English Matters for CSEC® Examinations, Second Edition - Blad

English Matters for CSEC® Examinations, 2nd Edition English Matters is a comprehensive, four-level series which helps Caribbean students to progress seamlessly from lower to upper secondary.

This new edition of the final book in the series fully corresponds to the revised CSEC® English A syllabus, perfect for students studying towards examinations from May-June 2018.

The bestselling CSEC® English A textbook is back!

• Revised and updated based on your feedback • Mapped to the latest CSEC® syllabus • New SBA Unit

Key features: • Clearly maps to the syllabus using objective boxes, scope and sequence and page notes • New! Brand new chapter dedicated to completing the School-Based Assessment (SBA) • New! SBA tips, oral skills practice and Reflection/Student Journal activities build SBA skills throughout the course • Wide variety of Caribbean and international texts to suit a range of reading abilities • Increased focus on comprehension, summary writing and independent writing • New! ICT activities help students integrate technology into their learning of the English language • Comprehensive reference section including glossary, listening transcripts and grammar, punctuation and spelling guides • New! Study tips, end of unit practice and dedicated chapter for exam preparation

2ND EDITION

Please note, this is not the final cover image.

for CSEC® Exam

inations

Updated to take into account all amends to the syllabus and feedback from practising teachers, it has been written by a specialist in English Language teaching and reviewed by expert teachers from around the Caribbean.

Student’s Book English Matters for CSEC Examinations, 2nd Edition 9781380018342 ®

Macmillan Revision Resources Your one-stop shop for exam success!

eBook 9781380018366

The essential revision tool for every CSEC® learner CXC® past papers for CSEC® English A and a free syllabus are available to download from:

www.cxc-store.com

I S B N 978-1-380-02889-1

All the revision and practice you need to achieve success in your exam

Model answers and multiple-choice question bank for essential practice

www.macmillan-caribbean.com /macmillancaribbean

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You can also access Find us on Twitter ® CSEC@MacCaribbean print past papers in all good www.macmillan-caribbean.com bookstores.

IN S C B L A U U DE N S IT

Packed with exam-type questions, perfect for using alongside English Matters

Julia Sander

Find us on Facebook /macmillancaribbean

Publishing Spring 2018

9781380018342

@MacCaribbean

30/01/2018 18:05

The popular CSEC® English A textbook, English Matters for CSEC ® Examinations is back!

Publishing early 2018, this bestselling CSEC® textbook has been written by a specialist in English Language teaching and has been reviewed by expert teachers from around the Caribbean including Jamaica, Trinidad, Grenada and Guyana.

CXC® publications!

Fully mapped to all relevant

You asked, we listened!

We asked students and teachers across the Caribbean what they would like to see in the new edition of English Matters for CSEC® Examinations. Based on your feedback, the new edition now has: ✓ Advice on the SBA and SBA skills-building activities interwoven throughout the text, as well as a dedicated SBA unit ✓ Extended practice of the ‘Writing Process’, which was a popular feature of the first edition ✓ A wider variety of text-types with comprehension and follow-on activities catering for all levels ✓ More pair and group-work activities

r CSEC® English A Syllabus 2015 (amended 2017) - effective for examinations from May-June 2018 r CXC®’s 2017 publication ‘Notes for English Teachers and Students’

✓ Tips for delivering and evaluating oral presentations ✓ More writing prompts, letters, and content given on summary writing and citation styles ✓ More suggestions for on-line reading and integration of ICT skills ✓ Exam practice based on the requirements of the new CSEC® examination

Structure The book is structured in 20 units. Units 1–19 are each divided into the core skill areas of Reading and Responding, Listening and Speaking, Language, Vocabulary, and Writing.

The final unit is dedicated to exam tips and practice.

Each unit focuses on a theme (Family, Education, Environment etc.) to help students relate and apply their skills to a familiar context.

Practice questions are supplied at the end of each unit to hone vocabulary and improve skills in areas such as composition, comprehension, sentence construction and the mechanics of language.

✓ A wider range of stories from Caribbean and international writers, with more boy-friendly material ✓ A brand new look and updated photos and artwork

English Matters English Matters for CSEC® Examinations is the last book in a four-part secondary level series.

Using the complete series helps students to progress seamlessly from lower secondary to upper secondary.

Other titles available in the English Matters series include three lower secondary Student’s Books with accompanying Workbooks and audio listening activities.

New Features: r Fully mapped to the latest CSEC® Syllabus r A brand new unit dedicated to completing the School-based Assessment (SBA) r An ‘Exam Review’ chapter giving exam tips and practice r ‘Reflection’, ‘Student Journal’ and ‘SBA’ preparation highlighted throughout the book r Objectives outlined at the beginning of each unit r ‘Study tips’ and information panels on literature r Guidance notes for teachers indicating syllabus coverage on every page To find out more about the new and key features in this book, just turn the page to see sample pages from the book!

2

English Matters for Jamaica is also available from Macmillan Education Caribbean.

English Matters for CSEC® Examinations, 2nd Edition

3

The popular CSEC® English A textbook, English Matters for CSEC ® Examinations is back!

Publishing early 2018, this bestselling CSEC® textbook has been written by a specialist in English Language teaching and has been reviewed by expert teachers from around the Caribbean including Jamaica, Trinidad, Grenada and Guyana.

CXC® publications!

Fully mapped to all relevant

You asked, we listened!

