FLORIDA DAY SCHOOL H.O.T.S through Language 2023 Senior 3 Teachers: Victoria Wright/Valeria Rada “THE BEAUTIFUL THING ABOUT LEARNING IS THAT NOBODY CAN TAKE IT AWAY FROM YOU.” o- 3 -oe Cia(e)Assessment at a glance Paper 1 Writing ‘Specimen Paper Answers Written paper, 2 hours, 50 marks Candidates may not use dictionaries. ‘The question paper is set out in two sections: In Section A there is one compulsory question which is divided into two parts: Question 1(a) writing a shor text in response to a prompt (15 marks). This question assesses AO2 Question 1(b) writing a reflective commentary based on how the text produced in part (a) fulfils the brief (10 marks). This question assesses AO3. Candidates must answer both parts. In Section B, candidates are required to answer one question from a choice of three. Each question corresponds to one of the three following categories: imaginative/descriptive discursive/argumentative review/critical Externally assessed 50% of the AS Level In Paper 1, candidates need to demonstrate knowledge and understanding of a range of written forms. They should understand the significance of audience in writing and reading texts and the ways in which genre, Purpose and context affect the meaning of texts, Candidates should be prepared to demonstrate the following skills and techniques: write for a specific audience and purpose to fuffl the brief provided produce an appropriate structure for longer pieces of writing organise their writing to achieve specific effects structure paragraphs Use a range of appropriate linguistic elements and literary features express ideas accurately and clearly at both sentence and word level reflect upon and evaluate the qualities of their own writing, including aspects of purpose, form and audience. Paper 1 assessment objectives (AO) AO2 Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes. ‘AO3 Analyse the ways in which writers’ choices of form, structure and language produce meaning and style.Specimen Paper Answers Paper 1 Question 1 Your head teacher has asked you to produce a leaflet called Leaving Home. The leaflet will be aimed at older teenagers who are going to live in another town or city to go to university. (a) Write the text for the leaflet, using no more than 400 words. In your writing, give advice and guidance on how to manage living away from your family for the first time. (15 marks) (b) Write a reflective commentary on your text, explaining how your linguistic choices contribute to fulfiling the task set by your head teacher. (10 marks) Specimen answer 1(a) So, congrats! You've aced your A levels, and now it’s the time you've been waiting for. Time to wave bye bye to your bro, sis, Ma, Pa and pet goldfish and head off for Universityville, Freedom County, zip code IND3P3ND3NCS. Yay! But before you pack your lifetime collection of odd socks and a year’s supply of chocolate, hang on a minute and have a look at some valuable advice from me, your friendly expert Uni Preparation Guide. Tempted to squander? Try not to blunder! Too posh to look after your dosh? Or in too much of a daze to save? At Uni, you'll be in charge of your own money for the first time in your life. It may feel pretty amazing to have all that filthy lucre to manage. Keep a track of everything you spend so you don't run out of cash when you're going to need it most. Always make sure you've allowed enough for rent, food, books and travel before you're even tempted to treat yourself to that extra-special customised Porsche. JK! For that you'll have to wait until you've graduated Eating like Einstein We all know that students need brainpower, brains need food and food equals fuel, but what kind of fuel are you going to feed that thinking machine inside your head? Burgers? Fries? Ice cream? Cake? Uh-oh! Take-aways are super-high in empty calories and astronomical in cost Instead, take time to select fresh fruit and veg to cook yourself; choose pasta for slow-release carbs. Eating healthily, you'll feel good, learn more efficiently and you won't be allowing unhealthy choices to chow down on your budget! Tickety tock No doubt having made all those new friends, you'll be desperate to become the life and soul of the party, but late nights and disco fever can take their toll. Sure, use your planner to detail which nights you're meeting your mates, league match fixtures and hot dates with the girl who sits on the front bench of the lecture theatre, but plot in your lecture timetable, seminar dates and assignment deadlines first. If you manage your time carefully, you won't need to give your fave band’s next gig a miss because you've an essay to hand in the next day — you'll have that essay proof-read and printed, smug as you like Good luck, peeps! And enjoy!Specimen Paper Answers Examiner comment Question 1(a) The candidate has chosen a lively and engaging style in which to address the specified audience, of older teenagers, as described in the question. There is much use of elipsis and rhythmic structures, and informal, Popular colloquial language. which targets the audience well [tis clear that the candidate is confident in using literary features such as alliteration, assonance and end-thyme, and a range of linguistic and rhetorical devices, including direct address, questioning technique, fragmentation, abbreviation and play on a contemporary semiotic system. However, the candidate also addresses the secondary audience, the head teacher, and juxtaposes short structures with lengthier and more complex sentences. This demonstrates that the candidate has understood that the content of the leaflet needs to contain serious messages regarding leaving home to go to university, as well as using stylistic devices which would attract and maintain the attention of its primary audience. Marks were therefore awarded at Level 5 because the target audience was fully engaged and the content was fully relevant. ‘The response contains a high level of accuracy of expression and a wide range of lexical content which is required in Level 5. Although much of the lexical content is high frequency, chosen with the primary audience in mind, low frequency items from the lexical field are included throughout each paragraph. This shows that the candidate has understood that the purpose of the leaflet is to advise potential university students. Graphologically, the candidate has set out the text logically. with an introductory paragraph under a main heading. The candidate uses subheadings to maintain the style of writing that the candidate has chosen and to separate each individual point of the main content of the text. This makes the text clear and addresses the overall required form of the leafet. Marks awarded = 14 out of 15 (AQ2) How the candidate could have improved the answer Full marks could have been awarded if the candidate had included ideas on the fact that the older teenagers in the question were about to live in another town or city. However, the candidate has carefully selected three topics on which to offer advice and has fulfled the brief of using no more than 400 words. Therefore, the task has been fully achieved and the criteria of Level 5 has been met.‘Specimen Paper Answers Specimen answer 1(b): Reflective commentary ( decided to write the text for my leaflet in the same chatty style as that used in popular magazines which are aimed at teenagers, giving a light-hearted and humorous feel to the text whilst offering serious messages. My reason for the humour was to attract and maintain the attention of the target audience of older teenagers; on the other hand | felt that the information and advice the leaflet was offering needed to be sensible and worthwhile, as the original instructions had come from the headteacher — therefore he also needed to approve of what | wrote. The structure of the leaflet is set into separate paragraphs, to make the overall graphology of the leaflet clear and easy to read. | used subheadings which have catchy titles including ellipsis and rhetorical question (‘Tempted to squander?’) coupled with a rhyming imperative (‘Try not to squander!) and alliteration (‘Eating like Einstein’ and ‘Tickety tock .. as | felt they needed to match the overall style of writing, rather than just state ‘Healthy Eating’, for example, at the top of the third paragraph which would seem too formal for the writing style | chose. ‘used second person address throughout to create an intimate relationship between writer and audience. | wanted to enhance this by creating a very informal register, with flattery (‘congrats’) and colloquial terms such as ‘JK’, Yay!" and ‘peeps’ which were used to position the reader as an equal. The inclusion of ‘zip code INDSP3NDNC3" is set out to resemble text-speak which also lowers the level of formality and is in capitals to imply shouting and excitement. My sentence structures include snappy fragments, ‘So, congrats” with the low register discourse marker opening the leaflet but more complex sentences containing the more serious messages, such as ‘Keep a track of everything . . ’ (paragraph 2) are positioned inside each paragraph Hopefully