +e ofa egal the andr ken isa’ “it e 3 Choose tre ofthe texts fom Actiity 1 and develop them frter by adding leet thee pargraps Make roe you maitain he corel syle ‘hea you ead et se this checklist to lp yu read independently Renny cect 2 1 tettetecctenocnan Acton? 1 Pron etn nats the tox type prpoeandatencet Fionn the gene mala ththe entre t tetee peor geet Canisunmuree nha te teri aoi one sereree?—— Caniworkot thera uteri word sh thecomte hese? pees Canluse other statees overt tha meat fore Dolundestanthew he oti srr thebeai cthe rede? Canlepn ary ntrnimennge hth tnt anlspot any examies of rarestng ngage shat debratly shopesraderespced = Kans> CAMBRIDGE © LEVEL ENGLISH LANGUAGE: COURSEBOOK “Thnk about the raadingsvategies you have explored in his chapter. + Which stargios do you fet confident in using and which ones do you faal you need to develop futher? + Which sere of ting ae your favours, and why? + Which genes of wring da you fd most challenging, and why? | in rows: choose: ge seen Fogo of ew in ssh : ah feSon arene elon Creates ivortogs okt texts ora wal ce, fests oath en Gutenee detclonrais. oti © + armour lancnare Reve the RAG rating you completed at the begining of this chapter end (whether your confidence as developed dently how reading sls Make a lst of ve paces or stations where you ppl evencay Wo feed dfferenttot in your every le. | [reed actively ‘Note down five ways in hich youreanimsrove | ur ative reading le aedertnd deren reading Desenbe toa partner when would be |eratogies ord when tse sppropre tue the folowing reading | them statepies sing: scanning: cose eadoa. _| dently the genes ard pe Wit 50 words explaining what each of be offebon and non-fiction terms Reton’ and ontion’ mean, giving ols of tat ype anrae ar ach eo |> cee 2 Readin Fs comprenension> CmaRIDGE 0 LEVEL ENGLISH LANGUAGE: COURSEBOOK > Introduction Inthis chpter, you wile ways te develop yourreaing comprehension sil na the feeding srtesis you explored in Chapter 1. You wl eed and respond Tae ge of natatve texts, ncuding Ftin and narrative nonietion. narrative now fion: Siype of non icon ent that swan ine syle of@ Feion tory ‘Read Text 21. The wite lectin is ery doy at a Bich booing ‘Shoot uhen he wes eht years old groups, css the suace meaning Sie tan then ony deeper meanings tht yu hk the writers eing. In yourdacunion eoneder ‘hat the tonsa about his eat experiences of bouring school v Comprehension questions asess how wel you understand a reading tex. ‘You wil eed to show understanding ofboth expt ardimplck mesning aan explicit meaning: ‘des and deta that Star states drety dentiying explicit mearing may mean understaning tral meanings words, or nding examples and evidence om tho texto uswate snicea \densfyngimpick meaning iwolves looking mare deeply at witars Intesions or explaining what the writer may be implying her thon expt stating Implicit meaning: ideas and cet that readers heve to werk Sut or temash ‘eral decribing something na Seaighoreard way, sing the ginal 2.1 Focusing on ferop ocabulary How well you understand an unseen text wil depend on your ability to work out he zing of wor sts asf to develop your vocabulary ar mth as you ca. Try ‘osm EH vcabilat by looking up the meanings of wore hey ara i our etuction apd everyday life Learaing word natural ike is wil ip yous pin sevur nderstnding of coret wget conte ‘rere are many ways to improve your vocabulary Devslopa red bit by ensuring that ou alays havea reading book end setng youre a targe’to reads eran umber of pages each day. People who ‘ad fr pleasure improve hr performance ares a ange of bets, Develop strategies for checking the meaning of fear words tt you some scros when eding. This could be through making «aco te wordt oak up Inter or by ebecking word a ou red (oe Chapt 9), ‘Use theaursa ou do your ov writing. This wll help you ws the st voesbuhy fr your purpose, bt wil also widen our word range by Sobcnemcegnee karen Pome wear emia ene eas Jpeme eee sans + Keeps logot ths vow wos you earn and wach thst rom or phase You may find that you need to explain the meaning of words ia diferent ways. ‘nuance: a subte ‘For example, you may be presented with tasks that begin inthe following ways: difference or shade fof meaning or deni 2 word that means the same as sepresucn ‘Using your own words explain what he et means by Give to words hat stow ‘What does the writer mena byte phrase> CAMBRIDGE © LEVEL ENGLISH LANGUAGE: COURSEBOOK Read th following text about arid couple who eae the sity fra dy outa teesuniride ote, Text22 ewas a glorioysly sunny day; perfect for relaxing Inthe hills with 1 pene lunch( The two-hour deve in astiflig car with no air Conditioning Would seem like afminor inconvenience when they finally arrived at their destination, where the cooling breezes ‘would provide relief from the oppressive heat of the city)They ould also enjoy a sense of freedom that comes from being in large open space. Yaseera secretly hoped it would help them break the Endless ele Of Bickering they seemed to be trapped in lately. ‘As Faisal drove them away from thelr tatty apartment block, the ar was ivarfed by the tall bulldings lining the highway on either {ide Yaseera sighed atthe peeling paintwork on the building ‘Exteriors and the lines of washed dothes hanging from every tiny baleony, Married fe piled up on top of hundreds of other families “tity one-bedroomed box wasn't what she had dreamed of as child longing for ety life. ‘To Yaseera's surprise, the nighviay was moving $8 ‘theirjourney was smooth They reached the foothills and began the faeandeting drive along the rlbbon road that wound its way Up the hills. she sighed with contentment, luxurtatng in the ‘Satiapatieel of their arcval at the national park, famous for its stunning views and peaceful ambi. ‘After an hour of searching fora space In the crowded car park~ arguing bitterly allthe walle Faisal and Yaseera aéjectedly made ‘irieay up the hilsige ‘rll, Everywhere they looked there were ‘owds of people: people queuing fo ie-creams and bottles of water, people queving for the restrooms; people queuing to have {heir photographs taken with tare monkeys people queving to pay the fees for thele parking ticket before leaving. Every bit of Space'as far as they coule see seemed to be thoked with people Trilling about, children running around screaming, and the debris, F pienics just eaten. They had come looking for paradise but all ‘they had found was an area ruined by mass tourism.2 Reading for comprehension Look the ft hight word: ‘sin. Do you know what mean? Ino, start ‘work tout by looking tthe whol sentence The twoshour rive Ina Bi car with no airconditioning would seem ke aminor inconvenience wen they finaly civ t thei destnetion, where the cooing breezes would provide rele fom the aporessve heat of the cy. ‘The cue inthe sentence the phrase ‘with 20a conitioning’. You can probably workout hat when thee is no ai conning and oppresite beat ar aly {0 every ho ands. inthis conten, "ifn itn adjective desing te salfcaig beatin theca, 1 tnpsi, ook atthe other highlighted words and phrases nthe text Wok ost ther exp measings (how they are used the contest ofthe text) aad What ‘he writer is tying to convey with these word holes Look for es athe text, Record the meaningsn eae Hk thie The ist two hav be done as cna, bat the car jornay ic ncomfortay ol? eimportant, sgh | th the destination il Sees erie snes worth doin with another pir and compare the meanings you have recorded in your table there are any variation dss them ad ry to ate which mening You ik ‘3 Op,our om, choose en ofthe words fom theft and wrt them ia new sesienes Sap your sentences wth parte and offer each ee edback Consider how lathe meaning f the mor i fm the ways sed tne Seatzce I you think any of he sentence cold be nprved ae ensvucverggetons ‘Think abou th process hat you went through to wot out the mesrings inthe ection sbove Us the reading ls you used ~for example, skimming ox seaning zona fa (see Section 12. : Not dow any lca wher you ved your por none ot ae ‘Siperenca 0 wok out pouble massing. tiaras uh Consider what strategies you could ue for any words yous do not undectand nha ways are these azatogis help? Why do yu think his i?