We asked students and teachers across the Caribbean what they would like to see in the new edition of English Matters for CSEC® Examinations. Based on your feedback, the new edition now has: ✓ Advice on the SBA and SBA skills-building activities interwoven throughout the text, as well as a dedicated SBA unit ✓ Extended practice of the ‘Writing Process’, which was a popular feature of the first edition ✓ A wider variety of text-types with comprehension and follow-on activities catering for all levels ✓ More pair and group-work activities

r CSEC® English A Syllabus 2015 (amended 2017) - effective for examinations from May-June 2018 r CXC®’s 2017 publication ‘Notes for English Teachers and Students’

✓ Tips for delivering and evaluating oral presentations ✓ More writing prompts, letters, and content given on summary writing and citation styles ✓ More suggestions for on-line reading and integration of ICT skills ✓ Exam practice based on the requirements of the new CSEC® examination

Structure The book is structured in 20 units. Units 1–19 are each divided into the core skill areas of Reading and Responding, Listening and Speaking, Language, Vocabulary, and Writing.

The final unit is dedicated to exam tips and practice.

Each unit focuses on a theme (Family, Education, Environment etc.) to help students relate and apply their skills to a familiar context.

Practice questions are supplied at the end of each unit to hone vocabulary and improve skills in areas such as composition, comprehension, sentence construction and the mechanics of language.

✓ A wider range of stories from Caribbean and international writers, with more boy-friendly material ✓ A brand new look and updated photos and artwork

English Matters English Matters for CSEC® Examinations is the last book in a four-part secondary level series.

Using the complete series helps students to progress seamlessly from lower secondary to upper secondary.

Other titles available in the English Matters series include three lower secondary Student’s Books with accompanying Workbooks and audio listening activities.

New Features: r Fully mapped to the latest CSEC® Syllabus r A brand new unit dedicated to completing the School-based Assessment (SBA) r An ‘Exam Review’ chapter giving exam tips and practice r ‘Reflection’, ‘Student Journal’ and ‘SBA’ preparation highlighted throughout the book r Objectives outlined at the beginning of each unit r ‘Study tips’ and information panels on literature r Guidance notes for teachers indicating syllabus coverage on every page To find out more about the new and key features in this book, just turn the page to see sample pages from the book!

2

English Matters for Jamaica is also available from Macmillan Education Caribbean.

English Matters for CSEC® Examinations, 2nd Edition

3

res u t a e F K ey NEW

NEW

Fresh and engaging design

CARIBBEAN-SPECIFIC EXTRACTS

OBJECTIVES

The second edition has an increased focus on Caribbean writers and Caribbean-specific texts, whilst also containing a wide selection of international texts and literary text extracts relevant to the English B syllabus.

Each unit begins with an ‘Objectives Box’ which outlines clearly the syllabus objectives addressed within the unit.

The popular CSEC® English A textbook is back with an even clearer and more stimulating design, formulated to ensure easy navigation of the contents, and clear links to the syllabus for both students and teachers.

7

W STUDY TIP NESTUDY TIP

This feature offers students the chance to develop their skills and fosters independent learning.

It provides advice on how to tackle specific areas of the exam – for example how to identify what type of text is given, how to write a narrative, and much more.

Un i t 7 itions ad Folk Tr Reading and Responding Article

In this unit you will

OB J E C T I VES

examine an expository text and a fable research the origins of folk characters in Caribbean culture analyse denotation and connotation simulate a committee meeting and take notes change direct to reported speech explain the meaning of well-known proverbs study different narrative techniques write narratives with an effective introduction and conclusion.

Study Tip Newspaper and magazine articles are examples of expository writing: that is, writing which seeks to inform or explain.

You will find different types of expository writing, e.g.

BEFORE YOU READ

9 giving information about a topic 9 comparing and contrasting different things, people or situations 9 describing cause and effect 9 stating a problem and suggesting possible solutions An expository piece may incorporate more than one of the above types of writing.

Discuss: 9 What are some of your favourite stories?

9 Do you listen to or read stories? If so, what type of stories? If not, why not?

9 What role do stories play in people’s lives?

Survey the article. What can you infer from the picture and the title?

1

BEFORE YOU READ

4

2

90

As long as there has been language, people have told stories. For thousands of years, as mankind struggled for survival against the elements, the knowledge and wisdom acquired was passed on through these stories. The system whereby this knowledge and wisdom were transmitted from generation to generation by word of mouth is known as the oral tradition. Stories are an important part of this tradition.

In early times, humans used stories to help them understand the world. Myths served to interpret inexplicable natural phenomena such as storms, floods and fire.

Through recounting legends about gods

4

5

6

by modern electronic forms of entertainment such as personal stereos, cable TV, DVDs and computers. Entertainment is becoming something to be savoured at home alone, or in the family group, not as part of a wider social group.

With the advent of print media and the growth of literacy, oral storytelling has inevitably become less significant in modern times. Folklorists are endeavouring to preserve the tradition by collecting and recording the old stories before they disappear into oblivion, but in the 21st century, as older generations are dying out, traditional storytellers have become few and far between. The storytellers who appeal to modern-day Caribbean audiences are more likely to be calypsonians or rappers.

Despite the decline of the oral tradition in most countries, stories continue to play a significant role in the contemporary world.

The rapid expansion of the modern film and television industry, built on a foundation of sophisticated storytelling, indicates our continuing appetite for stories.

