English Matters For CSEC Examinations

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English Matters for CSEC ExaminationsJulia Sander9780230023635 text1.indd 123/11/2009 00:05

Table of ContentsScope and SequenceAcknowledgementsPreface for the student41011Section A: Individual and Society1. Family Unit2. Life Skills3. Role Models4. Sporting Icons5. Relationships1224344454Section B: Writing Genres6. Twist in the Tale7. The Art of the Storyteller8. Word Pictures9. Scenes from Life10. Marketing Pressures64748494104Section C: Issues11. A Heavy Hand12. A Life of Crime13. Conquest14. Born Equal15. The Ethics of Science114124134144154Section D: Modern World16. Keeping in Touch17. Media Hype18. A Deadly Disease19. Protect the Planet20. Breaking with Tradition21. The World of Work164174184194204214Section E: Putting it all Together22. People23. Situations24. Places25. Global Issues224234244254Practice PagesSample Examination Papers264304Reference SectionSample Essays and AnswersWriting LettersPunctuation GuideSentence StructureGrammar GuideSpelling GuideGlossary of Terms used in Language and LiteratureListening 35 text1.indd 323/11/2009 00:05

Scope and SequenceThe order in which the skills below are practised varies from one unit to another.ThemeReading ComprehensionListening and SpeakingSection A: Individual and Society1. Family Unit1. Bright Thursdays: Olive Senior (fiction)2. Families in Flux (expository text)Skills: Survey text, writer’s purpose and audience,skim, scan. Answer questions on content.Listening: Listen to aspeech, discuss assumptions.Speaking: Role playcharacters from readingpassage.2. Life Skills1. The Chip Chip Gatherers: V.S. Naipaul (fiction)2. Parents Pray as 10 million Chinese teenagers sitmake-or-break exam (newspaper article)Skills: Answering multiple-choice questionsSpeaking: Discussion toclarify ideas, rating exercise3. Role Models1. Barefoot Soldier: Johnson Beharry (book review,autobiography)2. For the Unknown Soldier: Cleveland Hamilton(poem)Skills: Answering questions on how a text is written,how to approach a poemListening: Summariseinformation from chat show.Speaking: Give apresentation about a localhero. Recite a poem.4. Sporting Icons1. World Champs (newspaper article)2. Inside the minds of athletes who cheat: (article fromscientific journal)Skills: SQ3R method: (Survey, Question, Read, Recall,Review), making notesSpeaking: Discussinformation presented ingraphical form. Write asummary.5. Relationships1. Green Days by the River: Michael Anthony (fiction)2. Since You: Dionne Brand (poem)Skills: DRTA (predict/ review during and postreading), approaching a poemSpeaking: Discuss bodylanguage. Act out scenesfrom reading passage.Section B: Writing Genres6. Twist in the TaleAn Astrologer’s Day: R.K Narayan (short story)Skills: Study elements of story and story structure.Listening: Interview with anIndian author.Speaking: Role playinterview with an author.7.  The Art of theStoryteller1. The Oral Tradition (expository text)2. The Animals’ Sacrifice: Colville Young(modern fable)Skills: Summarising paragraphs, denotation andconnotationSpeaking: Discuss andsolve problems using lateralthinking.8. Word Pictures1. In The Castle of My Skin: George Lamming(descriptive writing)2. Ozymandias: Shelley (poem: sonnet)3. Tide Rising: A.L. Hendriks (poem: free verse)Skills: Identify sensory language, symbolism.Sound effects in poetry: alliteration, assonance,onomatopoeia, rhythm.Speaking: Recite poetry49780230023635 text1.indd 423/11/2009 00:05

Language MattersWords MatterWritingSentence structure and punctuation:clauses, phrases, sentencefragments, fused sentences, commaspliceUsing a dictionary, creating avocabulary notebookParagraphingGraphic organisersThe writing processInformal letter: narrating an eventKeeping a writing portfolioConcord: subject-verb agreement,agreement with collective nounsand indefinite pronounsPrefixes: il-, in-, ir-, dis-, mis-, un-Summaries: main idea, topicsentences and additional detailsInformal letter (persuasive)Adjectives and adverbsSpellingCommon errorsEmotive wordsUsing a thesaurusPlan and write an autobiography.Write a biography of aninternational figure.Tense sequence: simple present/present continuous, simple past/past continuous.Punctuation: colon and semi-colonIdentify synonyms in multiplechoice questions.Expository writing: report on afterschool clubsFormal letter about school clubs toschool principalDirect speech punctuation,quotation marksImagery: simile, metaphor,oxymoron, personificationWrite narrative, presentingcharacter through dialogue.Review poem Airport by Cecil Gray.Use perfect tenses correctly.Forms of humour: situation, irony,satire, litotes, puns, sarcasmCreate plot lines and settings fordifferent stories.Write stories based on opening andclosing sentences, photographs.Reported speechInterpreting proverbsIntroducing and concluding stories.Write a story based on a proverbParticipial phrases, misrelatedparticiplesClichés, misused metaphorsWrite a description of a) a scenein a photograph b) an imaginaryscene.Write a story using description.59780230023635 text1.indd 523/11/2009 00:05

