Topics:

Topics:
Booklet 1 “Wildlife”
● Fiction
● Non-fiction
Booklet 2 “Multiple Perspectives”
● Dead Poets Society
● The Story of an Hour
● The Gentleman of the Jungle
● ESI & Multiple Perspectives
Booklet 3 “IGCSE Practice”
● Paper 1
● Paper 2
Theory
● Reports, letters, journals, speeches, talks, articles, news reports (structure, purpose,
main features)
● Logos, Pathos and Ethos
Linguistic features → (How does the author use language to convey a
message? What kinds of linguistic tools does he/she employ?)
EXPLANATION AND EFFECT!
● Short and long sentences
● Pronouns (Power dynamics/ symmetry and asymmetry) and use of it
● Register (tone/pace/volume/vocabulary/grammar and sentence structure that gives
the correct degree of formality appropriate for the specific context and audience) -
build rapport / show detachment/ politeness/ asymmetry/ symmetry Formal vs
Informal language
● Modality (avoid assertiveness)
● Passive Voice (foregrounding/backgrounding responsibility)
● Tenses (use and effect)
● Category of words (Parts of Speech: nouns, verbs, adjectives, adverbs,
conjunctions, interjections)
● Punctuation (use and effect)

➔ Literary Devices (definition and effect on the audience) (How does the author use
language to convey a sentiment or message? What kinds of literary devices does
he/she employ?) EXPLANATION AND EFFECT!
● Imagery
● Metaphor
● Personification
● Simile
● Irony
● Hyperbole
● Allusion
● Anaphora
● Onomatopoeia
● Oxymoron
● Alliteration
● Repetition
● The rule of three
 ● Rhetorical/persuasive devices (Logos, Pathos and Ethos)
Writings
● Text analysis
● Essay writing (clear thesis statement and topic sentences)
● Writer’s Effect
● Narrative/Descriptive text
● Summary writing
● Letter, report, journal, speech and magazine article.
● Discuss questions
● Evaluate pieces
● Reflective pieces
● Compare and contrast texts

Booklet: Multiple perspectives:

● Dead Poets Society:
In this scene, Mr. Keating, an energetic and unconventional teacher, encourages his
students to think creatively and avoid complacency. He tells them to stop using lazy
language like "very" and instead choose stronger, more specific words, such as "exhausted"
or "morose." Keating humorously explains that language’s real purpose is not just
communication, but to "woo" others—especially women—and that laziness won’t work in
either writing or life.

He then reads a Walt Whitman quote about breaking away from societal
norms and allowing one’s true nature to emerge. Keating emphasizes the
need to find a fresh perspective, and to illustrate this, he jumps onto his desk,
telling the boys that standing up there forces him to see the world differently.
He invites them to take turns standing on his desk to challenge their own
viewpoints.

Keating urges the students to question their certainties and not just passively
accept what they read or are told. He stresses the importance of finding their
own voice, warning that if they wait too long, they may never discover it.
Before leaving, he assigns them the task of writing and performing a poem in
class, acknowledging that the assignment may terrify them but insisting it’s
crucial for their growth. His eccentric approach leaves the students both
amused and intrigued, unsure how to interpret their unconventional new
teacher.
● The Story of an Hour:
In this story, Mrs. Louise Mallard, who has a heart condition, is gently informed by her sister
Josephine and her husband’s friend Richards that her husband, Brently Mallard, has been
killed in a railroad accident. Initially, Louise reacts with intense grief and retreats to her room
to be alone. As she sits by the window, observing the world outside, a surprising feeling
washes over her—freedom. She realizes that, with her husband's death, she is now free
from the constraints of marriage and the societal expectations that came with it. She feels
liberated, both in body and soul, and embraces the future that now belongs solely to her.
Although she acknowledges that she had sometimes loved her husband, the overwhelming
joy of her newfound independence overshadows any sorrow. When Josephine finally
convinces her to open the door, Louise descends the stairs feeling triumphant.

At that moment, Brently Mallard, alive and unaware of the accident, walks through the front
door. The shock of seeing him alive causes Louise to collapse. The doctors later claim she
died from "the joy that kills," although the reader understands that it was the devastating loss
of her newfound freedom that led to her death.
● The Gentleman of the Jungle
In this story, a man offers his small hut to shelter his friend, the elephant, during a storm.
However, the elephant soon takes over the entire hut, pushing the man outside. When the
man complains, the lion, as king of the jungle, appoints a biased Commission of jungle
animals to resolve the dispute. The Commission, composed of powerful animals,
consistently rules in favor of the elephant and other animals who begin to take over every
hut the man builds. Frustrated by the unfair rulings, the man eventually devises a plan. He
builds a large hut, which all the animals rush to occupy, and while they are inside, he sets it
on fire, burning the hut and the animals inside. The story ends with the man living peacefully,
having finally taken action against the oppressive animals.