OVED IMPR GROUP WORK ACTIVITIES

Pair and group work activities have been increased in the second edition, offering numerous opportunities for developing confidence in discussion and debate, oral communication skills and teamwork. A new icon makes these clearly identifiable within the text.

1 Discuss.

The Oral Tradition

Each extract is prefaced with a ‘Before You Read’ section, offering discussion topics to maximise students’ engagement and understanding of the reading extract.

3

respect and tolerance. Also portrayed are archetypal characters familiar to us all, such as the trickster, the miser or the hypocrite.

The stories which evolved in different cultures were invisible threads binding them together.

Traditional and contemporary tales share common features; both are based on plot and characters, and both serve to explain, teach or entertain. In one respect, however, stories told orally differ significantly from stories which have been written down. Storytelling is a twoway process, in which the storyteller creates the experience, while the audience perceives the message and responds to his or her words.

Listening to stories is, therefore, a shared activity, while reading stories is fundamentally a personal and private experience.

The strong oral tradition which once existed in the Caribbean drew on the diverse cultures from which its peoples originated. In rural areas storytelling was, until recent years, one of the principal sources of entertainment.

Storytelling plays a less prominent role in society today, however, than it did 50 or even 25 years ago. It has been largely superseded

9 What type of expository writing did you find in the article?

9 What do you think was the writer’s purpose in writing the article?

9 Do you think that stories continue to play an important part in our lives? What kind of stories might interest your generation?

2 Answer the questions.

and heroes, common belief systems evolved and codes of behaviour were reinforced through moral tales like fables. Embedded in the oral tradition are teachings about ethical concepts like kinship, equality,

UNDERSTANDING: Identify different types of expository writing. Read an expository article.

3. The article states that stories have existed 1. ‘The oral tradition’ can be defined as a. from the dawn of time. a. the art of communicating well in speech. b. ever since humans learnt to speak. b. the passing on of knowledge verbally c. for thousands of years. though the generations. d. since humans began to learn about the world. c. the way people communicated with one 4. Which of the following is NOT given as one of another in former times. the functions of stories in early times? d. a method of communication used by people a. teaching social behaviour who are illiterate. b. entertaining people 2. The text is primarily concerned with c. criticising antisocial behaviour a. the disappearance of storytelling in society. b. the purpose storytelling once served. d. explaining puzzling natural events. c. the importance of storytelling for mankind. d. the difference between traditional and modern storytelling.

UNDERSTANDING: Read an expository article.

91

NEW

SYLLABUS OBJECTIVES FOR TEACHERS

The bottom of each page contains clear notes for teachers, listing which skills are practised on each page, and indicating the syllabus objectives covered.

English Matters for CSEC® Examinations, 2nd Edition

5

res u t a e F K ey NEW

NEW

Fresh and engaging design

CARIBBEAN-SPECIFIC EXTRACTS

OBJECTIVES

The second edition has an increased focus on Caribbean writers and Caribbean-specific texts, whilst also containing a wide selection of international texts and literary text extracts relevant to the English B syllabus.

Each unit begins with an ‘Objectives Box’ which outlines clearly the syllabus objectives addressed within the unit.

The popular CSEC® English A textbook is back with an even clearer and more stimulating design, formulated to ensure easy navigation of the contents, and clear links to the syllabus for both students and teachers.

7

W STUDY TIP NESTUDY TIP

This feature offers students the chance to develop their skills and fosters independent learning.

It provides advice on how to tackle specific areas of the exam – for example how to identify what type of text is given, how to write a narrative, and much more.

Un i t 7 itions ad Folk Tr Reading and Responding Article

In this unit you will

OB J E C T I VES

examine an expository text and a fable research the origins of folk characters in Caribbean culture analyse denotation and connotation simulate a committee meeting and take notes change direct to reported speech explain the meaning of well-known proverbs study different narrative techniques write narratives with an effective introduction and conclusion.

Study Tip Newspaper and magazine articles are examples of expository writing: that is, writing which seeks to inform or explain.

You will find different types of expository writing, e.g.

BEFORE YOU READ

9 giving information about a topic 9 comparing and contrasting different things, people or situations 9 describing cause and effect 9 stating a problem and suggesting possible solutions An expository piece may incorporate more than one of the above types of writing.

Discuss: 9 What are some of your favourite stories?

9 Do you listen to or read stories? If so, what type of stories? If not, why not?

9 What role do stories play in people’s lives?

Survey the article. What can you infer from the picture and the title?

1

BEFORE YOU READ

4

2

90

As long as there has been language, people have told stories. For thousands of years, as mankind struggled for survival against the elements, the knowledge and wisdom acquired was passed on through these stories. The system whereby this knowledge and wisdom were transmitted from generation to generation by word of mouth is known as the oral tradition. Stories are an important part of this tradition.

In early times, humans used stories to help them understand the world. Myths served to interpret inexplicable natural phenomena such as storms, floods and fire.

Through recounting legends about gods

4

5

6

by modern electronic forms of entertainment such as personal stereos, cable TV, DVDs and computers. Entertainment is becoming something to be savoured at home alone, or in the family group, not as part of a wider social group.