Reading ComprehensionListening and Speaking9. Scenes from LifeThe Glass Menagerie: Tennessee Williams(drama)Skills: Character and events revealed through dialogue.Summary: Write a synopsis of a scene.Listening and speaking:Listen to and discuss a scenefrom The Glass Menagerie.10. MarketingPressures1. Feeling Thirsty? Bottled Water is the Best Choice(leaflet)2. Message in a Bottle (persuasive article)Skills: Identify bias, techniques used in persuasivewriting.Speaking: Discusspersuasive techniques usedin advertisements.11. A Heavy Hand1. Parents still hit on wrong idea. (newspaper article)2. Great Expectations: Charles Dickens (fiction)Skills: Summary, debate issues arising from text,observe characterisationListening: Radio discussionon peer mediation in USschoolsSpeaking: Role playmediating in a dispute12. A Life of Crime1. Tsotsi: Athol Fugard (fiction)2. The Woman Speaks to the Man Who Has EmployedHer Son: Lorna Goodison (poem)3. Breaking Criminal gangs must be police priority:(newspaper article)Skills: Linking texts with common themesSpeaking: Role playinterview about a crime, livenews reporting13. Conquest1. Royal Hunt of the Sun: Peter Shaffer (drama)2. The Emigrants: Kamau Brathwaite (poem)Skills: Compare fictional presentation with historicalaccount. Enjambment.Speaking: Role playpreparing for writing exercise14. Born Equal1 To Kill a Mockingbird: Harper Lee (fiction)2. The Merchant of Venice: Shakespeare (drama)Skills: Identify assumptions. Discuss different workswith a common themeListening: News report:discrimination againstdisability, summarySpeaking: Discussion ofresponses to discrimination15.  The Ethics ofScience1. TV debate on genetic engineering (dialogue)2. Never Let Me Go: Kazuo Ishiguro (fiction)Skills: Distinguish between fact and opinion, identifyarguments for and against an issue, invalid arguments.SpeakingDiscussion to clarify viewsDebate topic of animalexperimentationSection C: IssuesSection D: Modern World16. Keeping in Touch1. 2b or not 2b? (newspaper article)2. Let’s lime on-line! A Caribbean writer’s blogSkills: Recognise and discuss implications of newtechnologies.Listening: News reportabout surgery by textSpeaking: Teach a skill orgame to another student17. Media Hype1. The Cult of Celebrity (newspaper article)2. Biographical article (reports), I Know Why the CagedBird Sings: Maya Angelou (poem)Skills: Differentiate between fact and opinion.Speaking: Give a radioreport on a well-knownpersonality.69780230023635 text1.indd 623/11/2009 00:05

Language MattersWords MatterWritingPronoun review. Using parallel structuresin sentences.IdiomsWrite a one-act play.Write a formal letter to editorcommenting on review ofschool show.Active/passive voiceIdentify and use different forms ofpersuasive language.Design a poster and a leaflet.Write the text of a persuasivespeech.Using correct prepositions, phrasal verbsWord collocationsCharacter study: perspective,descriptive techniquesRelative pronouns, defining andnon-defining clausesConnectives: cause and effect,compare and contrastExpository writing:Simple report of an incidentComplex report: problemsand solutionsConditional sentencesEuphemismSpelling: common errorsEye-witness account ofhistorical eventsExpository essay comparingpast and presentUsing different future tenses, future in thepastConnectives sequence, explanation,addition, emphasis, Subject verbinversion with: hardly, no soonerExpository essay onproblems faced by teenagersDeveloping the theme of anessayPersuasive newspaper articlePractice QuestionsRedundant languageIdentifying equivalent sentencesIdentifying faulty dictionArgumentative essay:preparation and planning,developing a thesisstatement, using differentapproachesGiving instructions and adviceAbbreviationsExpository writing:Instructions for a processReport events in sequencePersuasive (optional): Writetext of blog responding tocommentsVerbs of possibility, perfect infinitive,passive infinitiveFormal and informal language,colloquialisms, slang, buzzwordsExpository writing: Causeand effectStories based on proverbsand on first and finalsentences79780230023635 text1.indd 723/11/2009 00:05