> CAMBRIDGE 0 LEVEL ENGLISH LANGUAGE: COURSEBOOK TEACAMEROSE LEVEL NCU ASE ee > 2.2 Putting reading strategies into practice Some comprebesin vies equi bri otal unser to demonstrate expt Sindrstanding of tet. You aye opt deta ra quoatio frm the ext oF lan the weaning of word or pave wing your own words To respond elle, Sou wl ned to ue some ofthe reading stages explored in Caper a aa word, usu i i the beginnng of Studying the question ee beam ‘Rememb tht part ofthe pre-reading state is loking closely atthe question in —_| you understand Srderto fly undeesand oka you nee to ook ext for when readingan unseen text, | how to answer ‘The quetion wills tl you howto frame yout espoase for example, weber you | the queston (9. laa sndleword or phrase, write longer planation, use your own words | iden, 'ie end quotations fom the xt Command words enn azo lp you understand what | “xplin, suggest) you need taco ca ‘Areading routine hen eadng o understand an unseen txt, do not ric he prapation. ‘Time spent ending nd reveacing the text snot re wasted Heri 8 goed urine alow = + Ski ead the tn 0 frm an overview | «skin ead the comprehension questions, noxinguhich questions heed more detailed or lnger answers. Closely rsd the text to form a deeper understanding Read each question closely then scan the ett find the tion need to eneFinding words and phrases in a text 2 Read i onScton tn abou eparinga ce Text 2.3 1 Give one word rom paragraph | that ans ‘at dently two features of exploring caves in paragraph I that may be frigheing 14 Whatis the worst pain exused by exploring low cave according to paragraph 2? © What are he two main worries of someone walking ina low cave according toparagraph 37 Give wo pico of evidence om paragraph hat show eae walkers eed tobe carl about where they weedJOGE 0 LEVEL ENGLISH LANGUAGE: COURSEBOOK > ow 2 Stim eid the ilonng tion txt, then scribe what taut in two sentences ect 13 npainloakat he folowing questions ‘2 Givetno deuils about how the men wee eetingal the en of thir ouraey From the ist ie ‘What oes the name ofthe bot tl you about situation? Give one word fom the frst paragraph which means bs’ ‘Give tw pees ference tha the oui ofthe bot! Took un down ‘What doe the dsrpin ‘edtatve type tell he reader about Hector! ‘Why dos Hector sy," think the ta might have ed sometime ago" Give oo poke details sbout te rceton area and one negate detail ‘What docs he pra ‘extra vigour tel the reader about how Brenda ng The kell Firat you shuld both cust + whether te question reqs you to answer in your own words + how dete your answer needs to be. — >2 Reading for comprehension 4 Now ansuer the gust. Compare your snvers with a paring. Discus any ifeences and ry o ape on 3 fal nave, 5 In puirs rank the questions inorder of dict: Look at the command words 8nd se whether ther isa clear patter. Do you thn tat ome commana words take questions more calensag? ‘Now read a student’ respons tothe questions nd the look a the felback the bt has aie a = e_Uinate we 1-4 Th gr ats in and the fon al cin porstata OF pac. — i tls the rede that Hector thas 40 madd. | 4 Becata thy are alr so ng 40 come he. action He ithe east —|-4 The reception wan has of space ond carlos th ake, over etre frie zs 1h He arg the ball ute vill. sing more ena thn nda. —_ Feedback 4 This answer is pty cavact ast identies Hat the nen tare haope. ny iron ta eh tobe oe pe Tat tae ne re Sn lag eta seer Deo seen eet ek aries eos ee i airesieri taunt oC eeioteee aps prey ee sien pete fea lee ee er tice » Eerie Samet erate Mabeee a miei walt esis that the frowt wall 8 in a por state of repair’ Honeier, ayy Ree ane ona aie ore a= See eta adel ite ope me ae Sete acrins res e ea e rel tlic Ma gn aoatad ea te te answer tis gestion Fully> CAMBRIDGE 0 LEVEL ENGUISH LANGUAGE: COURSEBOOK 2 This response is incoreet besarte the word maditate! is to case fo'meditative'. Un asked 40 explain fe mening of a wordy i isimportant aot to ase ony efter forms of that word in fhe, txplasation fare the nme needed fo show understanding soxying the prnse shows Text Hector is ery thong fuk Wich Stent: 2 This is corect and shons enderstanding of Hector's sorenan. “This isa full answer to the guastion. The response offers fue 8 Ech pattie fetaresandlne carat sept fntwe. ‘Tas vesgonse could also have ineludad the natal light as a alternate positive fentore, o that there isan outof-date calender on the wall ns aw alternative negative Feat wre bk This ic full amaner to the guestion, ns it explaing the wea of vigow ns soad tm the tor}oas well as considering the improt of the ward ‘extra’. 6 Review our own savers Would youchangyur anes o aya he questions tased on the feedback ere? "nk ack ever th infra inthis sein. | dently what youve lart shou anawarg shot comprahesionquesons deny what you find cil about his type of question Plan what you could do to improve — fr example, you fel you nee Sider voeabuly you coud schedule time for resding each week, ‘rte dv ist new worcs yeu come across or complet one ‘vocabulary execs. > 2.3 Using your own words “Te demonstrate your understanding you may nee to expla longer sections of ext seasgou own gordsTo do this you will need toknow how to paraphrase cffectvel SMa eens Identifying key words and phrases re tia aera) Sta text using erent words Sometimes a comprehension activi wlincorporate the Key words you need te foete {he elvan part the fer Bo at oter anes, you may need to easy and selec the {ny words yourel before easing them nto your en words ——————————— 2)2. Reading for comprehension Look at his example bas on Text 24 ‘Question: Using sour ows wep uc pine of evince thatthe cute of {Bebo ok ren dove, Relevant section of text: But now en he string arden sab had a age loots them There were Boulders tthe die and eval the rot hd ep toorambe Stop 1: Ideal the key word and pases you webring aod fo erie as ‘ord or tpesions of your awe, Careful ready of the question a he ext Should ea you to see tat ‘blistering garde shrubs ba nage ook fo he’, "Youle inthe drive and the walls he font td begin fo crumble the key ‘hrass you ned tremor. As ths quetonaskifor two paces of evidence yoo ‘ly have include to relevant pont in your reponse ‘Step 2: Wir your reponse Remember that youdo pot ned o avoid wing ‘e7 wrdof Cheol tet, but ok fo oon forthe mow evan ‘words io demonstrate our understending Try foreorder he words a eplace ‘ay complex language Foe eae he pase ‘eater garden hr ad 8 Vniage look to the’ reveals ist the arose dry parched 3 wel ‘olsasioned, You ould ephrase hia: the plant oked parched ‘and old-fashioned’, Bocldrs nthe dive’ could te fttrasl athe aloe rad was ul frock an the wala he front had tego fosrumble’ ould be reprabed atthe front wals ena poor Sle trea, ‘The question lo tes you thai i angnage dexcibing the hoe at “fmm! that oes to be hanes, raer thas ey tbe de The ‘ey words rare ‘isting’, itige ‘boulder’ aod "cumble! La oe to ie he words she, de’ aad “val your response Example answer: The hoi oaks ras dowa from tke outside as the std ful of diy, od ushionsdlookingtrsbrand te walls rein \When choosing you own weeds, remember that otal sonyrs have erty she some meaning, Se sure tht your hele of wore securely roles whet that wir says or mao Look at ths example: ‘+ Hectorsat down ona ikaty wicker chai you were using your on ward, you would need to make it eaer ‘hot the meaning of fckay Is thatthe chicas unstable but rat completly brake Synonyms sucha bby or ueteedy would, ete wero Uta to woud et Com ‘@act meaning ofthe worn content despite beng lated ‘synonys of kt.