With the advent of print media and the growth of literacy, oral storytelling has inevitably become less significant in modern times. Folklorists are endeavouring to preserve the tradition by collecting and recording the old stories before they disappear into oblivion, but in the 21st century, as older generations are dying out, traditional storytellers have become few and far between. The storytellers who appeal to modern-day Caribbean audiences are more likely to be calypsonians or rappers.

Despite the decline of the oral tradition in most countries, stories continue to play a significant role in the contemporary world.

The rapid expansion of the modern film and television industry, built on a foundation of sophisticated storytelling, indicates our continuing appetite for stories.

OVED IMPR GROUP WORK ACTIVITIES

Pair and group work activities have been increased in the second edition, offering numerous opportunities for developing confidence in discussion and debate, oral communication skills and teamwork. A new icon makes these clearly identifiable within the text.

1 Discuss.

The Oral Tradition

Each extract is prefaced with a ‘Before You Read’ section, offering discussion topics to maximise students’ engagement and understanding of the reading extract.

3

respect and tolerance. Also portrayed are archetypal characters familiar to us all, such as the trickster, the miser or the hypocrite.

The stories which evolved in different cultures were invisible threads binding them together.

Traditional and contemporary tales share common features; both are based on plot and characters, and both serve to explain, teach or entertain. In one respect, however, stories told orally differ significantly from stories which have been written down. Storytelling is a twoway process, in which the storyteller creates the experience, while the audience perceives the message and responds to his or her words.

Listening to stories is, therefore, a shared activity, while reading stories is fundamentally a personal and private experience.

The strong oral tradition which once existed in the Caribbean drew on the diverse cultures from which its peoples originated. In rural areas storytelling was, until recent years, one of the principal sources of entertainment.

Storytelling plays a less prominent role in society today, however, than it did 50 or even 25 years ago. It has been largely superseded

9 What type of expository writing did you find in the article?

9 What do you think was the writer’s purpose in writing the article?

9 Do you think that stories continue to play an important part in our lives? What kind of stories might interest your generation?

2 Answer the questions.

and heroes, common belief systems evolved and codes of behaviour were reinforced through moral tales like fables. Embedded in the oral tradition are teachings about ethical concepts like kinship, equality,

UNDERSTANDING: Identify different types of expository writing. Read an expository article.

3. The article states that stories have existed 1. ‘The oral tradition’ can be defined as a. from the dawn of time. a. the art of communicating well in speech. b. ever since humans learnt to speak. b. the passing on of knowledge verbally c. for thousands of years. though the generations. d. since humans began to learn about the world. c. the way people communicated with one 4. Which of the following is NOT given as one of another in former times. the functions of stories in early times? d. a method of communication used by people a. teaching social behaviour who are illiterate. b. entertaining people 2. The text is primarily concerned with c. criticising antisocial behaviour a. the disappearance of storytelling in society. b. the purpose storytelling once served. d. explaining puzzling natural events. c. the importance of storytelling for mankind. d. the difference between traditional and modern storytelling.

UNDERSTANDING: Read an expository article.

91

NEW

SYLLABUS OBJECTIVES FOR TEACHERS

The bottom of each page contains clear notes for teachers, listing which skills are practised on each page, and indicating the syllabus objectives covered.

English Matters for CSEC® Examinations, 2nd Edition

5

res u t a e F K ey NEW

NEW MATERIALS The new edition includes more advertising material, graphs, tables and comic strips, as required by the syllabus.

6

6 ICT

Listening and Speaking

Look online to find more about the significance of tricksters in different cultures around the world. Select one culture for detailed research and make notes.

Work in pairs. a. Discuss the story shown in the comic strip.

5 What trick does the fox play on the goat? What is his purpose?

5 What can we learn from this situation? b. How effective is the comic strip?

5 Is the message clear?

5 Does the comic strip have visual appeal?

5 What can we learn from this situation?

3 Give a presentation on a trickster in another culture.

SBA

TIP Follow the guidelines on page 00 to help you improve your presentation.

5 Use the notes you took during your online research.

5 Practise giving your presentation to another student.

5 Deliver your presentation to your class and ask for feedback.

Delivering an oral presentation forms part of your SBA. To develop the skills you need, ask for feedback when you give presentations in class. Agree on criteria to evaluate presentations. Use your own ideas to develop the checklist below.

CONTENT 5 Quality of information presented?

5 Clarity of ideas?

A clear ‘SBA icon’ appears regularly throughout the book to draw attention to the skills, knowledge and resources required for the completion of the SBA.

Literature Humour is expressed through actions and words. In comedy, actors use gestures, facial expressions and tone of voice as well as words to make their audiences laugh. In written works, authors express humour through their use of language. Humour takes several different forms.

Situation

5 Share what you know about tricksters in fiction.

5 Do you know any tricksters in real life? What tricks do they play?

2 a Listen to the audio for the first time.

NEW STUDENT JOURNAL A ‘Student Journal’ feature encourages expression, develops understanding and hones students’ independent learning skills in preparation for the SBA.

5 What were the main points made by the speaker?

5 How does he explain the significance of the trickster in Caribbean culture?

b Listen again and make notes under the following headings.

5 5 5 5

Archetypes Definition of a trickster Tricksters in other cultures Tricksters in Caribbean culture

c Use your notes to write a summary of the presentation.

82

6

The audio for this unit is a presentation from a resource person on the topic of tricksters.

Satire Irony Litotes

Type of humour based on a coincidence, e.g.