this juxtaposition of structures acknowledges the fact that the leaflet is meant to appeal by being humorous whilst containing meaningful information. Some of the features | used were intended to enhance the feeling of excitement about going to university. Therefore ‘Too posh to look after your dosh? or in too much of a daze to save? include rhyme on ‘posh’ and ‘dosh’ and assonance in ‘daze! and ‘save’ inside rhetorical questions with ellipsis, to create an interesting rhythm. However, | also used hyperbole in ‘super-high’ and ‘astronomical to reinforce my warning about eating fast food in paragraph 5. By combining these features, | wanted to give an overall impression of everything that going to university might mean, which should be an exciting but maybe also a tricky time for young people leaving home for the first time. On reflection, | feel that | have achieved my aims in my writing. | wondered at first whether | had chosen too many colloquial features and not enough low frequency lexis or forraal graramatical structures although when | considered that my main purpose was to get teenagers to read my leaflet, when | read through my writing | fele that | had a good balance of informality of style and formality of sensible advice.Specimen Paper Answers Examiner comment Question 1(b) The candidate identifies the ways in which the style and language were used to attract and maintain the attention of the audience and includes examples from the text in a selective manner. The candidate describes the stylistic devices chosen very clearly, confidently using a range of technical terminology with accuracy. The detailed descriptions of the candidate's choices are explained, including reasons for why the choices were made which makes this analysis very sophisticated. The commentary is structured logically with separate paragraphs containing the individual points that the candidate makes. The structure of the commentary is sophisticated as the paragraphs move through ideas on form, structure, and language, demonstrating that the candidate understands how choices made have shaped meaning for the specified audience. The candidate effectively reflects and evaluates the different levels of formality of their language choices. The candidate could have commented more fully on the fact that, although there is @ purposefully low level of formality in the response, the writing should also appeal to an educated audience. This is evident in the use of the lexical field of education, for example, ‘lecture’, ‘seminar’, ‘assignment’ and ‘proof-read’ Marks awarded = 9 out of 10 marks (AQ3) Total marks awarded for Question 1 = 23 out of 25 How the candidate could have improved the answer To achieve full marks, the candidate could have written in a more concise style to avoid wasting words (and therefore exam time) — at times, the reflective commentary itself is written in the same ‘chatty style’ of the writing it describes. The candidate could have therefore written more formally. Nonetheless, the task is very successfully completed and the candidate achieves Level 5. Common mistakes ‘Some candidates do not consider how the marks are allocated. It is important that candidates know that Question 1(a) has 15 marks and Question 1(b) has 10 marks so that they can plan their time in the exam. effectively. With regard to planning, some candidates spend so much time making a detailed plan that they do not leave ‘enough examination time for the writing required. Although a plan is useful, it should be brief and used as a tool for reference only. Candidates do not always make sure that their work is organised logically. In the example above, the leaflet is set out using well-defined paragraphs with a clear separation of ideas. It is a common mistake to include illustrations in the response as candidates feel that this will show the specified form — instead candidates should use the examination time to its maximum by concentrating on language choices relating to audience and meaning Often, candidates do not select examples from their own writing carefully enough. They should use one or two ‘examples only to support each point made in their commentary, and not quote whole sentences from their ‘work to support an idea. ‘When writing a commentary, candidates should write concisely and in an appropriate register. It is a common. mistake to write the commentary in the same style and register used in Question 1(a). Question 1(b) should always be more formal, although using the first person is completely acceptable, as it should detail the personal choices made by the candidate, At times, learners only describe the features that they have used in Questions 1(a). However, itis important to give reasons for any language choices made and to evaluate how successful their choices have been.01704 966 202 s310N@ 0 asuodsel ajqepa0N *| 9 gouerpne eu) sseuppe 0} dwoye UP Jo eoUEpIAE [EWIUIN, syed ul eouengjai yoe| Aew jua]U09 ‘ped ut paraiuse Aluo si Jo peyasdiejuisi Uaeq exey AeW SEL © ‘seep! 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Habits Every day Iwent to the park. States In those days, I didn't like reading. ‘= Past continuous (progressive) generally refers to Actions in progress (often interrupted by events) J was drinking my cafe at the time. While Iwas opening the letter, the phone rang. Background description in narrative (entered the offce and looked around. Most people were working at their desks, but Jane was staring out of the window and pretending to write something at the same time. Changing states ‘The car was getting worse all the time. One of the headlights was gradually falling off, and the engine was making more and more funny noises Repeated actions - criticism With a frequency adverb, this use is similar to the use of present continuous to express annoyance. When Jane was at school, she was always losing things. st continuous is not used to describe general habitual actions, without the sense of criticism mentioned above. Past simple is used for this meaning. When I lived in London, I walked through the park every day Past porfoct m= We use the past perfect when we are already talking about the past, and we simple and ‘want to go back to an earlier past time (‘double past’) continuous By the time I got to the station, the train had left Compare this with: The train left five minutes before I got to the station When we talk about a sequence of past events in the order that they happened, we more commonly use the past simple, especially with quick, short actions. = Past perfect continuous (progressive) ‘The same contrasts between past simple and past continuous (see previous section) can be made in past perfect verb forms for events further back in the past. 4 3Used fo and would Unfulfiled past events Polite forms Contrastswith present perfect verb forms: GRAMMAR 3 PAST TIME Thad been living in a bed-sitter up to then. While I had been tatking on the phone, Jimmy had escaped. The whole place was deserted, but it was obvious that someone had been living there. They'd been cooking in the kitchen for a start, and they hadn't bothered to clear up the mess. + Past perfect is also common in reported speech. See Grammar 16, + Past perfect is not used simply to describe an event in the distant past. + Wed 10 This often contrasts with the present. The contrast may be stated or understood. J used to go swimming a lot (but 1 don't now). ‘The negative form is either didn't use to or / used not to (rare for some speakers) ‘The form / didn’t used to may also be found, This is usually considered incorrect, unless we consider used fo as an unchanging semi-modal form. ‘There is no present time reference possible. + Would This is used to describe repeated actions, not states. It describes s habitual activity which was typical of a person Every week he'd buy his mother a bunch offlowers Used to would also be possible here. Compare: Lused t0 like cowboy films Would is not possible here. Would is more common in written language and often occurs in reminiscences. + These describe events intended to take place, but which did not happen. | was going to phone you, but I forgot. Iwas thinking ofgoing to Italy this year, but I haven't decided. Iwas about to do it, but I started doing something else. Jack was to have taken part, but he jell ill + The contrasting past event is often understood, but not stated How are you? Iwas going to phone you .. (but I didn’) These are common with wonder Twas wondering ifvou wanted to come to the cinema See Grammar 11 and 12 for comment on this. Sce Grammar 4 for contrasts between past simple and present perfect verb forms. Past verb forms are also used to express unreal time. See Grammar 8 and 9. 15ADVANCED LANGUAGE PRACTICE 16 Underline the correct word or phrase in each sentence. 