> CAMBRIDGE © LEVEL ENGLISH LANGUAGE: COURSEBOOK 2 AMEE CUE BS SS 1 Now write response tthe flowing ek, sing te stepson the previous age {bu guide ad bing sarefelo choose synoay carefull ‘Question: Using your ow words, giver postive etal abou the Fesstion rea and one nezave dt Relevant section of txt: The main fer wa spacious ith vew of the (pool and hen the lke in the dane beyond I had excell natural ight. "Lh test it have ed sete op" Heco sat down ona rity sicker cha end contested hee year-old calendar pied the wall. 2 Compare rset with partne and note any similares in your sponses, Give your partner construe feedback on hi sponse. [Now rea another err frm The Mach2. Reading for comprehension os a ee ee 5 Se ee ier oreo, 3 Aner these questions. {Using our ow words, expan what Sunny found the manager and water ing bythe ook ‘What doe the word ‘bellowed el the reader about he way Brendan spoke? € Using your own words explain why the manage is nate to solve the ‘roblem when Brendan says, ‘Can yu d something about i 4 Using your own words, expla Brendan propoed solution and why it soul ot wock.| © Using your own words, get ways thatthe manager steed by the ‘ving inthe entenc bepaalg, “The manages sung. Evaluating answers ed Tet 26, shor dessin of ysis Text 2.6 ‘Yusuf pedale his new bieycle along the path, gathering speed ashe went. He suppressed the thought that is mather hed told him notto go further than the end oftheir street. He was proud of his new bicycles shiny heels its smart, ed fame, tinklng bel Perhapsif he cycled around the comer tothe nex set, he would see his ‘school Fiend, lal Bla hada bicycle and might perhaps be plying with It Inhis own street His mether would never find out that Neha stayed nto forbidden tert, Along he went, farther and further. Then he remembered his mothers anger the last time he had disobeyed her —itjut wasn't worth t He pulled onthe brakes and reluctantly ‘tumed th bicycle backin the arectionofishouse.> CAMBRIDGE O LEVEL ENGLISH LANGUAGE: COURSEBOOK Lookat the question andthe five sample answers belo: I pairs. dics which wes ae good and which could be improved, and how. Mae bf notes on ‘that eedbeck you would gvecach aden Ta your diction fxs on: wheter the words that ae moet leant othe question foes ve ‘een changed + whether the meanings sil the sane + wheter the asoer offer the eel of dual and development required ia ‘he question. ‘ang your own worse ran mason why Yusuf decided not oko and ee ‘is end onic bere AL He decied ook to go any furtlr becaste hie mter fal tll Hen-rot to go further thon the end of Mei abrect. | 6 ta decided not tage any futher becase his “nether und told hm oot to ge beyond their street ein nd bens hes prow his. shy —— snenbicyele, ee CHa decied rok to oo any further because is mother. halo im_tocay within He boundreeof Ate —airst and boca bee the wll be Furous 1 he idk dost be-wes told De desided not tage any further besatise ha suppressed the thowglet that-his mathar had told | 3 hin aot to go-Fartier than the end of their _straat and because he remembered how angry she tad bean ta fast tins he dsoeyed bar Fst nant arth E_ He was Hghtened of hsmothers anger and had been a ‘told nat 30 go foronhia bey, Blallves ia | ferent street55 Now look at he fetback teow and compare with our own notes frm Activity 4. Did ou entity the best answer corey? Did you igh sar isusia the eter responses? Ais ncorect 1 ues the relevant pues is mother had tol him not to go ferberthas endo the sree but tied from the ext so cannot Se ‘sete as‘ovn words’, The student has aot ofered second pola so prstably i ot notice tat he question ask fo tw nso is purty correc sit sys his motherbad told hm aot ogo beyond thee street ening. This has used own words fora relevant prt of te teat Teeond Bint saying ‘he was proud of his shiny new biel isnot relevent tthe quesion The student kes count ofthe fact that vo points re nese but only olor oe comet pit. The fit that Ysa was pros of his ew byes ota avon totum back scores, and remodel the wording ofthe ciinl et skilfully. 1 gives the reason hat is ede totum back a becuse his moe bad fos Sy within be boundaries of tne treet Wao offers a second pot nthe sodas own words "he knw she would be Frou if eee do a be ane ‘ol, Ether er of punishment, or fear of upseting hn nots neal be sceepabe hee Dis icone it copes rom the text seemingly at andor The student flo ‘ke the plat that Yusef went ao farther bcs his moter fovoddecie Infact, by mer copying out" seppresed he tought thats mother hed old him oto go beyond the end of thet the response sting tne ope, of thecomect ne iscomert. 18 concee but changes th wording of the text suet and concise: bao short 6 Witeshort sponses to the oloming tasks 8 Incr erty ancestor learnt io communicate Knoles to one ‘rothet Tas eae he fo find min ad Using yur own word say what our ancestor eto ht cole tem 1b Th sls old lotion and hse eater mean that he gb ‘ook fu ears to complete Using yur owe wont ge to feature ofthe ned dat adel allen fo Dud eho> CAMBRIDGE O LEVEL ENGLISH LANGUAGE: COURSEBOOK ¢ There rafic ern alot ad smelling ram eves ‘sing your owe words describe he ras-our ai. d.The creeper grew npofcionarund the hse, and een cold around ‘the nd a ‘Using your ova word explain what the wrt es ws abou the eespers ‘TnI, pases pew in profs and cole rcund the window sil © Bien ody cor refs areexentalo pope ving inthe opi, water teed io mansactire tools or anpy 1 ado ther oues plan using your own words he wes made of coral by people ving in the Hones Lookbback tees 4a 5, where you evaluate diflrent snes {6 teks reguting praphasing, Make as ofthe key lesring pointe ‘member when responding t this ype of actly for eagle, avoiding Ting he weds ofthe text Note how each pew help you when teckng ‘comprehension ates. > 2.4 Explicit and implicit meaning When you demonstrate understanding of expt meaning ina ext you sbow tha Jou hae understood is surface meanog Woat the writer sates ect This eis oo soa conning and Knowledge of voabalary, tbe weys in which writers express ‘ie and opinions or how they ara characers und events When you demonsrte ‘sellarendesanting of et tens you have loked deeper and read berwees (hei to infer what wre sugaesting bythe choice of langsas Distinguishing between explicit and implicit meaning edits shor pang, te look te ues and exam sponse Thera ated aginst he wasn, casing es of stro aca daw ts afer The winder wipes wer sung SSaES tne wap was mong more soy ac wu ihe long the cy toned hoe2. Reading for comprehension (Question 1: What wae the weather ke? ets raining hey (Question 2: Where wee they ravelig? ‘hey wre travelling home ‘The answer to both tes questions can be found onthe src’ ofthe tex ‘The rae ‘ai asked’ expikly means hey rai, and the word ome al you where hey were rmeling {Question 3: From the evidence inthe et, explln why the trac was moving more slowly than ual Ath tee tte mrt dtd Sane — | the fey rain ae by poor 8h fone as trmetling more slay than ssa —becass the henry rin made drip condition degen oe ! netfee eng matte tm ua Benue ere —— hd ana ecient, ze Se ‘As core. nthe teat it tats that the windscreen wipers were ‘strung’ to clear the ‘ai, sot reasonable inet vist was poor forbs deve Biscorretasitmates te deduction thatthe ea tin runneg down the windscreen ons making civiagcondon dangerous This neenc i based on vlormation pee Inthe txt Cisinzomeat ws theres no suggestion inthe ox tha ther bs bee eae acide, ‘emis deduction that acdens are more common i hey un, but hi oat ‘bused onthe information gen inthe tex, "Note that bes answers could te mde ore con by kavng ou the sentence stems ‘A Because the heay rin made vibiliy oot, 'B Beenie diving condons wer dangerous © Because therehad been an aden x> CAMBRIDGE © LEVEL ENGLISH LANGUAGE: COURSEBOOK |-command words for expt and implict meaning ‘Command words inthe question can elp you recognise quesons tht require RSranding of exp or mpliet mesrings. ‘Gv, ident, Fine or What | eesty acre explct uncertandng. Word suchas ‘Explai, "Suggest ‘How usualy require mplick understanding 41 Ines read Text 2.7 andthe questions hat follow Decide whether each question TE ing for exlct or implicit undertandiag ofthe text Thea wie your avers the qustions Find a wor inthe ist ine tht means the sme a red quick bb What hes caused th tre prolens that Shanawa is facing? <¢ _What does Shahnawaz ears about his igh and how dos he fel abut i 4 Using your opm words xpi Shahnaz wort es ‘¢_Using your own words exp wy Shabnavar did ot low his smothers avec? {Sogast wha family ocasion Shana going to mi Give one peso fridence fom the text to spor your sugestion, ‘Suggest two ways in whic Sbabvaz may change his bebo in he future fom theless be sara Text2.7 ‘Shahnawar sighed deeply ashe scanned the departure boar. ‘Alfighis out ofthe terminal seemed tobe delayed by atleast two fours duo the monscon raine He located his ight umber and} fis heat sank even more deeply in Ne chest: the word ‘cancoled Joomed out athim, His worst fears had come ru, and he knew | {hat ho had no hoe Of making tome on time. His family would tba $0 diseppolnteg, and he coud hear his mothers wores ringing In his ears‘Dont think of traveling the day before — you know ow much travel esruntion is eaused by the monsoon rains, so ‘iow afew days just to be on tho sale cide’ He was going to miss ‘he happiest and most important day of his sist’ fe because, However good his inenilons, he lays put work before his amy / ‘ E 7 t2. Reading for comprehension Resead Tex 22in Seton 2.1, then anor these questions tht requ an derstanding ofespct mau | entity wo resons why the car journey is uncomforsbi. 