5 It is a coincidence that Fat Dorothy is in the only taxi which stops for Manny.

Humour used to criticise someone or something by making them look ridiculous, e.g.

5 Cartoons often use satire to make well-known people like politicians look foolish.

Humour which uses words to express the opposite of what is meant, e.g.

5 ‘Manny was delighted to have the opportunity of sharing a taxi with Fat Dorothy.’

A form of deliberate understatement related to irony, e.g.

5 ‘Hoy San was not the most hygienic of cooks.’

The words ‘not the most hygienic’ are used instead of ‘insanitary’.

1 Find examples of irony and litotes in the following sentences? What is really meant?

STUDENT JOURNAL Include your notes about tricksters in your journal. List stories you know about tricksters.

The audio can be found online at xxxxxx. The transcript is provided in the Reference Section, page 000.

EXPRESSION: Discuss a comic strip. Make notes, and summarise an audio.

1. Dorothy returned home, not displeased by the way things had turned out.

2. Brendan was less than impressed when he finally met the girl he had been chatting to online.

3. Listening to the saleswoman’s speech, I was struck by her utter devotion to the truth.

4. Most politicians are not unwilling to interpret events to their own advantage.

5. As Gloria prepared to wash the dishes, her husband settled down to the important business of checking the football scores.

6. Cheryl’s day got off to an excellent start with the bus breaking down on her way to work.

7. Breaking a leg on the way down the mountain was not the best experience of my life.

8. As the waitress dumped the lunch plate unceremoniously on the table, Mrs Mason thanked her for her good manners.

EXPRESSION: Deliver a presentation and give feedback.

UNDERSTANDING: Identify different types of humour.

The ‘Tip’ feature provides useful extra information and offers support to students who may be struggling with completing tasks from the book.

NEW SBA FEATURE

PRESENTATION 5 Clarity of diction 5 Audibility

Words Matter Humour

1 Before you listen, discuss.

NEW TIP FEATURE

83

NEW LITERATURE This new feature develops students’ confidence in handling literary discourse and terminology and improves their comprehension skills. It can also can be used as preparation for and discussion points for the English B examination.

English Matters for CSEC® Examinations, 2nd Edition

7

res u t a e F K ey NEW

NEW MATERIALS The new edition includes more advertising material, graphs, tables and comic strips, as required by the syllabus.

6

6 ICT

Listening and Speaking

Look online to find more about the significance of tricksters in different cultures around the world. Select one culture for detailed research and make notes.

Work in pairs. a. Discuss the story shown in the comic strip.

5 What trick does the fox play on the goat? What is his purpose?

5 What can we learn from this situation? b. How effective is the comic strip?

5 Is the message clear?

5 Does the comic strip have visual appeal?

5 What can we learn from this situation?

3 Give a presentation on a trickster in another culture.

SBA

TIP Follow the guidelines on page 00 to help you improve your presentation.

5 Use the notes you took during your online research.

5 Practise giving your presentation to another student.

5 Deliver your presentation to your class and ask for feedback.

Delivering an oral presentation forms part of your SBA. To develop the skills you need, ask for feedback when you give presentations in class. Agree on criteria to evaluate presentations. Use your own ideas to develop the checklist below.

CONTENT 5 Quality of information presented?

5 Clarity of ideas?

A clear ‘SBA icon’ appears regularly throughout the book to draw attention to the skills, knowledge and resources required for the completion of the SBA.

Literature Humour is expressed through actions and words. In comedy, actors use gestures, facial expressions and tone of voice as well as words to make their audiences laugh. In written works, authors express humour through their use of language. Humour takes several different forms.

Situation

5 Share what you know about tricksters in fiction.

5 Do you know any tricksters in real life? What tricks do they play?

2 a Listen to the audio for the first time.

NEW STUDENT JOURNAL A ‘Student Journal’ feature encourages expression, develops understanding and hones students’ independent learning skills in preparation for the SBA.

5 What were the main points made by the speaker?

5 How does he explain the significance of the trickster in Caribbean culture?

b Listen again and make notes under the following headings.

5 5 5 5

Archetypes Definition of a trickster Tricksters in other cultures Tricksters in Caribbean culture

c Use your notes to write a summary of the presentation.

82

6

The audio for this unit is a presentation from a resource person on the topic of tricksters.

Satire Irony Litotes

Type of humour based on a coincidence, e.g.

5 It is a coincidence that Fat Dorothy is in the only taxi which stops for Manny.

Humour used to criticise someone or something by making them look ridiculous, e.g.

5 Cartoons often use satire to make well-known people like politicians look foolish.

Humour which uses words to express the opposite of what is meant, e.g.

5 ‘Manny was delighted to have the opportunity of sharing a taxi with Fat Dorothy.’

A form of deliberate understatement related to irony, e.g.

5 ‘Hoy San was not the most hygienic of cooks.’

The words ‘not the most hygienic’ are used instead of ‘insanitary’.

1 Find examples of irony and litotes in the following sentences? What is really meant?

STUDENT JOURNAL Include your notes about tricksters in your journal. List stories you know about tricksters.

The audio can be found online at xxxxxx. The transcript is provided in the Reference Section, page 000.

EXPRESSION: Discuss a comic strip. Make notes, and summarise an audio.