2) When you passed the town hall clock, did you notice/were you noticing what time it was? b) Last night my neighbours were shouting/would shout for hours and 1 couldn't get to sleep. ©) When you lived in London, did you use to travel/were you travelling by bus? 4) Everyone was having a good time, although not many people danced/were dancing. ¢) Jill was really hungry because she didn't eat/hadn't eaten all day. f) Before we went to the theatre, we called in/had called in at George's cafe for a pizza. g) It took a while for me to notice, but then I did. Everyone stared/was staring at me. What had I done wrong? hh) Nobody bothered to tell me that the school decided/had decided to have a special holiday on Friday. i) was trying/tried to get in touch with you all day yesterday. Where were you? i) A: Excuse me, but this seat is mine. B: I'm sorry, I didn't realise/hadn't realised that you were sitting here. Underline the correct word or phrase in each sentence. a) Once/Afierwards I'd read the manual, 1 found I could use the computer easily b) It was more than a month before/untl | realised what had happened, ©) I managed to talk to Carol just as/vhile she was leaving d) It wasn't until/up to 1983 that Nigel could afford to take holidays abroad. ©) George always let me know by: the time/whenever he was going to be late. ) Twas having a bath at the time/that time, so I didn't hear the doorbell 2) We bought our tickets and five minutes after/later the train arrived. h) According to Grandpa, people used to dress formally those daysin his day. i) Everyone was talking but stopped at that time/the moment Mr Smith arrived, i) The letter still hadn't arrived byvuntif the end of the week. ‘5GRAMMAR 3 PAST TIME Decide if the verb form underlined is correct or not. If it is correct, write a tick. If not, correct it Text 1: The train (1) ground to a halt at a small station miles from London, and it (2) became apparent that the engine (3) had broken down, Everyone (4) was geiting their cases down from the luggage racks, and we (5) were waiting on the platform in the freezing wind for hours until the next train (6) was turning up. 1 ov. 3 2 4 6 Text 2: The mysterious disappearance of Professor Dawson (1) was on Inspector Corse’s mind. Six months before the Professor's disappearance, he (2) was receiving a letter from Jean Dawson, the Profe (3) accused her husband of plotting to murder her. Gorse (4) considered what his next step should be when the phone rang. It was Sergeant Adams from the Thames Valley police foree. A fisherman (5) discovered a body in the River Thames, and it (6) fitted the description of the Professor. 1 3 5 4 6 sor's wie, In the letter, Jean Put each verb in brackets into a suitable past verb form. This time last year 1 (1) was..cyellmg....... cycle) in the rain along a country road in France with a friend of mine. We (2) (decide) to go ‘on a cycling holiday in Normandy. Neither of us (3) {be) to France before, but we (4) (know) some French from our time at school and we (5) (manage) to brush up on the basics. Now we (6) (wonder) if we (7) (make) the right decision. We (8). (plan) our route carefully in advance, but we (9). (forget) one important thing, the weather. It (10) (rain) solidly since our arrival and that night we (II) (end up) sleeping in the waiting room at a railway station. Then the next morning as we (12). (ride) down a steep hill my bike (13) (skid) on the wet road and I (14) (fall off). 1 (15) (realise) immediately that I (16) (break) my arm, and after a visit to the local hospital I (17) (catch) the next train to Calais for the ferry home. Unfortunately my parents (18) (not/expect) ‘me home for a fortnight, and (19) (g0) away on holiday. So I 20) (spend) a miserable couple of weeks alone, reading "Teach Yourself French’ ” leADVANCED LANGUAGE PRAGTICE Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. a) intended to call you yesterday. but | forgot going 1, Was going. 22. call you yesterday, but | forgot b) Sylvia asked if | wanted more pudding, but I said I couldn't eat any more, had When Sylvia offered enough. ©) Owing to illness, Sally was unable to sing the solo, as arranged, have Sally was. but she fel ill 4) Diana wasn't always as rude as that Diana nude. We've changed our minds about going to Rome, as originally intended intending We we've changed our minds £) When I lived in London cycling to work was part of my daily routine. used When I lived in London day, I might possibly go to the theatre tonight. wondering 1 going to the theatre tonight. Thad to go past your house so I decided to drop in. passing 1 so I decided to drop in. i) About 100 people were waiting for the late bus. arrived 8 hy By about 100 people waiting, i) What were you doing at the moment of the explosion? occurred When what were you doing? Ir100 LANGUAGE PRACTICE ia Underline the correct word or phrase in each sentence. a) The government spokesperson denied/refused that there was a crisis. b) Jane said me/told me there was nothing the matter. ©) Peter persuaded me/insisted me to stay to dinner. 4d) The director of studies advised me/suggested me to spend more time in the library. €) Sheila explained me/Avarned me not to leave the heater on all night. £) The chairperson mentioned us/reminded us that time was extremely short 2) Bill answered them/replied them with a detailed description of his plans. h) Michael and Sarah announced/reported that they were going to get married, i) Paul accepted/expected that he had made a mistake, and apologised, i). The manager confirmedireassured that our room had been reserved. reported speech, using the verbs given in the appropriate verb form. Some may be negative a) ‘T think Tl take the brown pair/ said the customer. The. customer, decided. to, take the. brown. pair. (decide) (decide) + (will) (say) + (will) b) Me? No, I didn’t take Sue's calculator.’ said Bob, (deny) (deny) c) ‘Don't forget to buy some milk, Andy,’ said Clare. (remind) (say) + (should) (remind) + (need) 4) ‘I'm sorry I couldn't come on Saturday,’ said David. (say) + (could) (say) + (be able to) (apologise for) ©) "Why don't you go back to Singapore, Brian” I said, (ask) + (do) (suggest) + (should) (suggest) 1) 'Make sure you don't take the A20, Tim,’ said Jack. (say) + (should) (warn) (warn) 1sGRAMMAR 16 REPORTED SPEECH Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. a) ‘Helen, would you like to come to lunch on Sunday” asked Mary if Mary asked Helen. if she, would like. to come to lunch on Sunday. b) "You are not allowed to smoke in your room, Dick said his mother. forbade Dick's mother in his room. ©) Sue thought it would be a good idea for me to see a doctor. advised Sue see a doctor. 4) The minister proposed regular meetings for the com suggested The minister should meet regularly. e) Jack demanded urgent action from the police. do Jack demanded something urgently. 1) My bank manager invited me to visit him at home. could My bank manager visit him at home. 2) 'No, I really don't want to stay the night, Sophia,’ Ann said. staying ‘Ann insisted the night at Sophia's house. h) ‘I'l call off the football match if you don't behave,’ the teacher said, threatened The teacher the children’s behaviour improved. i) ‘Ok mum, I'l do my homework, I promise,’ said Laura. that Laura do her homework. j) ‘Congratulations on getting engaged, Sue,' said Harry. congratulated Harry, engagement. lol 1%ADVANCED LANGUAGE PRACTICE 102 Underline the most suitable word to complete each sentence. a) J thought Jim would say something about his new job. But he didn’t mention/stateideclare it b) Sorry, I wasn't being insulting. I simply offered/reassured' seem to have put on rather a lot of weight recently ©) The police requested/estimated’advised that the crowd was under 50,000. although the organisers of the march put it at nearer 100,000. d) The children complained/threatened:persuaded that their parents were always checking up on them. e) Ithas been objected’hoped/predicted that by the year 2050 some capital cities will be almost uninhabitable because of the effects of air pollution. f) During the months before Smith's transfer from City. it had been rumoured/doubted/threatened that he and the manager had come to blows in the dressing-toom, though this was denied by the club, 2) Brown forbade/recommended/claimed that the arresting officers had treated hhim roughly, and that one of them had punched him in the eye. h) An army spokesman stressed that all troops patrolling the streets had been denied‘ordered/announced to issue clear warnings before firing any shots. i) Although he didn’t say so directly. the Prime Minister tald/ordered/suggested that an agreement between the two sides was within reach, i) The witness suggested insisted/gave her name and address to the court before the cross-examination began. emarked that you Complete the text with one word in each space. The case of the break-in at a Cambridge home entered its third day today. The accused's defence was based on the fact that he (1) ..could. not have centered the house at 6.30, He claimed (2) have been playing football at the time, and stated that several witnesses could confirm this. At this point, the prosecution (3) hhim of changing his story, as he had previously stated that he had been at home at the (4) of the break-in. The defendant agreed that his memory (5) not in the best of shape, as he had been (6) from bouts of depression, The judge stepped