16 Give mo asous on he evap ein to vst he il Name wo things about ein thecty that Ysera does ot ke ‘Wot surpiedYasera bout the traf on he highway? nd so words in paragraph 3 wich show ta the eed was not sight ster reaching the ool Give wo pices of evidence tha show thatthe coupe’ vito the il dd not sts he dei for peace ad it Now answer the folowing questions shout Text 2.2 These requie an understanding of impli meaning 12 What dos th writer suggest about Ysera’ relationship with Fis? ‘5 How dor th writer show Yee’ optimism in paragraph 1 © What impression does he writer ie of Yaseen’ sing bout beri in {Bei in aragraph I Name two things and ges bpportngqutton frexchone ¢Supuest wo mays tat he writer bus up Yaseeralsanipation a argh 3 ‘What des the wir suggest abou the impact of tourism on places of ‘aura beauty nthe al paragraph? Sagat wo emotions that Ysera may be fesling at the ea of his ip. Sapport your anser with qotaons rom he ex ie> CAMBRIDGE © LEVEL ENGLISH LANGUAGE: COURSEBOOK cae ‘Compare your ensverst the wo sto questionsin Aces 2 and 3 Nae notes on 1+ the reading sil nd svategies you used for each set of questions and iy you chose them (sk back othe information about active reaing) + tom prevesding helped you + the wiys in which the second sat of questions made you think more oop what reading sategies 4d you ute to develop your sponses? > 2.5 Exploring implicit meanings Understanding implicit meaning in tet egures you to nk more deep and ook beyond te informs hatte water has stated dy, A reader you infer (Gr dedves) what water is implying by heir chie of larguag= Identifying what is implied Dadentaing mpi eating alls oo rw coca bot vets cee mei agave w ndostndag ewe es Selonmone ook tira The ccaintonshad gone actly orerpce Mo free nie kone Arboughth in pt of eens dwt expat tthe sre FeE en pain berate abe of te tice ems 05 Sor ious aerate of nen phi Hea malbe tas anny dy nase he wry mere testing Now ota hi esd expe [sos stroker aco thao and egy wed wey tvs hin, it Sate eons inl temmonaion nth end tat nec te wei hat As ore ett aout sig Maha UeaBG ilar etl ATs eae tht heme eso, nd eps te sao erste bec thy tao vy2. Reading for comprahension — eS ee ee oe 41 Inpuis ook atthe feloing sentences and cas what ipl rather than stated exp Write a sentence fr each oe explaining how the wie wes implicit meaning and te effet has onthe reader 4 Sb glanced up bi, pvng hm a thin sre before qulcly returing to er book 1b Theback garden was a jungle of needs ome itd ben be father’s pride and Soy ‘© Herhear sank she scanned the kitchen and noticed the unmshed plates and diy Noor 2 The concrete omer leks surrounded the desolate yard blocking out the sun completely ‘© Despite obvious alent and the fc tht the fan dor hi, e has et 'w provethat he ean cope withthe intense presse ofthe world tape Seeing he former ind slp repeately onthe ce with bsluely no sense of igi o decorum erly file er with see, 2 Working in smal groups, ea Text 24 the dicts the felowng points. Link your dessin dearly tthe ipl nformation the wie oft in he ext 2 the impresson of Tal character given nthe text Tas foings about the carJourney and the diver ter experience of searching fr ber family in the hospital the beviour ofthe wom inthe Bt ‘Tals celaonsip with er mother what the emergeny maybe 19 at Tal cannot be fore for, Text 2. Tals journey othe hospital bad been horendeus the heavy ain had caused ‘oodngon several ofthe main roads, 50 er diver hadtaken her ona hits route down back ly nd across seer patches of wast ground Despite er inal fear and mistrust she wes grateful te him er geting her ‘othe ity despite allo the bstaces thrown nbs wey. Things were no easier when se arcved however asthe hospital masvast, ithinadequate ad unelpul signage. She fund here stn labyrinth ef pale cream coridors each ne dential tothe one befor ashe dashed op and down her heart cing frniny At lets eas acne the emergency room and fan hers into 4 rowdedlift jut othe doors were clesng They Juddered and reopened ashe hard a woman standing on er ight gh oud and mute there Tal gave oS] forthe ground oe. re nes | |> CAMBRIDGE © LEVEL ENGLISH LANGUAGE: COURSEBOOK Asshe crashed trough the dbl door nt the wating area lined with | teow efbron plat chsirs she ouher mathar at thefar endaf the oom. ‘The older woran shifted avkwardly inher sat asa pprosched leary viding direct eye contact. As Ta questioned het ratcally she simply ‘mumbled something about wating fore eles son to arive before speaking tothe doctors Tal was incensed: even ina fay emergency she ‘could note forgiven fr wanting a ead an independent fe where she could 3 Now anorer these questions ‘2 Explain why Tal experiences fetiogs of ear and mitra on er drive to the ost 1b Suggestive emotions Tait tiga he reso find ber way trough ‘ehospal What dees the word Song rogget sou! Tals movement a this point? <4 Explain why th woman i the if bebaes in the way that he does and why “Talesponds with an ey ga’. ‘2 Explain what the pres ited awkwardly’ an ‘evoing diet eye onac suggest about Ta moter espouse sein he 4 Sues wy Tall isincnsed' tht her moter is wating for er et brother, 4 pairs predict what may happen next, creating bulet-point plan to complete the sory Use your infeed understanding ofthe churaces a situation fo Inform your pas.2 Reading for comprehension How writers use implicit meanings for specific effects "We ipl mani a err eb an + tenuis tin wea sts ola g ¢ ema bor ree bout tng + tema hme ant betes can *) tase oom 6 ss + eatin ete se ‘Read Tex29, Sin, a n-year-old boy, has become separated fom he pret trying to eave Shanghalflerit igvaded bythe apanese Ging Word Wal. He elurs to their howe to wat them, Text2.9 ‘Time had stopped in Amborst Avenue, as motionless asthe wal of dst that nung acos the rocms, briefly fling iself around dim when he walked ‘through the deere house. Almost frgtten scents, a funk taste of carpet, reminded him of th period before the war. For thes Gays he waited for his ‘ater and fater to ret. Every morring he cimbed onto the sloping roof above his bedcom window, and gazed over the residential sees inthe ‘ester suburbs of Shanghal [J Large numbers of ara ew overhead, ad Jim passed the hours plane- ‘poting. Below hin was the undisturbed lavn, ate darker each day now ‘hat the gardener no longer trimmed the hedges and cut the grass, Jim layed therein the afternoons, cawling through the rokary and pretending to be one ofthe Japanese marines who had attacked the Woke ut the ‘the Wake: on ames in the garde had lost thei mas, and he spent most of his tie on ‘American gunboat ‘the sofa in his motte’ becom. selted bythe [.. Jim ambled aout the empty house, and watched the wate leet “epanese ‘most perceptibly fling in the swimming pool. The fod in he refigeator hed beaun to give off an ominous smell butte panty upboards were fled with tan ft, coektall biscuits and (...) meats, elias that Jim adored, He ate his meal at the eng roam table, siting ‘in his usual place. Inthe evenings, when ft seemed unliay that his patents ‘would come home that day he went to slep in his bedroom onthe top floor ‘ofthe hous, one of his mode rat onthe bed bese him, something [J alvays frien,> CAMBRIDGE 0 LEVEL ENGLISH LANGUAGE: COURSEBOOK ‘nthe fourth morning, when he came down to beats, Jim found that he | had forgotten to turn off a ktchen tap anal the water had flamed fom. the storage tank, The panty was amply stocked with siphons of soda wats, uty now he had acepted that his moter and father would not becoming home: He stared through the veranda windows 2 the overgrown garéen. Tt | ‘was not that war changed everything infact, Jim thrived on change ~ but | That eft things the same in odd and unsettling ways. ven the house Seemed sombre, at was withdrawing rom him na series of smal and unfendly act Adaptes fom Empire ofthe Sun by 3.6. Ballard | i 5 Anser thee questions 18 What doe the prase‘Time ha stopped suggest hou! Jn’ suaton? 