1. Dorothy returned home, not displeased by the way things had turned out.

2. Brendan was less than impressed when he finally met the girl he had been chatting to online.

3. Listening to the saleswoman’s speech, I was struck by her utter devotion to the truth.

4. Most politicians are not unwilling to interpret events to their own advantage.

5. As Gloria prepared to wash the dishes, her husband settled down to the important business of checking the football scores.

6. Cheryl’s day got off to an excellent start with the bus breaking down on her way to work.

7. Breaking a leg on the way down the mountain was not the best experience of my life.

8. As the waitress dumped the lunch plate unceremoniously on the table, Mrs Mason thanked her for her good manners.

EXPRESSION: Deliver a presentation and give feedback.

UNDERSTANDING: Identify different types of humour.

The ‘Tip’ feature provides useful extra information and offers support to students who may be struggling with completing tasks from the book.

NEW SBA FEATURE

PRESENTATION 5 Clarity of diction 5 Audibility

Words Matter Humour

1 Before you listen, discuss.

NEW TIP FEATURE

83

NEW LITERATURE This new feature develops students’ confidence in handling literary discourse and terminology and improves their comprehension skills. It can also can be used as preparation for and discussion points for the English B examination.

English Matters for CSEC® Examinations, 2nd Edition

7

res u t a e F K ey OVED ICT TASKS

IMPR

The new edition has more links to and suggestions for using ICT, a key syllabus requirement. A new icon helps clearly identify ICT tasks within the text.

14

14 ICT

Watch the movie versions of The Merchant of Venice and To Kill a Mockingbird online.

To what extent do the movie versions fulfil your expectations of the characters and settings of these works? Were you surprised or disappointed in what you viewed?

What would you do differently if you were directing movies of these works?

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r )PX JT 4IFSZM "OOF BGGFDUFE CZ EJTDSJNJOBUJPO 8IBU DPVME TIF EP UP JNQSPWF IFS TJUVBUJPO r 8IBU DPVME CF EPOF UP JNQSPWF UIF MJWFT PG QFPQMF XIP BSF EJTBCMFE

eĚiƚŽrΛĚaiůLJǀŽiĐe͘ĐŽŵ >eƩer ƚŽ ƚŚe ĚiƚŽr

Dear Sir DiƐĐriŵiŶaƟŽŶ iƐ a ŚŽƚ ƚŽƉiĐ iŶ ƚŚe ŵeĚia ƚŽĚaLJ͖ ƚŚaƚ iƐ͕ ĚiƐĐriŵiŶaƟŽŶ ŽŶ ƚŚe ŐrŽƵŶĚƐ ŽĨ raĐe͕ ŽĨ reůiŐiŽŶ͕ Žr ŽĨ Ɛedž͘ dŚere iƐ ŽŶe ĨŽrŵ ŽĨ ĚiƐĐriŵiŶaƟŽŶ͕ ŚŽǁeǀer͕ ƚŚaƚ ŐeƚƐ ǀerLJ ůiƩůe airͲƟŵe ʹ ĚiƐĐriŵiŶaƟŽŶ ŽŶ ƚŚe ŐrŽƵŶĚƐ ŽĨ ĚiƐaďiůiƚLJ͘ / ŬŶŽǁ ƚŚiƐ ďeĐaƵƐe / aŵ a ƉaraƉůeŐiĐ͘ Ɛ ƚŚe reƐƵůƚ ŽĨ a ƚraĸĐ aĐĐiĚeŶƚ ƐƵƐƚaiŶeĚ ǁŚeŶ / ǁaƐ a ĐŚiůĚ͕ / aŵ ƉaraůLJƐeĚ ĨrŽŵ ƚŚe ǁaiƐƚ ĚŽǁŶ͕ aŶĚ ĐŽŶĮŶeĚ ƚŽ a ǁŚeeůĐŚair͘ ǀeŶ ƚŚŽƵŐŚ / ĚŽ ŶŽƚ Śaǀe ƚŚe ƵƐe ŽĨ ŵLJ ůeŐƐ͕ ƚŚere iƐ ŶŽƚŚiŶŐ ǁrŽŶŐ ǁiƚŚ ŵLJ ďraiŶ͘ KŶ ƚŚe ĐŽŶƚrarLJ͕ aƐ / aŵ ůeƐƐ ƉŚLJƐiĐaůůLJ aĐƟǀe ƚŚaŶ ŽƚŚer LJŽƵŶŐ ƉeŽƉůe ŽĨ ŵLJ ŐeŶeraƟŽŶ͕ / Śaǀe ŵŽre Ɵŵe ƚŽ reaĚ aŶĚ reŇeĐƚ͘ :ƵƐƚ ůiŬe ŽƚŚer LJŽƵŶŐ ŐirůƐ ŽĨ ŵLJ aŐe͕ / Śaǀe ŵLJ ŽǁŶ ŚŽƉeƐ aŶĚ aŵďiƟŽŶƐ͕ LJeƚ ŽŌeŶ / Ɛeeŵ ƚŽ ďe iŐŶŽreĚ ďLJ ŽƚŚerƐ͘ ŵ / iŶǀiƐiďůe ƚŽ ƚŚeŵ͍ KŌeŶ ǁŚeŶ / aŵ iŶ ƚŽǁŶ ǁiƚŚ ŽŶe ŽĨ ŵLJ ƐiƐƚerƐ͕ ǁe are ƐƚŽƉƉeĚ ďLJ a ǁeůůͲŵeaŶiŶŐ ƉaƐƐerͲďLJ͘ dŚe ƐĐeŶe ƉůaLJƐ ŽƵƚ ůiŬe ƚŚiƐ͘ ǀŽiĚiŶŐ aůů eLJe ĐŽŶƚaĐƚ ǁiƚŚ ŵe͕ ƚŚiƐ ƉerƐŽŶ aĚĚreƐƐeƐ ŵLJ ƐiƐƚer iŶ a ƐŽůiĐiƚŽƵƐ ǀŽiĐe͕ ͚/Ɛ ƐŚe iŶ aŶLJ ƉaiŶ͍͛ Kr͗ ͚,Žǁ ĚŽ LJŽƵ ŵaŶaŐe ǁiƚŚ Śer iŶ a ǁŚeeůĐŚair͍͛ tŚLJ ĚŽŶ͛ƚ ƚŚeLJ aĚĚreƐƐ ŵe ĚireĐƚůLJ͍ / ĚŽ Śaǀe a ǀŽiĐe ŽĨ ŵLJ ŽǁŶ͘ >iŬe ƚŚŽƵƐaŶĚƐ ŽĨ ŽƚŚer LJŽƵŶŐ ƉeŽƉůe͕ ŚaǀiŶŐ ŐraĚƵaƚeĚ ĨrŽŵ ƐĐŚŽŽů͕ / aŵ ŶŽǁ iŶ ƐearĐŚ ŽĨ eŵƉůŽLJŵeŶƚ͘ /ƚ͛Ɛ ĚiĸĐƵůƚ ƚŽĚaLJ ĨŽr aŶLJ LJŽƵŶŐ ƉerƐŽŶ ƚŽ ĮŶĚ a ũŽď͕ ďƵƚ ĚŽƵďůLJ ĚiĸĐƵůƚ iĨ LJŽƵ are ĚiƐaďůeĚ͘ /ƚ ƚaŬeƐ a ůŽƚ ƚŽ ĐŽŶǀiŶĐe aŶ eŵƉůŽLJer ƚŚaƚ a ĚiƐaďůeĚ ƉerƐŽŶ ŵiŐŚƚ Śaǀe eŵƉůŽLJaďůe ƐŬiůůƐ͘ diŵe aŌer Ɵŵe / Śaǀe ďeeŶ ƉaƐƐeĚ Žǀer ĨŽr ƐŽŵeŽŶe ůeƐƐ ƋƵaůiĮeĚ ďƵƚ aďůeͲďŽĚieĚ͘ / Śaǀe ŚaĚ eŶŽƵŐŚ ŽĨ ďeiŶŐ ƚreaƚeĚ aƐ a ƐeĐŽŶĚͲĐůaƐƐ ĐiƟnjeŶ͘ WůeaƐe ƉƵďůiƐŚ ŵLJ ůeƩer ƚŽ ƐŚŽǁ LJŽƵr reaĚerƐ ƚŚaƚ / aŵ a ŚƵŵaŶ ďeiŶŐ ǁiƚŚ ƚŚe Ɛaŵe ƉŽƚeŶƟaů aŶĚ riŐŚƚƐ aƐ aŶLJŽŶe eůƐe͘