in, reminding the defendant that he (7) taken an oath to tell the truth, and warning (8) of the severe consequences of lying in court. The defendant said that he had simply forgotten 0 the football match, and insisted (10) he was not changing his story.GRAMMAR 16 REPORTED SPEECH Using the information in the e-mail as a guide, complete each space in the letter with a verb. The first letters of the verbs have been given. TO: Roberts hifi.co.uk FROM: Dave@electricalsupplies.com We are sorry that our computer ordering system went on the blink last week. Don't worry, the system is now up and running again, but we think goods will arrive 2 or 3 days late. I'd guess the goods you've just ordered should arrive round about Thursday, Thanks a lot for telling us about the problem with the ZP200. You'll be pleased to know the problem's been put right now. Re the exhibition you're organising, it seems you want to return any goods you don't sell, We're certainly interested, yes, but could I ask for more details before I let you know. Finally, just to tell you, as of Ist May our warehouse is now open 24 hours a day! Dear Mrs Henderson, We would like to (1) a Plgatse. for the failure of our computer ordering system last week. Please (2) b reassured that the system is now fully functional again. It is (3) a that the goods ordered will be delayed by two or three working days. The Be arrival time for your latest order is Thursday. We are grateful to you for (3) r the defect in the ZP200 model. We are happy to (6) a that the defect has now been remedied You (7) m. the possibility of taking goods from us ‘on sale or return at an exhibition you are organising. We can certainly @e ‘our interest, but we would like to Or further information before we commit ourselves to a decision. Please be (10) a that as of 1 May our warehouse is now open 24 hours a day. Yours sincerely, David SmithCr Motion: nuances of pace and movement verb type of movement reasons for type of movement limp uneven ‘one leg hures hobble awkward | shoes too tight, feet hurt stagger unsveady drunk, il stumble | nearly falling uneven surface lurch sudden or irregular } ‘my front door. The lock hung, twisted out of shape, having been forced violently apart, and I felt my pulse quicken as I noticed that the door was aja. oi |, __Scarcely breathing, | pushed i lightly with my fingertips and it swung open with the ds dase || slightest groan. Inside, the house was deathly silent. | tiptoed down the hall, peering eo into. the rooms on either side. They stared blankly back at me, deserted and | __ unchanged, revealing nothing, There were no burglars still inside, oso it seemed. 5 | As far as | could see, there was nothing missing. | heaved a sigh of relief at finding | | my precious collection of crystal untouched, and my heartbeat slowed as my intial 6 shock subsided. Somebody had certainly broken in ~ but why? : | At the far end of the passageway | hesitated, puzzled, then cautiously climbed the ‘ook seis stats. As I neared the top, there was a noise light, huried,scabbling sound ike one ea isaaciiane te ‘that mice might make, only coming from something rather bigger. | tured quickly teas tab clone Seidl bade. towards my open bedroom door, only to be confronted by the strangest sight: an eldedy eat e ‘man lying uncomfortably face-down on the floor, his plump, flushed cheek pressed 1 shock/lear ‘against the carpet, which had been pulled back to reveal the floorboards underneath, etieerebeniien ‘There he was with his right arm thrust down into a gap between the boards, He rolled himself slowly into a siting position and ruffled his thinning hair, looking, 4 uncertainty/surprise ‘embarrassed, "Ym sorry," he mumbled. I used to lve in this house and I put a box Pace knee down here with my savings and some papers to keep them safe." He brushed thick ‘dust and cobwebs off his shirt and sighed. "But when | moved out | forgot, and I didn't 6 embarrassment ‘know if you would let me have them. What else could I do?" ee "What on earth are you doing?’ { demanded. Sreliet Neem Set the scene ‘The beginning of a narrative story should usually give the reader a clear picture of what is happening, and may include descriptions of: E ~ setting: place, time (time of day/year, historical period), weather, etc; | People: name, appearance, felings, tc ofthe character(s) involved | _@ Vivid description is important when beginning stories. To describe the setting, you may use detais involving the senses to suggest a particular atmosphere (e.g. /apping waves, soft sand = peaceful scene). When describing peopielactions, you may use vivid description of emotions, mannerisms, eto to suggest a particular mood (e.g. “Stunned, she sat clown shakily and buried her face in hor hands." ~ shook, gre). © A dramatic beginning to a narrative helps to capture the reader's ‘attention and makes them want to continue reading. Sudden or exciting ‘action, description of strong emotions, the use of direct speach and a _ variety of adjectives, adverbs and verbs may all be used to make the 1. When and where is the story set? beginning more dramatic. 2. What is the weather like? '© You may create an atmosphere of mystery andlor suspense by descrbing 3. Who are the people involved, a strange character, a dangerous situation, etc. and how do they feet? 4. What would you see, hear, etc if ‘were physically present at Look at the photograph on the right which shows the scene introducing eee ¥ a story, and answer the questions about how you imagine the story 15 (How might the story continnoe? might begin. te ee 9Unit § Narratives ‘5 Read the paragraph below about the photograph in Ex. 4to see whether the story is as you had predicted. Underline all references to the senses, and the words/phrases describing emotions. Then answer the questions from Ex. 4 again, based on what you have read. ‘The coo} of the moming tumed quickly to scorching heat as the sun ‘rose higher and began to beat down reientiessty. Doctor McLintock took off his cardigan we he and his two companions continued to trudge up ‘the slope towards the vilage. The smell of parched earth and dry scrub filed the doctor's ‘nostri, and the heat of the stony track bummed the sotes of his feet through nis thin shoes, Apart from the occasional call of a bird and the strained breathing of the three men there ‘was absolute silence. Oppressed by the monotony of the barren African iandscape, the ‘doctor turned to Michael and sighed, “Is & much further?" Then he looked at Grideon's and ‘chats anus faces and aded gent, Tm sure sel be al ight.” 6 Describe the photograph below using the words/phrases given, then ‘write a paragraph setting the scene for a story. Techniques for beginning or ending stories ‘© A.good beginning is as important as a good ending. A good beginning ‘should make your reader want to go on with your story. A good ending will ‘make your reader tee satised. © You can start your story by: ‘a. describing the weather, piace. © You can ond your story by: ‘a using direct speech aople, ec, using the senses b referring to feelings or moods busing direct speech ©. describing people's reactions ©. asking a metorical question to the events developed in the ‘creating mystery or suspense main body €relering to feelings or moods 4.creating mystery or suspense f-addressing he reader drecly 0. asking a rhetorical question ‘© Note that more than one technique can be used in tha beginning or ending of astoy,. 7 Match the following beginnings and 4 endings, then say which techniques have been used in each paragraph, Brighty-coloured fish swam among the ‘coral, and ribbons of seaweed! reached ‘upward to the sunlight on the surlace of the sea. ! gazed with happiness and wonder at the underwater world around me. Then a sudden movement caught my eye and | tumed to see a huge. sieak Have you ever had one of those days when ‘everything goes wrong? When your ala ‘Glock doesn rng, and you race out ofthe house in a panic, desperately putting on Yyour jacket, only to find thatthe car won't start and the bus drivers are on stnke? Let me assure you that such minor inconveniences pale into insignificance |) beside the calasvoohes 1 endured listened, and breathed a sigh of reliet cay, ‘ever to reach the safety of my home. AS | ‘poured mysaf a strong cofiee, I closed my eyes for a moment and asked mysel, “Why aid this have to happen to me?” ‘The sunlight hurt his eyes as he reached the end of the tunnel He stopped, ‘when there was no sound of footsteps behind him, Then, as he orept out ofthe ‘tunnel, a figure stepped forward to bar his way: @ thin igure in long coat, laughing soy 4Unit 5 Narratives Inversion iii Se ae 2 {ollowed by Inversion when they are used atthe beginning ofa sentence. 8g. Jamie had never imagined that he would! ind himself such a stuaton Never id Jamie imagined that he would find himself such a situation (© The worda/phases folowed by inversion are negative in meaning: ‘Never (betore/again), No sooner, Ho longer; Nowhere ‘Hot often, Not zbways; Not ont (but aso) ‘Seldom Fsrely» “not often’; Hardly ever‘anywhere = “skncst neverinounere” * Hot unt, Not before * Only when = “not untibeore”, Only f = “not uness* 12g. No svoner had ! stepped under the shower than the doorbell rang. ‘Not only was | exhausted, but also extremely hungry. (© * Notice that “Not untivbetore” anc “Only when” are folowed by inversion {nthe second part of ne sentence. 