1b Using your own words explain why the luwn ate arr each dain panna What docsthe ame in the garden ha ot their mag! suggest bout Din ings tts pola? & Using your own word explain wy Fim ett hiss plc’ and watt sles ins bedroom’ dsp being lone in the house © What doessomething avaye forbid’ suggest about ins decision to Duttismodel airrafton hitb at igh? What does the wrerimply by sing that he house was wibdraving Hom fim nese of mall and unienly acs Give two pees of ‘idence fom anywhere be eto support eis. hi Blain, wing your own Wo how being without his parents thom fet fn cmotonaly Signor Your aver vith Ges deta om. aya ‘ywterem ete (6 How does the we of ep 5 ory nore intresting forthe render it ss eke oa the information ‘nti seton abou the.eae 2. Reading for comprehension > 2.6 Understanding a writer's opinions and attitudes “npc meaning docs not ony cour in descipve and narrative texts When reading Persuasive or nformative tents, you maybe regured to show understanding of © rt opinions and attics, which could be expressed mpi rather thar aed ety. You may also need to en any bine daplayed by the weer, Opinions and attitudes in non-fiction texts Many non-constant explore opis by offing = \ewpoat nd presetng the reader ih evidence to rppor tet rewpolt& weer ‘ay expres tr opisin trough a ised ate or ty ay oer eles spprouh. Ether wa, the writers ovm opinions are implica Oe ett Some aon tion texts may te writen in he hid peso, the write tude islet appre. Hower, he et my imply opinions nd ates that you wl based {cape th evidence oie. T otis oa ned tobe sare of long seas ofa text * tone oo fer stron ftings sch a anger, rerio or enhuiam + reir consider how oral o informal te wetiag is + wor toe Jock for emote langage angus, ‘rong expesions eerste undersatcnet or exaggeration the dis reasons and eid offee. [nas persuasive text ft where he main urpase ito present 2 point of view end pers the reader informative txt: 2 toxrwhich inte thoreader abouts specie top trough feuel knowledge bias: being in favour ‘of or agaist an ioe> CAMBRIDGE O LEVEL ENGLISH LANGUAGE ‘COURSEBOOK Read Tet 2.10, «shorts about young people ohntering ovesras Text2.10 very thoutands of young people embark on overseas adventures Intent on slung world poverty through digg» few well or heloing to build vilage school ae prt of gap- ye project Mary of them pay ‘thousands of pounds oc hs'pvilege and few of them bothes to check, laterto see whether the project’ ever gt fished. However incre their Intentions are, deep down they are or moreinterestedintraveling the ‘worl or having something interesting to put on ther CVthan genuinely engaging with he communities they3remeanttobe helping “Orphanage volunteering has become increasingly popular n some counties, inespieably, the numberof orphanagesin these counties has grounin spite ofthe numberof orphans decreasing I's become big business, and there is along ne of ‘olunteer happy to stay for sb. ont working with vulnerable children then cheerully wave goodbye fas they ctu tothelr ‘ea lives, How the children fee abou thisnever- ‘ending yee of people coming inand out ftheirlives remains a mystery because thelr voices are never hear. 4 npg asng the cect on the previous age, ies the writer opaion of exper pres bb the wrter¥atttde to young people who volutes overeas ———— x»)Exploring opinions 2. Reading for comprehension ‘Read this semspaper artic, a which the writer epreses concn shout the apd ov of tore n Bangladesh Text 2.11 Bangladesh's beauty spots and how not to destroy them | was in Bandarban towards the ed ofthis Api ‘An exende holiday weekend had just begun, with agus tourists crossing hundreds of mies fom ‘und the county teach this dreamy Sout caste dst of Bangladesh Bandarban. wth is remote tia vilages, many stil eu of fom he ‘outside worl is mountains and springs sul simple Iie andthe beaut Seng with its ecky iverbed rapids and bolder, perfect for bok rnatue-lovers and adventure seeker. the in ‘of place you never ie of getting back flite eau dream fram your cighood thet yu eve ten ong after you have reichedacuithod, Land the memory ofits o recous that you fee! mest protective oft The st me | came to Bandarbn was neaiya seca ago. Along with three others caed what, was then considered the highest pk in Bangacesh. Bandarbn was ota popula destination then There were fewer tours and fewer assaults fn the integrity of the place. Ina ew years this ‘would change. There are now mre vistors thes | ver mapined a place as restricted as this woud. ‘accommoate. In Thanch the fiir calm has been replaced by chaos. Ther are, ofcourse, more structures and rads that came though the promised Bath of development but thers aa conidersbhy ‘more garbage, with [. discerded packets and water bots strewn across the dt racks. As we wated in ‘the dep, the ar smacked of Sl-indugene. ein bythe apy with which trash i accumulating, ‘may not be long beer those Beatfil waterl wi turn int sinkholes of pls waste ce Can mass tourism ever be surainable? Here es ® paradox Pat of Bandarbasld-word charm, for example. its remoteness and lak of aces fo what incites we take for granted. But mass ours ‘eriands that there wil be greater connectivity and eater accesso esentiajamenites You need £0 boost tourism through the provision of al these facts but atthe sme time, you need to exerese estrsin to preserve the inteityof the place, local culture andthe evienment But an an industry built onsel-indulgence and escapism integate restrain in any real way? How we respond to this sue wil affect the trajectory {eur tours inthe coming days Some people however, 2 tours is inerenty unsustainable because taveladltion iin self unsustalabe Thisis apparent in the new breed of itter-eoping, ‘aera- brandishing tours emerging ot of Banglades’ ltst ens with “rote” destinations. ba (One can fink this tendency to replace a places worth {oa sharable pote or the flr to form areal. annection wth apace or rsp anything beyond ‘he superficial to lack of respect fr that pace end those wh inant From the website of The Doly Star newspape Bangladesh |> CAMBRIDGE © LEVEL ENGLISH LANGUAGE: COURSEBOOK 2 epairs mate notes on ‘athe wir view of tours nd th impact he hve on beauty sets ‘b whether che wits hinks that mas ora is posible without negative 13> Jojo upinto groups of for, Using your nots, devi role playin whieh the Wile testi sitrvewed ar past ofa pael on a rel chat show ‘Desde which ofthe following rls ech of you wl ake: + thechatshow host + thewrter of thearicle + theedio ofa rel guide wo Bangladesh designed to enousge Banglades el widely i tei country 1+ ayo iver whe Bogs about vss to remote res ‘Work ogter to wt the questions thechatshow nst wl sk mabng ute a ovtion are dete tech member ofthe pane. Thea ayn roleand 3 how the duction pes Creating an authenti voice ‘Tocrerte on euthentc vic ‘ora characer you need to viw the ise from thar perepecive, conidang how they woul fee! about You shoud choose one snd use language the refecs he svength oftheir feelings, as wall as s1onS ing whey ty abe Canes a fvour fore onion, cro Bay clee avare of an oppeaing viewpoint even they do not agree wh While you ue formation oad evidence fom te tet, you need to adeptitto ‘ole: the way 2 peter character peaks o thinks in feton othe writes tone aa poit of vow i ne-fetion Few the atitade of you character, s consider the age of your character = thelejob their experience ine their atte tothe tpl beng decid how they might relate the other members of the pane. raceout 218 from = whose eyes theresderseeeit through 4 Now writea response ots interview questions feng ox erating convincing ‘Yoke br each churcter and ing tees net 2.11 fo support your opinions. ‘8 Your the witerof he arte: Interview questo: Sone peopl ik you ju die ourits aa want {b np beat spot for gourel fasten of sharing them with others. ‘What your opinion and wy?Bb You are the tv bogs: 2 Reading for comprehension Interview question: People think ta ave ie Yount ake’ photograpis an lene rubbish behind ates of raul plac ‘Whats yourepiaion and wt? real eppreciting © Youre the editor ofthe tne! pid to Bangldes: Interview question: People ink that mast oui i unsasainale ‘miboutruning te eevroanita. ‘Wit yor opinion and way? {groups red your answers wo theatre queton aloud and offer one nother eeback Use tis chests. 