FOUR SKILL AREAS

The four skill areas listening, speaking, reading and writing - are regularly practiced and highlighted throughout the text.

<iŶĚ reŐarĚƐ

8

The audio for this unit is a human-interest story taken from a radio magazine programme.

1

OVED IMPR AUDIO RESOURCES AND LISTENING TRANSCRIPT

Before you listen, discuss the picture.

Is there anything unusual about it?

2 Listen to the audio. r 8IBU EJE ZPV MFBSO BCPVU 4IBQMB T CBDLHSPVOE r )PX XBT TIF BGGFDUFE CZ EJTDSJNJOBUJPO r )PX EJE TIF PWFSDPNF IFS EJGàDVMUJFT

The headphones icon indicates where accompanying audio files (online) and transcripts (back of book) exist.

What are the similarities between Shapla and Sheryl Anne (the girl who wrote the email on the previous page)? What is different about them?

3 Listen again and make notes.

Use the three questions in Exercise 1 above as headings for your notes.

The audio can be found online at www.macmillan-caribbean.com The transcript is provided in the Reference Section, page 345.

1. Write a newspaper report of not more than 100 words summarising Shapla’s story.

NEW

2. Prepare a short news item about Shapla to be broadcast in a programme about disability.

Prepare two or three more items for the programme. Use an electronic device to record your programme. Share it with other students and ask for their feedback.

1 Answer the questions.

1. The phrase ‘gets very little air-time’ means that the topic of disability a. is not talked about much. b. is not discussed much in the media. c. is forgotten by most people. d. is found embarrassing by many people.

Listening and Speaking

The magnifying glass icon signposts students to the reference section where they can find citation, grammar, punctuation and spelling guides, along with listening transcripts and a glossary. English Matters is the only course in the Caribbean to have this unique feature.

Activity

SŚerLJů ŶŶe

198

2

3. The adjective ‘solicitous’ means 5. Sheryl Anne has difficulty in finding work a. intrusive. b. selfish. because c. critical. d. concerned. a. she does not have the required skills.

4. The assumption made about Sheryl Anne by b. an able-bodied person would do the job better. some passers-by is that c. employers think she is not capable of doing a. disabled people are antisocial. the job. b. she cannot join in a normal conversation. d. companies rarely employ disabled people. c. she is embarrassed in front of strangers. 6. What is the tone of Sheryl Anne’s email? d. she is ashamed of her condition. a. apologetic b. conciliatory c. indignant d. humorous Discuss.