6.9. * Not unit grew dark did they stop searching forthe missing dog. 10 Look at the following ‘skeleton’ sentences and, using the appropriate tenses, write a complete sentence from each skeleton as in the example. ‘Then rewrite each sentence beginning with the word(s) in bold type. 2g. T/ no sooner / sit down / my seat {curtain rise / play begin had 10 sooner sot down in my seot than the curtain rose and the play begin ‘No sooner had (sat down in my sect than the curtain rose and the play began 1 Lights /be J rarely /on /in / museum / midnight, so 1 | realise / something strange / happen / that night 2 It/be/ not until /be / tell / Linda his name / she / recognise / Eric, / who / ‘we / be / sehoolfriend / hers 3. Rollercoaster no sooner / start / move /I know /T make / terrible mistake ! by {agree / pet on 4 Cathy's front door (not only / stand wide open / when she / get / home, /but lock {be / also / broken 5. We / seldom / use / enjoy / visit / my grandparents / when I / be / child because / they be / often / strict / us 14 GE You will hear a woman telling her friend about the time she nearly drowned. Number the following list of events in the order in which you think they happened, then listen fo the cassette and cheek your answers. Finally, retell the story in your own words. {| decided wo 0 for att swim [—") vot samme 12 Look at the task instructions below, together with the beginninglending of a story on each topic, and decide on a suitable plot for each story. A Write 2 story entitled “The Birthday Party’. Ending: Suddenly the lights went on a chorus of happy voives yelled, “Surprise: B Write a story that begins: “She took the piece of paper out of her pocket and ‘reached for the phone.” Ending: She looked around the luxurious room and siiled atthe thought that al her dreams had come true White a story that end: “At last he was free. Beginning: Joe sat on the crowded train, ‘rehearsing his speech one last time. Avoid using simplistic adjectives or ‘adverbs (€.¢. good, bad, nica, wel, or} as these will make your composition sound uninteresting, instead, ty to use more sophisticated vocabulary (2.9. uiraus, extravagant, threatening, 6c) which wil make your compostion more ‘exciting fo read. A variety of verbs (0.9. ‘murmur, whisper, mutter instead of “say’j will make your story more ively. #9. “Oh, don’t bother!” he growled, ‘and stormed out of the roam. (instead of “said”, “wont”) 0g. Jack strode up to me and thrust ‘ut his hand (instead of walked”, “put”) VA vocabulary 4ADVANCED LANGUAGE PRACTICE actice j ‘Complete each sentence by using the phrases from the box. a) Hardly. bund. we arrived at the hotel, when there was a power cut. b) _-members of staff to accept gratuities from clients. 3 Detective Dawson realise what she was to discover! ® i to pay the full amount now, there would be a ten per cent discount. ©) I supposed, most people, that I would be retiring at 60. p the doctors seen a more difficult case. 2 Jean win first prize, but she was also offered a promotion. ») " Jate arrivals be admitted to the theatre before the interval, Dove ‘one missing child been found, than another three disappeared, d ‘so many employees taken sick leave at the same time. -lgL© a 43GRAMMAR 13 INVERSION 2 Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. a) Tt was only when the office phoned me that I found out about the meeting. find Not until , iA ut..... about the meeting. b) The facts were not all made public at the time. later Only. all made public. ©) The response to our appeal was so great that we had to take on more staff. response Such. to our appeal that we had to take on more staff. 4) Harry broke his leg, and also injured his shoulder. but Not only, also injured his shoulder. ©) The police didn't suspect at all that the judge was the murderer. did Little as being the murderer. 1) The bus driver cannot be blamed for the accident in any way. held In responsible for the accident. ) Ifthe government raised interest rates, they would lose the election. raise Were. interest rates, they would lose the election, h) As soon as I got home, I realised I'd left my bag in the shops. had No sooner, I realised I'd left my bag in the shops, 4) twas only when I asked a passer-by that I realised where I was. aid Not until where I was. J) The minister was interrupted just after starting his speech. when Hardly hhe was interrupted. 81ADVANCED LANGUAGE PRACTICE 7 Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. a) Please never ever interrupt me when I'm in a meeting. am Onno account .Aitt.2.lexer}.ta. be. ite when I'm in a meeting, b) Nobody from this school has ever written a better composition, anyone Never see written a better composition. ©) Such was the demand for tickets that people queued day and night. great ‘The demand for tickets that people queued day and night. 4) The money is not to be paid under any circumstances. no Under. to be paid, e) Three days passed before we arrived at the first oasis. had ‘Not until at the first oasis ) Little did Brenda know what she was letting herself in for. no Brenda, : what she was letting herself in for. g) It was only when I stopped that I realised something was wrong. did Only. on that something was wrong, h) The accused never expressed regret for what he had done. time At regret for what he had done. ‘) Exhaustion prevented any of the runners from finishing the race. were So. of them finished the race. j) It's not common for there to be so much rain in March. see Seldom. so much rain in March.Unit 5: Narratives 26 Look at the cartoon drawings below showing actions and mannerisms and write a description of each one, as in the example. ee ‘Brian stood witis hands on ‘ips, tapping | ‘is foot impatiently 27 Replace the word “said” in the following passage with more descriptive reporting verbs ftom the list below, and add the missing punctuation, ‘The words which are underlined are in Direct Speech. exclaimed, laughed, shouted, snapped, starumered, eased, wailed, yelled 0 said the skydiving instructor the first student jumped out ofthe plane go the instructor sad o the next student inline do jt the terrified novice said red if you dont jump now you'll never he allowed to try again the instructor said over the noise of the aeroplane but but the student said iba “if and remember what the nervous student looked out the plane door and saw the green fields below ok ill do it he said with determination and jumped the parachute opened properly and he floated gently towards the ground i bet you were terrified said his wife when he touched down 1no he said i cant wait to do it again 28 Look at the cartoon strip below and write 9 brief descriptive paragraph about each picture, asin the example, Staring out ofthe window, Mike couldn't believe his eyes: Somebody was walking ig the Steet with Rex, Mike's dog ‘Throwing the window open, he leaned cut and “That's my dog! What are you doing with him?”Unit 5 Narratives are made enough money (o return hack and set up a small business. ) cere Lett 34 Read the model below and correct the highlighted words. Write § for spelling, WO for word order, G for gremmar, P for punctuation or WW for wrong word. Read the story again and put the events in chronological order; then retell the story without flashback narration, Suggest a suitable title for the story, G was off the train, he looked up and down the platform, ‘onc there and, as he stood listening to the sound ofthe train rattling off into the distance, he begu to feel a litle worried. His brother had promised to mect him, but was nowhere to be seen. Stood there checking his watch and anxiously peering into a darkness beyond the station, Matt felt tervibly alone. Matt Black was a merchant seaman. Ten sears previously be has left home to go at sea because there were litte jobs in the village which he grew up. After being so long at sea, he had He had been nervous about his familic’s reaction to his homecoming. but one telephone call had been enough to put his mind at rest. They sounded such excited that he was coming. back. His mother bad even cried, that Matt had found embarrassing. Now, standing in the deserted platform, he did not know what to think, It was two in the morning and, since it was no telephone, he decided to walk the five miles t0 the village. “Somebody will pick me up,” he thought, So, dragging his two +huge bags behind him, he set off down the narrow country lane. After walking only for ten minutes, one of his bags caught on a stone and tore open, spilling the contents over the muddy road. Cold, tired and now bad-tempered, he sat on a rock for a while. this was not the way he had imagined his return, Once the lights of his village came into view, his mood lifted slightly. He wandered whether would he be able to readjust to life in a small community after years on board a ship and bis ‘experience of so many foreign cultures. But, he decided, this was where he wanted to be, and his pace quickened as he approached io the family home. ‘Walking up the drive, he was noticing the flickering light of a television in a downstairs window. Through the open curtains he could see his brother, asleep fast on the sofa. He taped on the glass and his brother woke up, dazed and confused, "Mat!" hi shouted excited, “Oh no, i fell asleep! How did you get he Matt thought back to when the two of them leaved there as teenagers and, with a sigh of relief, said to himself, “At least some things haven't changed.” 