1 sthe vie epe-appoprinte? Does the oie adopt the perspestve tems ofthe ebaracte’ job, expences or interest? Dos the answer elect sproprite information rom the ext o defend (Geropinioa?| Isthe response tothe question convincing? ‘A ne wala Baro aon fr cr gage foemerse ‘rebel, wo ake itn pou Pence ‘ut he eco nd we tay feten tng Io schol chiar Now of set er enero falda. The wed i free eng eae tne iseomion ar wrapped ne eke ost protessoral exreme catweater hing | could th nds ais at ena Lam bogening oe my ‘eapoaed astern hat wud arb ws cod ‘ono at. ‘tha patton a ght x a ih | wand about ne tawn taking in fe gh ech sey are, bere sabato at at twit aver be dr Tha carta ny ht com are rt ‘lek nought koep ou the helt and | pase Ruagnt Into hl of Serons sure sonatas gets shove feezhg. Ths the best hey av oc forearsi. Thema oe towne provlton is made p ol nupat knoe who subst by Pring abo, hana whl. Th octal aniston sure who gov hase sue nthe Coins fBaro (and ys, oy dope ob caled Ean hare rt nt) nt wanyno ws a ea. Te als, pietalySownead ond beg, shares tmangel te whole carmunty nals war fu and tea vegaabee a net edges end era care by evn ody, what eat] ove lhe ‘taming an nso tat ne nit res ‘have an apporiment wh wing cara Hey ois meio Were to mee Ne bray od britrous tery Hoye cette narm, eycaMsnoce oui ENGUSH LANGUAGE: cOURSEBOOK ‘nd vay pou i He maka is wn us he fashion om os, andr ies ea at bis ences wousbe proud ol He gress totake ‘stone weg ost The sesso sea upon ‘open eet em qu app edo se 8 wie, tert wousrean oiling Wl Ay respecte trupirs tina gh ane bl acogric tar ining weriques on cor poner bats ave never ‘dengend ha bowen ore boa, mil outta he dough of any we, no mate how valenly corey be i) Baw ite coos own, ich ard ove hen the senior Hom whois cua le ‘oeut He pul ur wong ons, rg 8 Soo. ‘The bheness lh oa cores sa sock ome, Thad rot ought ozo as wa could be 30 hourly. We rive a he wer, won ct mach biggest havege (J onng se. Acew o ogt eta ‘rerts noc, can fu te boa of hie enc ro Tro tpet es knit war air wtich a horon, eater hw uy esse, could ne vie or mere tha teers.) ony chow eis happens {Cte sears meen tle lhe wale ‘tty. Tho mut ke pride never casing pan cede other ay (1 \We sana whee ha oz aon and wach ne Fazer gi os atl S00 no was. From Staten Fin Amc Stoshen Fy| ters ‘ se cferenterategies to ul vocabusry tough reading 2. Reading for compretenson ‘ingroup yu a gong fo eae on artology of short racing texts to help stdkntsprepere for he star ofthar Combdge O Level Engh anjoee course, You sould id some exacts fom ton totes sme eee ‘fom hewspaper ond enine iris swell stave wii c ‘Sort your athology ro cle sation fr ficon nd horton, than ry {erreso ciferon tet ypeswitn ham For exch extace daca yor, ‘rcs whether there ace worse fat dents ey nd cfc and Praia lesa t exphintie meanings ofthe words Searh fo some soble pores ihvats you mntoioy, Wie s content page wh foge ee tinnah Make sis fnew vocab tat youhave ff eae eco pa | sedersand ow to respond to comprehension questions Wie Ure ry leaing pores about anavering comprehension question | remodel he bnguage of textinmy con newce Choose tree sentences fomany ofthe tena fe is ceptor and rei themin you Onn word bnity expt andi meanings in varity of tots [Give tree example of senterces where the meaning i exp thn rere the sentonces to take the meaning impli t Wak alot emai parfon Teaain || | soc spoprite ntermaan tom texts for the Eamsile question ht how how els [atm pues cholenging fer tepeaple wove wBaron | show undestndng Te Wit a pararaph desing oneone misong weyin whichis. sthudes and spntonscsng an spproprate ce us thee tes, each time adapting io tho cliferet perspecive and voce: the person | ising the but, te bs ive; and’ pasenger || onthe busWeise Analysing and explaining writers’ etrects23. Analysing and explaining writers effets > Introduction ‘inthis chapter you wl ean about the waysin which writers we inguage to ‘Gea efecs and influence to reader. Although this efered to oer effects, Ris not ust about generating an emctional responce ngage recelques| «iso erhanco the readers undestanging of to by creating atmosphere scabing stings, establishing complex characters and exploring reatorships ord austin ING STARTE Inamell groups, cacuss what you think writer effects means Brinton a your kes before sharing them n 8 dass Sscuson Ere Wier effect questions assess your understanding ofthe way witers use languoge for spect ofc, to shape theres vespurse te thoacian, suations and ideas You wil eel to show understanding of + tory terminology + how to analyse language choicas at wor! and phate level through orsidering the svength end shade af words, as wel ap tek conmotaons how to analyse figurative language, incucing imagery. > 3.1 What is a ‘writer's effect’? ‘Wier ws langunge to engage readersin all soi ways Many people sue that ter fet refer only fo the eade’s emotional reponse toa peo wring Inet, wrterscan we interesting language ors vray of texsons coding + capturing the reader tention by sing language as élite hook ‘+ conmeying an emotional sponsor tong tte or viewpoint * creating a sensory image tat devs onthe reader own expeiaces + eahancing the ender undestaug characersBebiviour or atitudes + creating a vibrant sting as backdrop + cresting aumospber, such asa sent of foreboding, foreshadowing oo bul aspen ims hook an opening ‘Batement designed {ogrb the eaders {tention so they want toad on sensory image: an irage that sppeaeto (he readers cartes Sight sounds touch, {ate ond mel foreboding: «sense that something bd ie joing to happen foreshadowing: » hirtorsuggeston of something tht happens later> CAMBRIDGE © LEVEL ENGLISH LANGUAGE: COURSEBOOK ‘When commenting on ay of tes ffs itis bet o avid wing general pases . roche eas the eaderia “Wats the der want to read on + teanekes he read fea hough they are there ‘+ uhetps the eer know wha isin the characters mind 4 Tepains song vial image inthe reader mind Instead, make clear and presi links to the lnguage you ae dissing, aking sore our ena eagages mith the tet at word eve Things to ave in lnguege analyse sila: typ of Other things to ave when explaining writen’ effects nelude Fouatve language irwhich one + using the language af the phrase in your explnation Ineompored to temathing else ving ‘plein the language inher inetaphor: yee eompaison that Uosebes one ing feifRistomething thee Cevcrbing the readers emotional esponse without expleining ful ‘Asse oes out of te nen dar, ber somsch copped, ‘Rwas high. very ih anew WAS DSMOA ‘ll eaturhg towns of afeingshades he was ie Bear nea clei nonin ong bree bufelig her Hoar sertedto race ad she could “eats wacm sh ig trough hr body, He imbs began {ertrombleuncntalby she fe wear andligh-headed "hc you ready touted ernst rp! TT she felt hers he antealy ted to remember thelnstuctons to hoidher ems and legs out we. ‘ofa sudden se ets whcosh, and upsheros as herfl ‘esmiracuousy broker Mow tase she was ‘BRAT ae he locked up 2nd sam the cae shove he1A goupf student has ben asked to comment onthe eect ofthe highlighted ‘hrc inthe text. npr, devie which on ofeach pir of aasets inne Succzfu.Remerbes, you need to conser whether be ate general Commons (oF whee they show understanding of te hghihted plies st wond ev Strdent tnd e pttersis spr