The story is an allegory about colonialism, where the powerful animals represent colonial
rulers, and the man symbolizes the oppressed. It illustrates how those in power manipulate
systems to maintain control, while the oppressed must find their own means of liberation.

● ESI & Multiple Perspectives

Theory:
� Types of text
● SPEECH:
- Introduction: capture attention and clearly state the topic or purpose of your talk.
- Body: present your main points in a logical order, using examples or anecdotes to
illustrate them.
- Conclusion: wrap up with a memorable statement or call to action, summarizing key
points.
○ Purpose: To inform or persuade
○ Usual things of speech:
- Use personal pronouns
- Use rhetorical questions→to make the audience think/reflect
- Repetition→emphasis
- Emotive and powerful language
- Spoken language
○ USEFUL PHRASES:
- Ladies and gentleman i´d like to….
- As individuals who care deeply about…
- I know many of you have experienced…
● LETTER:
- Introduction: Outline the overall aim of the letter
- Body: Develop relevant ideas
- Conclusion: Summarize and join your paragraphs and your ideas.
○ Purpose: inform or communicate something
○ Register: Formal or semi-formal
- At the beginning of it use “Dear”, if you don´t know the person use “sir” ”madam”.
- Sign the letter: yours sincerely or yours faithfully
○ Useful things for letters:
- emotive or persuade language
- tone: polite and chatty
- conventional strcture
- linkers
● ARTICLE:
- Introduction: Engage your reader´s interest and state your argument
- Body: Develop relevant and interesting points about the topic or convince your
readers to think about a particular perspective.
- Conclusion: Draw your points together and leave your reader with a clear impression
of the argument or new viewpoints for consideration
○ Purpose: Inform and persuade audience
○ Useful things for the Article:
- USE HEADLINES
- Bring different perspectives
- Semi-formal
- Use technical or emotional language depending on the topic.
○ Useful phrases:
- In a surprising turn of events
- With growing interest
- Digging deeper
- As it was anticipated
● Report:
- Introduction: briefly introduce the topic.
- Body: develop and support relevant facts.
- Conclusión: briefly summary + recommendations, suggestions or solutions.
○ Register: Formal
○ Tone: Serious
○ Purpose: to inform and suggest
○ Useful things of the Report:
- Fact vs Opinion
- efficient and polite
- special vocabulary
- appropriate information
- avoid personal pronouns
- avoid contractions
- avoid humor or sarcasm
○ Useful phrases:
- A growing concern/problem
- …here to tackle the issue of
- In a surprising turns of events
● Journal:
○ register: semi-formal.
○ Purpose: to retell an anecdote.
 ○ Tone: conventional
○ Useful things to consider in the Journals:
- punctuation marks→ epillepsis and exclamation marks
- write in → past tense
- spoken language
- no need for plot
- no dialogue
○ Useful phrases:
- Dear journal,
- Today was quite an adventure.
- My day has been a rollercoaster of emotions.
- I realized that…
- I would never admit this to anyone but… (diary)
● Logos, Pathos and Ethos:

Linguistic feature
● Modality:
- less assertive tone → the author understands that his/her perspective is or
may not be the complete truth
- suggests that the author is polite, open or flexible
● Short and Long sentence:
- Short sentence→show a faster pace or build up tension and suspense. A
text with all the text adds a dramatic effect, this produces something
dynamic and to the point. INFORMAL. .Retain the audience and help to
memorize.
- Long sentences→can offer explanation and add detail.
● Register:
I. Is it a formal or informal text?
○ Informal:
- It has contractions (don’t, didn’t, won’t, etc)
- It uses neutral/informal words or verb phrases (go ahead, anyway, let down, etc)
 ○ Formal:
- Never uses contractions (do not, did not, will not, etc)
- It uses formal words/language (continue, beneficial, present, etc)
● Tone and Mood:
TONE MOOD
- What the writer creates and how - The atmosphere the reader gets
he express it throughout the story
● Punctuation:

Literary Devices:
● Imagery
○ Sensory Imagery:
- Visual: Visual imagery is the most often used. Visual impressions are strong
and lasting. People are more likely to rely on what they see than on what they
hear.
- Auditory: Hearing gives us information about the world about us. Imagery that
appeals to a reader’s sense of hearing is an essential dimension of
descriptive writing.
- Olfactory: The sense of smell has a powerful connection to memory. Help to
complete the picture you create for your reader
- Tactile: The sense of touch is a backdrop for all experience. Imagery that
brings out textures and temperatures adds a special touch to the picture you
draw for your reader.
- Gustatory: Taste imagery may play a smaller role in your writing unless you
are writing about food.
● Powerful Word:
- Power words are strong words that smart copywriters use to trigger a psychological
or emotional response
● Rhetorical devices:
- Metaphor: Is an implied comparison between two different elements. It directly
compares one thing to another as if these two things are one. It’s characterized by
the LACK of comparative words such as “like” or “as”
 - Simile: It’s an explicit comparison. It is usually characterized by the presence of
comparative words such as ”like” or “as”.
- Onomatopoeia: Is a word that sounds like the noise it describes. The spelling and
pronunciation of that word is directly influenced by the sound it defines in real life.
- Irony: It is a situation in which there is a contrast between expectation and reality.
i. Dramatic irony: Also known as tragic irony, this is when a writer lets their reader
know something that a character does not.
- Personification: Non-human things are described as having human attributes.
- Hyperbole: It’s an extreme exaggeration for emphasis.
- Allusion: Is a reference author made of a person, place, thing, event or literally work
in which the reader is typically familiar.
- Alliteration: Is a reference of the same e1st letter in succession.
- Repetition: Is when the same structure or word is repeated usually three times.
- Anaphora: Involves the repetition of at least one word at the beginning of a
successive clause or phrase.
- Oxymoron: When two words are next to the other that means the opposite.
↳ Use of→Emphasis conflict, enhance contradiction and dramatic effect.
↳ Ex: Comfortably numb

● Text analysis:
● Type of text:
In order to identify a type of text, you need to spot the elements:
Narrator (1st person, 3rd person?)
Facts or opinions?
Subheadings?
Byline?
Chronological order?
What type of image is it?
Literary devices?
In the case of poems: Stanzas? /
In the case of comic strips: Frames? Speech bubbles?
● Purpose:
What is the purpose of the text?
Possible answers:
To inform
To analyse a topic
To entertain/tell a story
To express an opinion
To tell someone else’s life story
● Register:
Is it a formal or informal text?
Informal:
It has contractions (don’t, didn’t, won’t, etc)
It uses neutral/informal words or verb phrases (go ahead, anyway, let down, etc)
Formal:
Never uses contractions (do not, did not, will not, etc)
It uses formal words/language (continue, beneficial, present, etc)
● Audience:
Who is the text written for?
kids
teenagers
adults
everyone
Remember to be specific:
athletes
doctors
kids who are homeschooled
● TEXT AND PARATEXT
Text:
The text is all we find within this very. Ex: body, paragraph, etc
Paratext:
Paratexts are everything we find outside the text. Ex: byline, title, images, etc.
Purpose of a text

You can tell the purpose by:

● Its content – who would be interested?
● Its tone – is it serious or light-hearted?
● Its structure – what are the order of events? Does the writer use headings,
subheadings or pose questions to the reader?
● Its language – is the language formal or informal?
● Essay Writing:
● Writer’s effect:
- The overall effect on paragraph “” is ….
- It suggests/means/shows/conveys an idea of …
- This connotation and (literary device) reinforces/highlights/establishes the idea of …
● Narrative:
- setting→ The warm weather of a Spring afternoon created an utter tranquillit
on the old streets of London. The smell of fresh bread from nearby boulangeries
reached Olivia’s nose, filling her with a sense of comfort and peace. She continued
walking, with her elegant but degraded gown and a fan, when suddenly she turned
the corner and bumped into a tall blond young man with a charming smile and a
penetrating green gaze.
- characters: K.I.S→keep it simple.
● Summary writing:
 - Focus on the question→ do not use irrelevant info.
- Use semicolons to put two same ideas together
- Do not use synonyms for previous nouns.
- Synonyms→do not change the meaning.
- Short and concise.
● Discuss questions:
-
● Evaluate pieces:
-
● Reflective pieces:
-
● Compare and contrast texts:
- Use the following structure:
- Paragraph Framework
Sentence 1: describe the picture in general
Sentences 2-3: describe the details in the picture (the people, the scene)
Sentence 4: Introduces the similarities
Sentence 5: Introduce the differences

Expressions to describing similarities and differences

- The most obvious similarity between these photos is (that)...
- The photos are similar in that...
- The most obvious difference between these photos is (that)...
- In the first picture, .... while/whereas in the second photo, ....
- Photo 1 shows......
- Photo 2, on the other hand, shows....