35 Look at the following composition task instructions and answer the questions below. a) © Write a story that begins or ends with the words: “It had all been a case of mistaken ideniity.” + What sort of narrative (eg, mysery, adventure, human drana, et) does the title suggest to you? © Would you use flashback narration? ‘Why/Why not? * Does the topic require specialised kaowiedge and/or vocabulary you may not have? * Can you suggest a possible plot using this ‘sentence to begin your story? B) Write a story entitled “The Locked Door”. ‘© What sort of narrative story fe. mystery utcetture, oma rama, etc) does the tthe suggest to you? ‘© What techniques would you use fo begin and end your story? ® Ts it necessary for you to write this composition using flashback narration? Why /Why not? “+ What time words/phrases would you use to link the events? * Can you suggest a possible plot? 36 Choose ONE of tite composition tasks above, and write a complete plan with notes. Then, write the ‘composition in 300 to 400 words. ae¥q Think about style Your description ofan incident will be more convincing itis vy and personal rather than Titerary’. Explain the meaning of the idiomatic phrases (1-6) as used in the model text. 1 a daredevil (line 4) 2 He fancied he was a future Olympic champion (ines 4-5) 3 Hop on ... (lines 6-7) 4... Pll take you for a spin (line 7) ‘5 was approaching the speed of light (lines 12-14) It is a good idea to create your own bank of idiomatic phrases. You may like to note down examples from your favourite English [i language programmes, like television soaps or sitcoms. 6 we hung on for dear life (lines 17-18) b The phrases in the box below can all be used to describe Personal reactions, Tell your Partner about situations you have been in when you have had these reactions (The phrases marked inf. are informal) 9. / was waiking home alone late one night down a deserted street, when I heard footsteps following me. 1 felt my blood run cold. Fear Embarrassment Anger ‘Surprise or Disappointment or | ; excitement despait 238002.) | froze in horror. I nearly died of | was absolutely vd. 1 felt a thrill of My heart sank I elt my blood embarrassment. inf) excitement. | was in despair run cold. 1 blushed to lwas so angry! I was speechless. | elt absolutely Shivers ran down the roots. couldn't speak I couldn't believe my helpless. my back. was completely | could feel my blood eyes. It was the worst Twas absolutely tongue-tied. boil ‘My heart was in day of my life. petrified, Ihit the roof. (int) my mouth, Things couldn't have 1 could feel my | was beside myself The suspense was been worse. heart thumping in with rage. unbearable | thought it was the my chest end of the world © Think about tenses 4 Read the first part of the story below and then complete the Rules for narrative tenses. Remember to write two or three Rules for narrative tenses a For narrating a series of events o ‘examples from the text When I was 14, my parents went to live in Kenya and I was sent to boarding school. didn’t enjoy this much, but { got through the worst moments by dreaming of my forthcoming visit to Affica. The time passed quickly enough, and soon f was being driven up to the village compound where my Parents now lived and worked. ‘The moming after my arrival, I slept in late. In fact, by the time I got up, my parents had already left for work and I was alone in the house. { wandered downstairs, barefoot, into the ramshackle kitchen to get myself some brealdast. The sun was already beating down on the jungletike garden outside and a litde line of ants was marching through the open kitchen door carrying bits of leaves and twigs. While I was waiting for the bread to toast, I heard! a sudden rustling from the pile of leaves near the door. I tumed round, and, to my horror, I saw the beady eyes, flickering tongue and smooth striped skin of a reptile! ‘Oh no’, I whispered. ‘Not a snake. Not here!’ that happened one after the other in the past, use the .. Examples from the text: b For events that happened earlier in the past, use the Examples from the text: © For background descriptions and interrupted actions in the past, use the ... Ed uae Examples from the text:Fatetamit: 7 7 7 oT eee =~ = eae Z Think about vocabulary | Work with a parmer. Choose ten verbs from she box that you can demonstrate through sound or movernent. (Stand up if necessary) Ask your partner to guess the verbs. chuckle crawl creep giggle groan hop laugh leap moan murmur race cream shout shriek skate skid skip slide slither squeal stammer stagger stumble whisper yell 'b Write the verbs in a in the correct category. Ways of speaking: chuckle, .. Ways of moving: craw, © Complete the sentences with the correct form of the verbs in a. Make any necessary changes. (Sometimes more than one verb is possible) 1 "Watch out!” he ‘The snake was over the dry ground and coming straight towards him. 2 Soh! she é as they as quietly as they could through the sleeping house. 3 -Oh, no! I've failed the exam again!” he . in despair. 4-‘Ir's a mouse!” she Beacon and... seve ORO a nearby char 5 The 80 os crnstennnnersenrne AOS the thin ie, its brakes .. and it crashed into a mee. 1 think I've sprained it!” he As he spoke, he round the room fom ane eg, holding the injured teg above the ground. 7 Still halFasteep, he... sleepily to the bathroom. 8 Come back here at once!’ the headmaster ... actoss the playground Think about dialogue Write some dialogue for each of the characters in the situations 14. Remember to add a reporting verb, as in the example. e.g. We were standing on a rock a litte way off from ithe shore, fishing for crabs, when | saw the giant wave approaching. Look out Davel, | shieked. Run run! We're gaing to get swept away!" 1 One day, Paul and I were playing football. Forgetting where I was, I kicked the ball harder than I meant to. There was a deafening crash and the ball smashed through # elassroom window. Paul 2 We were standing in the bank when three robbers rushed in and threatened us with guns. they 3 Tara and { were halfvay hough the haunted house when we heard a scream. 1, ete 4 We were walking barefoot across the sand when Jack saw the scorpion. be. Dialogue and quoted text Short sections of dialogue, used at the funniest or most dramatic points, can make your text come alive. The actual words that people say should always be enclosed in quotation marks, which canbe single (*... ') or double (*..."). Exclamation marks and question marks should go inside the quotation marks. Remember to use a comma to show when the actual words stop and a reporting verb starts, e.g. ‘Oh, nol’, he shouted, ‘I'm going to fall!” Tt is not always necessary to start a new paragraph every time you use dialogue, especially when the section of dialogue is very short.DescriptionsVocabulary & Grammar Review iF AT FIRST YOU DON'T SUCCEED, TRY, TRY AGAINYtiga Relationships 1 1: Meanings 1.A spot is usually a mark on your skin, but if you have a soft spot for someone, you like them. You usually use it for someone who tends to be unpopular with other people. 2. When some animals attack another animal, they often attack the soft area around their throat. In the same way, iftwo people are arguing you can say that they are at each other's throats. . If you get on with someone like a house on fire, it means you get on very well. |. Ifyou don’t see eye to eye it means that you don't agree on something. If there's no love lost between two people it is a way of saying they really don't get on at all. They may not even be on speaking terms. 2: A shoulder to cry on Put the following expressions in the dialogues belo a. at each other's throats e. ups and downs b. a shoulder to cry on f. don't see eye to eye ¢. there's no love lost g fight like cat and dog d. through thick and thin h, “clear the air Thanks for listening, Rachel. I feel better for talking to you. > That's OK. You can always come to me if you need 2. You've had the same flatmate for years, haven't you? You must get on very well > Well, we've had our ‘over the years but on the whole it's worked very well. 3. Do you get on well with your brother and sisters? > Yes, I do, but my brother and older sister 4. Is it true that Jeff and Laura are having problems? >I think so, They seem to be most of the time these days. 5. How are you getting on with your new business partner? > Well, we ‘on everything, but that's a good thing. I's when we agree on something too quickly that mistakes are made. 6. My parents have been married for 50 years > In those days people stayed together 7. Why was there such a bad atmosphere in that meeting? > You're new here. Didn't you notice that between George and Andrew? 