alSaslda senp wal Image bt he ed ae fr Ta edt ms Th rar sash rea fo wha hopped that mesh Pe meet lnd blo mn cher pnt hn ih shes Incase ch ald o¥s tiny and sh am me lat f thom bly heh alr mag haste each Bulb is para rma facet cw grand et al har, Ths wife i dieately sg w nagar of» fami oad ton bo la ‘he dr Yo main eon fatty Student 8 ‘The writer uses the plete “tottering precariouly’ to thew the fer fooing ucla rsecure ard she Feel as though the coll fll aut at ry minute, “The cretes tenon, ‘The please “Motlring precarinah’ makes the rear fuel af ‘he reader want to real on to Pid out what happens eth, he sie ‘pad tm stoe! shows Hah se Fell grinned in sign foe. 3H mas it snd as gh oma hlpes anda ded “Eh enphains how fast sh i allen, ich eventos, ‘ension Fr the reader “he weiter ne rp Ui mst! fo mae the reader fal rid that sh eying f be wat Ths sl ea i ning conrad fo stone A shone isnt fi parm 2 this ten writers effect> CAMBRIDGE O LEVEL ENGLISH LANGUAGE: COURSEBOOK “Spang tad sinning us alliteration Tha 8 urd ‘Gunster Prat acess vmtong and Salling andthe |_| alteration : ee cabo (a ound, pecially ‘omonants, the egnning of ever) Com togernar words Student Ki “Platting on atta of ae! teolhing, at Veush the an jut rela She sod pt and at though oe fas tpuce al wound fer. The melaphor oF the sen makes 1B towed at theugh whe babbing arg on the wee of ae without a cargo the wer Student Li “Paitng on & a of ak! a retagers maken te rear vai far flaig nthe rae Ugh te We ace bal he oe Me matan Ae rear fel cefomd Eras 9 avery vas roe oF 2 30 he Ee re ann to oregre er ee 2 tng cus the fst ofthe flowing phrases Wei an explanation for cach one ‘2 strong bree tlfleting her tb shefa wor nd light-headed fe sheets vhooa and up se ro, “Think back to what you have leartn thls section about what 8 writer olect ‘Pond now wetes use language for impact. Note down dvee Key pons that. {ou wil cet inform your anata of te effecs in ater acts3 Analysing and explaining writs > 3.2 How language suggests meanings and ideas “Writer choose words very carfllyo maximise he impact oftheir laguape. Many ord have similar meanings, bl they donot al hve he tame connetations ore. ea, there ze a sue iflerencesshador of meaning - tn ar ke to th eet ‘he wer tying terete coanetatons the Ideas ests and ssocations that Exploring word choices srrrven espe wor and pat mie wring mow cer eed Siete eman ‘meanng ofthe word shades of mesning: ‘he small subie ‘Siferences bebe word with similar meanings ‘ier cholo is key to vid and damatie wtng, For example, a witer will choose spect verbs to convey alee idea of Pom an ston a pared Foreanple: + Taber dead fod ped nfentatin, ff ee! ‘The witercoul have sid He que ate the fod, but ‘devoured creates ‘much more dramatic mage and gives th read he sane tht the bay is esprataly hungry. sty choosing ths engl mor, he trade infomation to tho sontnce eee" Creu selection ofejetives can alo make wring more meaning ookat the extreme ajecivos in tis sertnce ‘The bost hed no hope when faced withthe egantc waves generated by the hoc orm ‘The edjectvs‘lganti’ and anf’ add amato the sentence, na way hat the word ‘ig’ of Bad would nothave done Speci effects canbe created by chosing powell adverb, too. For example: + Ste lounced chamatially of the stage Here the adver ‘ramaticaly' ives th reader he sense that shee ‘yaggersting her behaviour to gota racton I tele ur something about the | charactors personaly,CAMBRIDGE © LEVEL ENGLISH LANGUAGE: COURSEBOOK (2e\ Seems ON 41 Look thi exatpl of ow ver choice change and ads depth toa charcer ; deseiton: +The det man walked down the see. + Theeldery man shed down he set + Thecldely man ambled down the street + Theedety man strobe down the street. “+The ehety man sumblod down the street. + Theeldrly man srode down the sweet, + Theeldeiy man snunered dova the set {In pir dase what suggested about the old man in each sentence How does ‘hanging the ver ale your impression of the character? Which are themes 20d Jeaseetiv? Why do you think this? 2 Novlockat his example af how actives can change te meaning ofa sentence ‘+ Assheentre the oom, the mask fragrance of her perfume filed the ait “+ Asshe entered the room the deight egrance of he perfume filed he iz + Asse entered the oom, the cheap fragrance of her pefume fled the ait Ashe entered the oom, the scl fragrance of her prfune filed thea ‘+ Asshe entre the oom th eroting fragrance of er perfume fed the ait. “+ Ashe entered the room th orl eagranceof her perfume fled th ait + Ashe entered th room, th pw ragrance of her perfune fil the st ‘+ Asse entre he oom, the falar fearance of her eam fle he si In pir dcus wheter each setae seems rept or postive, Think about {Benttegis and shades of mesg ofeach word veel a stooge word the ‘ck, for cample) The segth and shade of meaning of words ean inp 1 judgement orate How does hs idence your response tothe characte ‘Woch adjectives ate te mont td est eflecte? Why do you tink his? 3 Toseejust how eectve porecfl word choles canbe, ry removing them from & pies of writing Rewrite the ollowing passage about foteall mach using lis, Tinguage to dese the events: Keep llth evensand reactions inthe et ost ‘hangs the language 0 tis more oriaary This ore calenging than sees! Toxt3.2 Falling the cide ofthe tl. the owe a permeated and weed ced Bough he Bic the atrasphere wa lee the stam Pith the pos pons ang outa thy cole skiats the sens terface: led wth gloomy applet Within sce ar en vue aging wound the pod Malloch al wh is ead rmancawedt onto his ne then hs fot are shat ight inci he to et exer ofr et. The ‘ete, ping om he seats punching te Sin ut Cans lad he ra kr down the Fitch leaping exc the lings nes on the Pein mane ass.4 Swap yeu erin text with parine: aes 4 Mae ati of he word apres out hanged © Reshough te origina et gin and compare wh your ew ext Diz hats not nots of ep ade ce i ii 5 Novlodat Tet32uninandatedown watch of evorisand pres | REPOST Souris arcane shower Fee Grater hese “he cari We of the ba auaesns et the crowd det peo ‘ke ther eyes OFF of a5 t moved throxgy tha ore Tes Andertand tow of shows row raved 0 Se schon tay wee, Sorc Sie “he prise ‘operwwovinad od wide-eyed sgasts thet the sno bat one cron wre TA oF eccnerer oo Cente rors oad your responce ies ebovt Yo be scored. Et aso strecees bow tre wile Crowd ts acteg a unson and develops 9 sence of uty. Word connotations CConactaton ae the asocaons hat words have beyond tee ea messngs Forerampl te word‘ lea colour but its often slo used to desea ing ‘of sdoess~ sin He was ein ble that day"So, you wos sy tht the word bse Insconsotains of sadnes. Cosnotaton of words allow you to explore tent ad sade of meaning within words takiga reader beyoed a teal iterpreation Exploring connotations ‘moter wayo engaging wi a writer’ lnguape at word and phase eve, ‘tiselpl tsar by thinking bout word connotation in terms of whether hey ‘repose esti or nial. "6 Inpuir ok these examples and dts the connotations of exch word. rhry canaries sey perint resolute oo, satoorae al Tent civen ambieoue pesky easy cdg inaferent cle nie wnconveoral irs inerested eurous rosy ‘Choose ie rows rom the table ad wrt a sentence for etch word to moose itsconotations Swap your uae seateace with your prin and ‘ve fendtack. How catty do your parmer\ sates show undesanding of {he word connotations? OMe one another feedback, |> CAMBRIDGE © LEVEL ENGLISH LANGUAGE: COURSEBOOK 2S ne ee Symbolism ana Symblamisa tear doe whee wries we onetingtomprsest someting | mymboi: sng Surtolen ia emascuigaten ued osmbctaly prem hope and poms | 2'et ebet to oe Fe aS oobai ie Loskeraseccperehee nyc” | san fr rrprernt fasten wd Sresing ‘+ Shelooked a thesngon bereft nd und completly et down. + He could ee the dallas i is eyes ae signed the contract + Ontop ofthe evaged bing, th arn ag Butredinthe bee. Inthe frst example th wen ing symbols commitment and makes ber felings of ‘Ssappntent much wore sting I he cond examp the ‘lla Sigs’ represent (pealor expectation of et wealth ate third example Dapsymboies nation ‘rae sd ety so the fat at i or Ses tat hte hasbeen oni. 7 tapuies discs the following symbols fies wed in store and poems. Desde