1.5
Understanding grammatical choices in travel writing
Learning objectives
Checkpoint progress test
9Rw2; 9Rw8
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Differentiated learning outcomes
Resources
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Lower: All students must be able to identify different sentence types. Mid: Most students should be able to use and comment on some different sentence types. High: Some students could be able to analyse a variety of sentence types and use them effectively.
Paper 1, Section B
Student Book: pp. 22–25 Worksheet: 1.5 PPT: 1.5 Workbook links: Unit 1.5, pp. 11–12
Introducing the skills Ask students what would draw them to a piece of travel writing? Elicit ideas such as getting insights into another culture or place, enjoying the experiences of an outsider recounting their experiences, or perhaps unusual or unexpected facts or events. Then read aloud Mark Twain’s account, and ask students to work in pairs to complete Question 1, before sharing responses as a class. The answer is b) – a modern reader would want up-to-date information, and would realise that things may have changed since Twain’s time. Ask the class to look again at the last four sentences, as indicated in Question 2. They should notice the repetition (‘He said...’ and ‘And he said…’). Elicit the idea that Twain is trying to get the facts across about the kangaroo and emu. The simplicity is almost like a wide-eyed child telling a friend about something amazing or funny. For Questions 3 and 4, ask students to make brief notes in pairs and then report back. They should be able to indicate that the text would appeal to adults (they have to drive) who wish to visit South Africa and who have an interest in landscapes and nature. The second text is clear, with its brief information set out in two multi-clause sentences, followed by a simple short summary sentence. The style difference is that this is more impersonal (no ‘I’ mentioned) and is a more general text looking forward to someone else’s travel. On the other hand, Twain’s gives a personal account of past events. In other words, the first is a travelogue.
Developing the skills Give students time to read through the explanatory text and the ‘Key terms’ box. Make sure they understand it all. Point out that complex sentences can make writing flow more smoothly – they seem sophisticated, but they should not be used all the time. For example, simple sentences can be more effective in creating tension in narrative. Students should complete Question 5 on their own. Show them some options on slide 3, either before they write their own if you think they need more help, or afterwards so that they can compare theirs with the examples. You could also invite students to read out their finished sentences.
Stage 9
Cambridge Checkpoint English
Discuss slides 1 and 2 of PowerPoint 1.5 to secure their understanding of the types of travel text.
10 • 1.5 Understanding grammatical choices in travel writing
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