8. There's a bad atmosphere in our office. Some people aren't talking to each other. > Well, it's time you had a meeting to Note: Milk ‘urns sour if it is not kept in the fridge. It can go off. In the same way relationships can turn sour if two people go offeach other. 1563: A soft spot Complete the following statements about good relationships: 1.1 think my teacher has a soft for me. 2. Bven if you get married, don't neglect your friends. 3. It's always fuun to meet someone you it off with, 4.1 must say I get on like a on fire with my mother-in-law. 5.1 get on best with people who're on the same. as myself, 6. My children all try to stay in my good 7. Do someone a good » and you've made a friend. 8. Do your best not to get off on the wrong 9.A friend in ‘is a friend indeed! 10. You can your friends, but you can't pick your relations! house need books ura hit ‘spot ick foot wavelength close Note: A young friend is always young. An oldfriend might be only 35. “No wonder we never see eye to eye! We're Just not on the same wavelength!” 4: Through thick and thin Look back at Exercises 2 and 3 to find idioms with these meanings: in bad times and good times. don't agree fight a lot . started with a misunderstanding, help a friend when they have a problem . do someone a favour 5: Revision Complete these sentences with the correct preposition: 1. Do you need a shoulder to cry... .? 6. They're each other's throats. 2. We're not .... the same wavelength, 7. There's no love lost .... them 3. They stayed together .... thick and thin. 8. I'm not .... his good books. 4, We got .... like a house .... fire. 9. They don't see eye - the wrong foot. 10. Te got a soft spot 5. We got off... Is there a member of your family you don't sce eye to eye with? - eye, her, 157 53TRA] Relationships2 1: Literal Meanings Fill in the following words in the definitions below: crush rocks knot plunge stand guts 1. When boats sail too close to the land, can be a real danger. 2. Ifyou can't, ‘hot water, it means you cannot tolerate it. 3. Everything inside you - your stomach, kidneys, liver etc, are your. 4, Ifyou accidentally sit down on a packet of biscuits, you will them. 5. When you tie two pieces of string together, you make a 6. The meanings of dive and are very similar. You can or dive into the sea. You can something into water, but you cannot dive something in, Note: If you have it in for someone, it means that you have some kind of grudge against them. You are annoyed with them for a specific reason. 2: Head over heels in love Put the following nouns into these expressions: crush heels rocks plunge knot love a. tie the. b. have a. on someone ¢. take the. A. fall in. . eon the. . f. head over. in love Now use the correct form of the idiomatic expressions in these situations: 1. Ive never seen Camilla so relaxed and happy. What's happened to her? > Didn't you know? She's met Mr Right! She's with this French chef who works in a restaurant in the town centre. 2. Kate, do you remember our art teacher at school? He was nice, wasn't he? > Oh yes, Mr Eastwood. Till never forget him! 1 on him until the day I saw him with his six children and dreadful wife! 3. Tim, you and Sharon have been together now for ten years. Isn't it about time you tied 2 > Well, funny you should mention it. Last night we decided to take so I hope you're free on June 12th! I'm looking for a best man! 4. [hear you've got Tom and Barbara's children staying with you at the moment. > Yes. Tm afraid Tom and Barbara's marriage is They're having a little time and space to talk on their own. 5. Ifyou can , can you/alf out of love? Note: If you like or admire someone very much you can say that you think the world of them. 158 St3: Gone their separate ways All the idiomatic expressions in this exercise deal with relationships going wrong. Match the two parts of each conversation: 1. Are Luke and Louise still together? 2. Has Brian asked you to stay behind late again, Tony? 3. David's told me that he won't come skiing with us if Frank's going to be there Have you any idea why? 4, What's your honest opinion of our new Head of Marketing? 5. Why won't the three political parties involved get together and cooperate? a, Well, as far as I can gather, there's no love lost between them. They fell out over something last year and haven't spoken since. b. No, I'm afraid not, They've gone their separate ways. c. Yes, it’s always me, isn’t it? T think he's got it in for me. 4. Tcan't stand her. And I can't be more honest than that! ¢. It's quite simple. They hate each other's guts! They wouldn't even share a taxi! Note: Ifyou have a disagreement with someone, fall out, then make up, you patch up your differences or, if it was very serious, you bury the hatchet. “Tug of love as couple go their Reo Newspaper headline about who gets the children when a couple split up 4: Revision Complete the following with one word: 1. We've decided to go our separate 2.1 think I've fallen in 3. Have you it in for me or do you just not like me? 4. Were the plunge in October. 5.1 can't bear to be in the same room as John. Ijust stand him. 6. Our 14-year-old daughter has a ‘on her 23-year-old biology teacher! 7. There's no love between my brother and his in-laws. He calls them outlaws! 8. I wish people wouldn't fall so easily over silly little things. 9. So, you're the knot this Saturday. I hope the weather's nice for you. 10. The trouble with falling head heels in love with someone is that it's usually totally the wrong person! 11.1 wouldn't say I hated Nigel's + but he's not my favourite person at the moment. 12, Lots of marriages which are on the could have been saved ifthe couples had seen a counsellor early on when they were first having trouble. Do you know someone who's got it in for you? Can you do anything about it? 159 ssText Organisers Linking words and phrases Explanations ‘There are many features of texts which help the reader understand how the information in the text is organised. ‘This term covers a wide range of words and phrases which make text easier to understand. A selection is given here. + Adding a point ‘As well as the obvious dangers, there was the weather to be considered. In addition to the obvious dangers, there was the weather to be considered. Not only were there the obvious dangers, but there was also the weather to be considered. ‘m Developing a point Besides/furthermore/inaddition/moreover/what's more/on top of thatito ‘make matters worse, smoking has been directly linked to lung cancer. + Contrast The identity of the atiacker is known to the police. However/nevertheless/an the same no name has been released. The identity of the attacker is known 10 the police. No name has, however/all the same, been released. (Athoughhvhile/even though/despite the fact that the identity of the attacker is known to the police, no name has been released. The identity of the attacker is known to the police. A name has nevertheless/none the less/still not been released. No, I didn't say the President got it wrong. On the contrary, I think he's handled the afer superb. Iprefer city life as opposed to country life prefer city lif, whereas John prefers country lif Donahue established his reputation as a novelist. In contrast, his new book is a non-fiction work, + Explaining reasons The government does not intend to cause any further provocation. As a result/accordingly /thus/hence/'consequently'ifor that reason, all troops shave been withdrawn. The employers have promised to investigate these complaints, and we in turn have agreed to end the strike. 167ADVANCED LANGUAGE PRACTICE 168 Making generalisations Broaily speaking, generally speaking, on the whole, by and large, to a large/some/a certain extent, this has been an encouraging year for the company. Starting That's absolute rubbish! For a startfirst of alvin the first place/for one thing, it was Rod who said that, not me, And secondly Giving new information ‘She then turned to Henry, who incidentally/by the way is now about two metres tall, and said By the way/incidentally, do you remember an old friend of ows called Ransom? Concession/qualification OK, s0 you two have had a few problems. Even so/all the same, don't see why you need t0 split up Lancaster is a man ofgreat personal integrity. Having said that/even so/all the same, I don't think he'd make a good chairman. Reality What did you think ofDeath in Action’? To be (perfectly) honestto tell the truth, I can't stand films like that,GRAMMAR 27 LINKING WORDS AND PHRASES 1. Underline the correct word or phrase in each sentence. a) A: Did you ring the hospital for me? B: I forgot as a resuld/to be honest/io make matters worse. Udo it now. b) A lot of adults are very wary of learning in a school situation. For that reason/On the other hand/To tell the truth they don't sign up for our courses. ©) By and large/Despite the fact that/Owing to 'm very pleased with their work on our home, At any rate/’Accordingly’/Having said that, I think they could have made a better job of the painting, 4d) I missed two weeks’ training because of flu last month. To put it another way/As a result/To tell the truth, I'm not expecting to run very well in today's race. ©) They've had a very difficult time. On top ofthat/At any rate/To start with, their home was burgled. 