nha they are ted o represent when ed by weiter: Share your eas wth bother paiand ee how sae your bras are [Aboked door Leaves fling from [Someone tossing a feeesin the zuma | eoin and catching Baloons being wleased_| Steep stops leasing [Aflower poling out intothe ty inion dorebaserrant_| othe row Exploring the effects of emotive language Emotive langue means wor and phrase that ae deliberately chosen toevoke an | emetive languoge: ‘moto rspons in the eer, Ths may be lo ncourage the rade to empetise | language desgned (Ghie charster or tape Ue response oasiuation, Weter choose emotive words | to appeal toe Whe they want to locas rads o haves stoag reaction to etext for example | readers ermotions ‘onal, shock or anger Look wee examples “+ She felt sad ase looked at ber howe aftr the rad been pu ou Herbert shattered into a thousand pecs as se looked at he age, bara out ‘el of ber emer heme “The first sententedeserbes the sc na strighformard way. The sxond is mich ‘Dor rama using powerful verb od adjesie colo ouc as ‘shared, thowsand as, aged and-brt-oat shel! to rate reader st the sae and ke ther Fees pan tre the stuaton,3 Analysing and explaining writer’ eects 8 Inpsirs ook at the example of emaive snd non-emotve ngage inte ble | Wibhphrases inthe second exam ae designed o hae an emotions inpct? 1b What esponsisthe writer ying to evoke inthe rsd? Anumber of hovses were badly | As the storm wreaked have at Jdemagedin the scrm et right. | right several hoes in t path were it ofa tates, ) The cxtcore ofthe football match | Fane were lef aghactby te shox | 1h was unexpected and surprised the | esc 7 fans of bot tear Faling to ecyele singinaze pine | Tho mouniaie al amped plone hashed negative mpoct on marine | ound in our ccesn an okie envcrenents grace, His ambition was tobe accepted | He was deporte to gatihe ning by universty oversea witha fil he needed fo escape to. new sholarehp coun to st An elderly woman was mjured A dsfanceles old ody was fnhen a aroup of youths on bicyeles_| morcesy mowed down by 9 gang knocked bee over Stthugs on bes ‘9 What kind of emotional response do you think the writer trying terete Inca ofthe flowing sentence? How doth werd choses ep evoke th espone! Dicuss your eat n mall groupe 4 Asthe storm subse and the rin steed Lt deze the dark lous ‘old avy allowing the sus to omergrad pied marath srs he alley tb The bear caught sight of tham conring in the cs mouth openedina tere roar asi roe up in font Te ere tours {© She crouched in the dark without moving as es bear pounded furious, she could bea faint atcng noite t ber Goorand ts soendso eed 4 She could se her mothe friathe distance: smal lonely Sgue walking {ip thesia sect sy rom her Sr aioe a Te ero acs | (¢Thsrcarhursed dove he hia metal ac, looping aod spiraling high above the iru, heir exhlrated seams and oS nope thei ‘Think abouthow language suggests meanings and ides, What could you explain easly to enother sudan about how writes choose language to caste eect? What do you fe lst conan about? How could you bul your confidence in these areas?cawanoce 0 LEVEL ENGUSH LANGUAGE: COUREEEOOK > 3.3 Responding to writers’ effects In his ection, you wil imestate tome ofthe approaches yousan take when ‘entfying and anaying how writers aetete lcs end infeece raters. Analysing language “Two ay strategie fr considering langue associations ina pce of wring ae {he peting ss onion approach an he ieber method Inthe is, you break down the proves of analysing langue ty hiking of five layers fan onion, As jo read ou pel sy hae ayer to explore > messing nthe writer guage ‘Layer = the irl meaning of word + Layer2= de suenghs and shades of mening of the words + Layer = the words’ connotations or associations + Laer Layer $= emotional eects. Forexample: Her node ong out fant bu the sounded hob “+ Layer 1: She pote loudly and daringly bur di not say ambing meaningful + Layer2:‘Rang out iniates hat she wanted to be beard; holo” indies ‘eapunes snd ack of ny sutance + Layer: "Rang out i asoiated wa bel which wally date eration {00d news: nell’ iva word ually seoited wth somehg that locks intact {ton closer inspeson the substance bas ben removed suggesting unulled cexpetaons. + Layer 4*Rang ou peas to our ene of here indian larity and pect ‘ich ics fl of promise nolo eppeal to our seas cf eh ~an emp shel, + Layer 5:-The contrast beeen rang ou lan’ and scanded hollow engenders flings of daappointnent, ar omething soundings prising doe amount to anything. Crashing dinppontnent. sensory3 Analysing and explaining writer’ effects ‘Th cbr method inves thinking abou surface mening (above te water) ‘Then hnking ofthe deeper meanings (below the watering. Just Hk an exer, YOu ‘wl fin that ot more meanings be beat he surface Forexample: Se had ed oid her of thes deparing hough for amber 9 ear bu ike the wee ther sarde, he ep reece ‘You might consider the writer choice ofthe word ‘ned inthe allowing way. Litera meanings: Something uniarted or damasine where ty ot belong Consotaons: weakness Ipesnes at there of nab ‘conta. Deeper impiaions teat 9 wells; persistent eve ides ‘oot beneath the surfs app t0 ‘be gone but are sl thre wating 0 rapper. ‘Symbol: ftlity of human endeavour hun aly athe {ace of more powerful forces. 41 Week ia groups You wil te pven on tests of words below that describe fesings Ineach st, te words havea sina meaning Think abou the xengt> ‘ofeach word ad rank them rom he lst ntens toe oat intense I 0, ‘hak tht ome of words eth ees tt iy de = eaeCAMBRIDGE 0 LEVEL ENGLISH LANGUAGE: COURSEBOOK 2 ae oe eS ee ee 2 Complete thes tasks. 18 Whea your gos has ranked the word dics thir asoitlons and ‘onooinins: What does each word ake you ink abou” Use a mind map vith he wor nthe cent to explore the dilerent associations. 'b-_Joinwith anoter group and expuin Your word rankings Discuss your mind ‘hap and stn as hey explain tk ova mind map Each roup should fer Redback othe other snd das any areas where you would change the rankings © Choo fie words inching your mos and est intense and ue the ‘Shiono exberg methods to consider el consotatoas Wri sentence ‘eluding each word to show your understanding of the depe meaning and Literary devices Literary device are specifi tecigues weed by writers allow them to comtey aa fzepertetings ad implications Ke language deves include metaphor Smile etonifeation, yperbole, enemetopowia snd alteration, You should beableto | pertonfeation: = ema thee devo ia ext and exp hy they are Tie ‘ype of Fauve IBeecage in tch an chet edarerbed tthe omen tray cies ecm colacvey refed tas ortv ngusge chances \Wte use then convey deper meaning, ade depth ard et et \Sier decrptons of ethga Stinson horace ard otoships You el Soul sro) be rir wi Sinie ond netaphor- wich are used row || Seton, omporasre or efect- aswel pono, which an ranimat ject Seciond us thowhtis ave Cee Gupte forow'o we hesedeves || onomatopodi: ‘Fecivelyn youronn wins) vcs hat sound eee, See ee eae eee deer Something mare cremate, For example eect Wing ah aco ms wc So ough + sand yon Sen See ee aseae egrerts meen eetpaterid wal |= Seas aes =e Sinereah be “The exaggerations used in ‘tortuous’ anda thousand years’ convey the basic rues character's extreme impatience and frustration, and help the reader understand but with b more resettle an inet rene Cnantsposstotunaveruenswerintihhesound imine |_| efector Sega coebad Pores ee fee ase pee 1 The chainsow red tered and buzed ashe wocked his ny through the huge pi of og “The sounds crested by ‘ated, clataredl and buzzed evoke the sounds and viorns ofthe cainaa, appealing to the readers sense ofheaing, bringing the ston tie23 Analysing and explaining writers effects Alteration isthe mpetton ofa sound ote tthe beginning of words ‘Wier ue tt caste rhythm or evoke atmosphere. For example + She wandered wealy along the winding path Here, tho alta uso ofthe letar'w’ create sow hy that reets ‘he mood ofthe sentence, The caret appess tobe tre and eng rotation 2 ay en eer din cc of ho nes 2 Thomoun vasa holy lo fing cu th eLepev + Aner om 1b Thcboyrandown the suet, dodging the cas and tracks ike «footballer

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