Reading ComprehensionListening and Speaking18. A Deadly Disease1. Worldwide HIV and AIDS Statistics2. Young Lives Transformed by the Bashy Bus Message(newspaper report)Skills: interpret and summarise statistical information,KWL strategySpeaking: Prepare apresentation on a healthissue for younger students19. Protect the Planet1. Nobel Lecture 2007: Al Gore (speech)2. On Killing A Tree: Gieve Patel (poem)3. Does global warming increase the threat fromhurricanes? (expository article)Skills: Summarising a speechListening: Nobel Lecture2007Speaking: Observingand practising speakingtechniques20.  Breaking withTradition1. The Schoolmaster: Earl Lovelace (fiction)2. The Glass Ceiling (magazine article)Skills: Check assumptions, DRTASpeaking: Panel discussionof controversial issues21.  The World ofWorkJob advertisementsAdvice on writing a CV and a covering letterPreparing for interviewsSample meeting agenda and minutesListening: Talk fromemployer: What employersare looking for.Speaking: Role play aninterview and a committeemeeting.Free-standing unit which can be covered at any time during the English courseSection E: Putting it all Together (Examination Practice)22. People1. The Humming-Bird Tree: Ian McDonald (fiction)2. The Cradle of Humanity (newspaper article)3. The Chain: Christine Craig (poem)Skills: Approaching open-ended and multiple-choicecomprehension questions, summarySpeaking: Role playinterview with person inpicture as preparation forwriting task23. Situations1. A Criminal Act (biographical article)2. No Longer at Ease: Chinua Achebe (fiction)3. Corruption: Freddy Macha (poem)Skills: multiple-choice and open-ended questions,summarySpeaking: Discussion ofmoral dilemmas: Whatwould you do if .?24. Places1. Extract from Nobel Prize Lecture: Derek Walcott(descriptive)2. Ecotours to Belize (advertising)3. Ad. for a Housing Scheme: Anthony McNeill (poem)Skills: Identify persuasive techniquesSpeaking: Discussion ofown region’s/country’stourist assets25. Global Issues1. Gold Rush (persuasive article)2. Savages: Joe Kane (personal narrative)3. Geography Lesson: Zulfikar Ghose (Poem)Skills: multiple-choice and open-ended questions,summarySpeaking: Discuss howglobalisation affects owncountry89780230023635 text1.indd 823/11/2009 00:05

Language MattersWords MatterWritingReview of punctuation includingapostrophe, dash, hyphen, bracketsSpelling: prefixesWords with Greek or Latin rootsSummarise a newspaper article.Expository writing: Problems andsolutionsError identification: verbs, awkwardsentencesIdiomatic expressionsPersuasive writing in differentcontextsError identification: pronouns,prepositions, adjectives, adverbsEasily confused words,malapropismsArgumentative essays: differentapproaches, introductory andconcluding paragraphsNot included in this unitNot included in this unitPrepare a CV and write a coveringletter.Write the agenda and minutes of ameetingExamination PracticeIdentifying equivalent sentencesIdentifying synonyms, finding missing wordsStories based on picturesWriting stories based on dialogueExamination PracticeError identification (grammar)Identifying faulty use of language, completing sentences with more thanone word missingStories based on proverbsStatements to be included in storiesor to open or close storiesChecking for accuracyExamination PracticePunctuation, faulty sentence constructionReview of spellingPersuasive writing: formal andinformal lettersDescriptive writingExamination PracticeError identification (grammar)Identifying equivalent sentencesIdentifying antonymsSelecting words to complete sentencesIdentify spelling errorsArgumentative writing: essays,magazine articles99780230023635 text1.indd 923/11/2009 00:05

Unit1Family UnitResponding to FictionReading Comprehension: Approaching the text1. Survey the whole text to get an overview of it. Look at the title, illustrations and headings.Then glance at it quickly to identify the text type (e.g. fiction, expository), purpose andlikely audience.2. Scan or skim the whole text. Scanning: looking for key facts and specific details (useful for reports and other forms ofexpository writing) Skimming: looking rapidly over the whole text to get a general idea of what it contains(useful for literary texts, persuasive and argumentative writing)3. Read the text intensively. Read through the whole text. Study the questions on the text.Read though the text again. Think about where you can find the information needed toanswer the questions. Work out the meanings of words and phrases which were not clear toyou during your first reading.Before you read Survey the text below. What type of text is it? What is the likely audience? What do you learnfrom the picture? Skim the whole text to find out the names of the characters and their relationship.Bertram’s MistakeLaura’s father had never married her mother.The question never came up for, said Myrtlewithout even a hint of malice in her voice,“Mr Bertram was a young man of high estate.Very high estate.” She was fond of telling thisto everyone who came to her house and didnot know the story of Laura’s father. HowMr Bertram had come visiting the Wheelerswhere Myrtle was a young servant. They hadwhat she liked to call a ‘romance’ but whichwas hardly even imprinted on Mr Bertram’smind, and Laura was the result. The fact thatMr Bertram was a man of ‘high estate’ had initself elevated Miss Myrtle so far in her owneyes that no one else could understand howshe could have managed to bear her sonsafterwards for two undoubtedly humblefathers.12Unit 19780230023635 text1.indd 1223/11/2009 00:05