1) What terrible experience! Anyway/In contrast/By the way, you're safe now ~ that's the main thing! 8) She's a sociable girl with lots of friends. Even so/Furthermore/To some extent, she can get lonely, like anyone else. hh) He comes across as being very full of himself, in contrast/broadly speaking/whereas he's actually a very nice guy. i) Nonetheless/On the whole/Hence | agree with what you're saying, but I'm not sure about your last point. J) 1 seem to be giving the impression that I didn't enjoy my time in Norway. After all/Having said that/On the contrary, \ had a wonderful time. 2 Underline the most suitable word or phrase to complete each sentence. a) They've got a terrible record over tax and education. Nevertheless/On the other hand, 1 still think the Democrats will win the election. b) Balding's ‘People in the Sky’ is a very disappointing painting. At any rate/In contrast, Rae's ‘Beach Scene’ really brings this exhibition to life. ©) I would like to complain about the way I was treated in your shop. For one thing/Besides, the assistant was rude ... 4) Our dining room is a place which we keep strictly for eating, as opposed tofwhereas the sitting room, which is for sitting, talking and watching TV. @) We saw the Eiffel Tower, the Seine and the Louvre, what's more/as well as Eurodisney. 1) The country’s economy depends to a large extent/at least on the tourist industry. g) Tm here on business in addition/as opposed to pleasure, h) The weather is likely to be dry and warm, In the far north-west of Scotland, however/whereas, it will be wet and windy. 58ADVANCED LANGUAGE PRACTICE 170 Read the interview and decide which answer (A, B or C) best fits each space. Interviewer: The recent scandal involving your finance minister has done little to restore public confidence in the government. Minister: (1) ..C..., [think the ‘scandal’, as you call it, has shown us to be @ Inv Min: very moral party. The minister concerned resigned his post and showed great contrition for what he'd done. Q) - @ scandal is a scandal. (3) a senior minister accepts a large donation on behalf of his party trom the entrepreneur Robert Tivwell, then five weeks later, Tivwell’s company, which (4).......jus happens to be nearly bankrupt, wins a contract with the government worth millions of pounds. Well, as I say, the minister has resigned. (5), I should point out that there is technically nothing illegal about what he did. Yes. there is, minister. It’s called bribery Well you can call it that if you want. I prefer to call it 'sharp practice’ (6) But it happens, its always happened, and I'm sure itll continue to happen. (7) ~ we will not condone this kind of financial dealing and will continue to stamp down on it Int: This is pure double talk! Min: No that's not true. (8). we take such matters extremely seriously. But we are realistic enough to know that we can't eliminate them altogether. You see, there is nothing to stop people or companies making donations to parties - (9). it'we didn’t have such money, we wouldn't be able to survive. It's just that the timing of such payments can be unfortunate, So each case has to be investigated on its merits, But (10) «this practice is causing less controversy than it has done under previous governments. 1) A Incidentally B First of all CC On the contrary 2) A Even so BAsamatteroffact CHence 3) A By and large B Consequently C First of all 4) Ain contrast B incidentally C at any rate 5) A despite B although C whereas 6) A anyway Bfurthermore C to be honest 7) AHaving said that BMoreover CTo make matters worse 8) AAs a result B Asa matter of fact _C To some extent 9) Aalthough B thus C indeed 10) Ain contrast B in addition C broadly speakingWriting Descriptions Brought to you by the Purdue University Online Wetting Lab at http://owLenglish.purdue.edu Recause description Is a mode of expository wrlting which ts relled upon in other expository modes, we sometimes find difculty in Imagining a purely descriptive essay. In a narrative, for example, description can make the setting of characters nore vivid? In 2 process paper it can insure that the audience understands the finished product. Regardless of how we use deseriphien, I ty easy to see that It strengthens an essay considerably. Principles Students often ask, "But how do I write a purely descriptive essay? What’s the point of description? What's so different about tt ‘There are three characteristics of a purely descriptive essay which are worthy of remembering. © descriptive essay has one, clear dominant Impression. 1f, for example you are describing a snowfall, It ts important fo You to decide and to let your ‘ender know TR is tveniening or loyeys inorder to have toe Geeta yl lmpora Cannot be both. The dominant Impression guides the author's selection of detail and thereby made elesr to ane reade In the thesis sentence, a descriptive essay can be objective or subjective, giving the author @ wide choice of tone, dlction and attitude. For Instance, an objective description of ane"s dog would mention such facts as helght, weight, coloring and so fork A Subjective description would inchide the above details, but would also stress the author's feeling toward the doy. well as Its personality and habits, © fhe Purpose of @ purely descriptive essay Is to involve the reader enough so he or she can actualy visualize the things being described. Therefore, It is Important to use specific and concrete, details, © Conventions ‘© The descriptive essay relles on concrete, sensory detall to communicate Its point spnerete, sensory detall : he descr wn Remember, we have five senses, not © Tener Mor Gta descriptive essay must carefull select details to sunport.the-domloant-Imaression.{n other words, the author has the license to omit details which are incongruent with the dominant Impressoneunlece ie Gerais Impression Is one which points out the dlscrepancies, * Description vety often relles on emotion to convey ls polnt. Because of this, verbs, adverbs, and adjectives convey mor to the reader than do nouns.” Unless the description Is objective, you must be sure that the dominant impression conveys an attitude. Strategies * THY olving all the details frst; the dominant Impression then Is bullt from these details dom ‘wat you Impression, You might even want to write down ‘* Check your details to be sure that they are consistent wit have covered them all, the five senses on a scratch plece of paper and check to. © Try moving your reader through. space _and time. chronologically.»For instance, you might want to describe a train ride fre start to destination, or'a stream from ffs source to the point at which Tt jolns the river, (© Use a thei-andon roach to show decay, chang, or linproverieht, The house where you grew up might now be a Fambling shack The variaons ca tHe seat oe ie * Select an emotion and try to describe If 18 might be more difcut to get started, but It can be worthRead the question In the exam, you may be asked to describe people, either as part or as the whole of your answer. Read the exam question below and underline the key words. Describe two people you know well. Show how their personalities are reflected in the clothes they wear and in their leisure activities. (About 350 words.) EE The exam question may cnn wo or more different aspects, soit is essential that you read through the question carefully. Underline the key words to make sure you cover each aspect of the question adequately and do not write anything irrelevant. E& Brainstorm the topic ‘@ Work with a partner. Think of someone that you know well and that you find interesting or different, eg. a fiend, a colleague or a member of your family You have three minutes to complete the table | Appearance ~ Clothes Personality Hobbies plump; big brown eyes ald denim jeans, sensitive, adventurous snowboarding fe baggy sweaters b Tell your partner about your chosen person. Try to make your description as interesting as possible. Think about your reader Work witha partner. Look atthe exam question again and answer the following questions. Sometimes more than one answer is possible) 1 Who are you going to write your description for? 3. What format do you need to use? aa close friend a letter format an employer b. character reference format € the readers of a newspaper © report format no specified reader other than the examiner newspaper article format 2 What is the purpose of your writing? © paragraphed text with no specific format to give straight facts or information 4 What style of writing will your reader expect? b to complain @ formal and factual, as in a character reference € to explain personal, colourful and vivid to interest the reader by the quality of € very informal or colloquial your language € any other reason