Speaking TIP!
★ When comparing and contrasting photos, start by saying what is similar and
different about what you can see before you start to offer opinions or speculate
about other aspects of the photos.
★ We often use the present perfect simple and continuous when speculating
about photos.
Vocabulary
Vocabulary
● Setting (time and place)
● Characterisation (description: physical appearance and personality traits)
● Ways of speaking, looking, walking, laughing.
● Text-related vocabulary (pay close attention to all texts discussed in class)

● Useful vocabulary from the texts:

-Adrenaline had fueled climb
- dazzling, lush, sensational
- unyielding
- conventions/conventional
- baffled→confused, startled
● to recall
● a quick briefing
● lucrative
● clogged with
● utter tranquility
● snapshot memory
● frantic → hysterical
● eerily → spookily, weirdly
● hastily → quickly, speedy
● bustling
● irresistible pull
● serenity
● profound connection
● unyielding
● adrenaline fueling something
● baffled → confused
● dazzling, lush, sensational
● solace
● mundane → ordinary, dull
● pristine → untouched, pure
● abruptly
● fiercely

● Vocabulary (words and synonyms)

○ Recall: remember, recollect, reminisce, evoke, retrieve
○ A quick briefing: short summary, concise report, rapid rundown, brief
overview
○ Lucrative: profitable, gainful, remunerative, fruitful
○ Clogged with: blocked, jammed. congested, obstructed, packed
○ Gaping and honking warnings: blaring alarms, insistent alerts,
urgent cautions, dire signals
○ Utter tranquility: absolute serenity, perfect peace, profound calm,
deep tranquility
 ○ Swishing through water lilies: moving smoothly and gently through
the water. (gliding, drifting, flowing, sailing)
○ Snapshot memory: flashbulb memory, fleeting recollection, quick
impression, vivid image/ a souvenir
○ Lay back: recline, relax, lounge, sprawl
○ Commanded: ordered, directed, instructed, dictated, governed
○ Frantic: Panicked, frenzied, desperate, agitated, hysterical
○ Sheltering: Protecting, shielding, guarding, harboring, safeguarding
○ Eerily: spookily, uncannily, weirdly, ominously, strangely
○ Still waters: Plasurface, peaceful waters
○ Skilfully maneuvered: expertly handled, adeptly navigated, cleverly
manipulated, deftly controlled
○ Huddled together: clustered, nestled bunched, snuggled, crowded
○ Spouting, chuffing and grunting in the water: tranquil waters, calm
splashing, blowing, puffing, snorting, gasping
○ Raucous amusement: uproarious mirth, noisy hilarity, boisterous
laughter, loud revelry
○ Hastily: quickly, rapidly, speedily, hurriedly, swiftly
○ To scuttle back: to scamper, to scurry, to dash, to scramble, to rush

- Bustling: busy / crowded

- Astonished: impressed
- Vaulted: Curved
- Venture: adventure
- Sprinting: run
- Traversing: pass over
- Scattered: disperse
- “off you go”: you can leave now
- “the clock striked”
- abruptly: unexpectedly
- elucidate: make something clear
- erroneous: incorrect
- tenuous: weak
- Colossal: big
- Perplexed: confused
- Exasperated - indignant: angry
- Malevolent: evil
- Agile: fast
- Atrocious - abominable: bad
- Petrified
- Fatigued: tired
- appetising: tasty
- Hideous: ugly
● Characterization (physical appearance and personality traits):
● Ways of…:
Use of language
Use of language
● Tenses
● Indirect Speech
● Conditionals
● Wishes (If only, I wish)
● Passive Voice
● Relative Clauses
● Prepositions
● Modal Verbs
● Inversion
● Intensifiers
● Linking words and text organisers (addition, compare and contrast, opinion, cause
and effect, sequence, emphasis)
● Adverbial phrases
● Category of words

● Tenses
Past tenses:
1. Simple past→ Subject + Verb (Past tense) + Object
2. Past Perfect→Subject + Verb (Past Participle) + Object
3. Past Continuous→Subject + Was/Were + Verb (Present Continuous) +
Object
4. Past Perfect Continuous→ Subject + Had Been + Verb (Present
Continuous) + Object

● Indirect Speech
● Conditionals
● Wishes (If only, I wish)
● Passive Voice

● Relative Clauses
● Prepositions
● Modal Verbs

● Inversión

● Intensifiers
● Linking words and text organisers (addition, compare and contrast, opinion, cause
and effect, sequence, emphasis)

● Adverbial phrases
 ● Category of words
● INVERSIÓN:
- purpose: dramatic purpose or formality
ex:
- In no way could she
- So silent was the
- Hardly had she
- Little did she no
- Under no circumstance would she
- Nowhere else would she
- Not only,,, but also

- Formal vs informal language