Miss Myrtle had no regrets about her encounter withMr Bertram even though his only acknowledgement ofthe birth was a ten dollar note sent to her at the time.But then he had been shipped off to the United States byhis angry parents and nothing further had been heardfrom him.Miss Myrtle was unfortunate in her choice of fathersfor her children for none of them gave her any support.She single-handedly raised them in a little house onfamily land and took in sewing to augment what shegot from her cultivation of food for the pot and gingerfor the market. She did not worry about the fate of hersons for they were, after all, boys, and well able to fendfor themselves when the time came. But her daughterwas a constant source of concern to her, for a child withsuch long curly hair, with such a straight nose, with suchsoft skin (too bad it was so dark) was surely destined fora life of comfort. For years, Miss Myrtle sustained herselfwith the fantasy that one day Laura’s father wouldmiraculously reappear and take her off to live up to thestation in life to which she was born.Then after so many years passed that it was apparenteven to Myrtle that Mr Bertram had no intention ofhelping the child, she screwed up her courage, aided andabetted by the entire village it seemed, and wrote to MrBertram’s parents.The letter caused consternation when it was receivedby the old people for they had almost forgotten aboutwhat the family referred to as ‘Bertram’s Mistake’ andthey thought that the woman had forgotten about ittoo. Although Myrtle was only 17 at the time and theirson was 28, they had never forgiven what Miss Christiecalled the uppity black gal for seducing their son. Nowlike a ghost suddenly materialising they could see thisold scandal coming back to haunt them.At first the two old people were angry, then as theytalked about the subject for days on end, they soondismissed their first decision which was to ignore theletter, for the little girl, no matter how common andscheming her mother was, was nevertheless family andsomething would have to be done about her. Eventuallythey decided on limited help – enough to salve theirconsciences but not so much that Myrtle would get theidea that they were a limitless source of wealth.From Bright Thursdays by Olive Senior1a Turn to the next page and read the information about answering questions.1b Find examples below of the different question types described. Discuss these withanother student before writing your answers.1. What was Miss Myrtle doing at the time she met Laura’s father?2. According to the first paragraph, what is the difference in attitude between Miss Myrtleand Bertram towards their relationship?3. In what way did Bertram support his child?4. How did Miss Myrtle support her family?5. What do you learn about Laura’s appearance?6. How did Bertram’s parents feel about Laura’s birth? How do you know this?7. Why do you think Miss Myrtle finally decided to write to Bertram’s parents? Giveevidence from the text to support your answer.8. What do you learn from the extract about the attitude of Bertram’s parents towards MissMyrtle?9. Explain in your own words why Bertram’s parents decided to help Laura.10. Do you think Bertram’s parents have a duty to help Laura? Why? Why not?Discussion: What is Miss Myrtle’s attitude towards her sons?Do you think that parents treat sons differently from daughters? In what way?Why might this be?Unit 19780230023635 text1.indd 131323/11/2009 00:05

Answering Questions (1): Question-and-answer relationshipsComprehension questions require you to provide information or to give your opinion– either about what the writer says– or about how he or she says it.In the first two units of this book, we focus on different types of questions you are likely tofind about what the writer says, e.g.1. Questions which ask you to find a specific piece of information, e.g. Where was MissMyrtle working at the time she met Laura’s father? Answer this type of question briefly.Don’t write any extra information – you will not receive any marks for it.2. Questions which ask you to study the text and work out the answer, e.g. According to thefirst paragraph, what is the difference in attitude between Miss Myrtle and Bertram towardstheir relationship? Look out for clues in the questions. They may tell you where to find the requiredinformation, e.g. the first paragraph. If this is the case, do not include information fromother parts of the passage. When you have located the section where the information can be found, look for cluesthe writer has left for you, e.g. without a hint of malice, romance, hardly imprinted.3. Questions which ask you to make deductions or give opinions and to justify them, e.g.Why do you think Miss Myrtle finally decided to write to Bertram’s parents? Give evidencefrom the text to support your answer. Look for clues in the text to help you answer the first question, e.g. her daughter – aconstant source of concern, destined for a life of comfort. Write your answer in two sections, e.g. a) state why you think Miss Myrtle wrote toBertram’s parents, b) give evidence from the te

6. Twist in the Tale An Astrologer’s Day: R.K Narayan (short story) Skills: Study elements of story and story structure. Listening: Interview with an Indian author. Speaking: Role play interview with an author. 7. The Art of the Storyteller 1. The Oral Tradition (expository text) 2. The Animals’ Sacrifice: Colville Young (modern fable)

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