REFERENCE SECTION AND ICON

2. How did Sheryl Anne’s accident affect her? a. She has learning difficulties. b. She is unable to walk independently. c. She was not able to get any qualifications. d. She has given up any hope for the future.

UNDERSTANDING: Read an email. Answer multiple-choice questions.

Reflection What did you learn about attitudes to disability from Sheryl Anne’s email and the audio about Shapla? Has your attitude to disability changed as a result? How? Which produced a more powerful effect, the email or the audio? Why?

UNDERSTANDING: Listen to an audio and discuss the content.

EXPRESSION: Write a summary of an audio. Create and record a news broadcast.

199

REFLECTION

The ‘Reflection’ feature encourages students to be thoughtful learners as required by the syllabus, whilst simultaneously equipping student with the skills they need for the reflection requirement of the SBA.

English Matters for CSEC® Examinations, 2nd Edition

9

res u t a e F K ey OVED ICT TASKS

IMPR

The new edition has more links to and suggestions for using ICT, a key syllabus requirement. A new icon helps clearly identify ICT tasks within the text.

14

14 ICT

Watch the movie versions of The Merchant of Venice and To Kill a Mockingbird online.

To what extent do the movie versions fulfil your expectations of the characters and settings of these works? Were you surprised or disappointed in what you viewed?

What would you do differently if you were directing movies of these works?

Reading and Responding Email 078 photo

From: ഩƐŚerLJůaŶŶeϵϴΛŵaƐƚerƐ͘ĐŽŵ To: Subject:

r )PX JT 4IFSZM "OOF BGGFDUFE CZ EJTDSJNJOBUJPO 8IBU DPVME TIF EP UP JNQSPWF IFS TJUVBUJPO r 8IBU DPVME CF EPOF UP JNQSPWF UIF MJWFT PG QFPQMF XIP BSF EJTBCMFE

eĚiƚŽrΛĚaiůLJǀŽiĐe͘ĐŽŵ >eƩer ƚŽ ƚŚe ĚiƚŽr

Dear Sir DiƐĐriŵiŶaƟŽŶ iƐ a ŚŽƚ ƚŽƉiĐ iŶ ƚŚe ŵeĚia ƚŽĚaLJ͖ ƚŚaƚ iƐ͕ ĚiƐĐriŵiŶaƟŽŶ ŽŶ ƚŚe ŐrŽƵŶĚƐ ŽĨ raĐe͕ ŽĨ reůiŐiŽŶ͕ Žr ŽĨ Ɛedž͘ dŚere iƐ ŽŶe ĨŽrŵ ŽĨ ĚiƐĐriŵiŶaƟŽŶ͕ ŚŽǁeǀer͕ ƚŚaƚ ŐeƚƐ ǀerLJ ůiƩůe airͲƟŵe ʹ ĚiƐĐriŵiŶaƟŽŶ ŽŶ ƚŚe ŐrŽƵŶĚƐ ŽĨ ĚiƐaďiůiƚLJ͘ / ŬŶŽǁ ƚŚiƐ ďeĐaƵƐe / aŵ a ƉaraƉůeŐiĐ͘ Ɛ ƚŚe reƐƵůƚ ŽĨ a ƚraĸĐ aĐĐiĚeŶƚ ƐƵƐƚaiŶeĚ ǁŚeŶ / ǁaƐ a ĐŚiůĚ͕ / aŵ ƉaraůLJƐeĚ ĨrŽŵ ƚŚe ǁaiƐƚ ĚŽǁŶ͕ aŶĚ ĐŽŶĮŶeĚ ƚŽ a ǁŚeeůĐŚair͘ ǀeŶ ƚŚŽƵŐŚ / ĚŽ ŶŽƚ Śaǀe ƚŚe ƵƐe ŽĨ ŵLJ ůeŐƐ͕ ƚŚere iƐ ŶŽƚŚiŶŐ ǁrŽŶŐ ǁiƚŚ ŵLJ ďraiŶ͘ KŶ ƚŚe ĐŽŶƚrarLJ͕ aƐ / aŵ ůeƐƐ ƉŚLJƐiĐaůůLJ aĐƟǀe ƚŚaŶ ŽƚŚer LJŽƵŶŐ ƉeŽƉůe ŽĨ ŵLJ ŐeŶeraƟŽŶ͕ / Śaǀe ŵŽre Ɵŵe ƚŽ reaĚ aŶĚ reŇeĐƚ͘ :ƵƐƚ ůiŬe ŽƚŚer LJŽƵŶŐ ŐirůƐ ŽĨ ŵLJ aŐe͕ / Śaǀe ŵLJ ŽǁŶ ŚŽƉeƐ aŶĚ aŵďiƟŽŶƐ͕ LJeƚ ŽŌeŶ / Ɛeeŵ ƚŽ ďe iŐŶŽreĚ ďLJ ŽƚŚerƐ͘ ŵ / iŶǀiƐiďůe ƚŽ ƚŚeŵ͍ KŌeŶ ǁŚeŶ / aŵ iŶ ƚŽǁŶ ǁiƚŚ ŽŶe ŽĨ ŵLJ ƐiƐƚerƐ͕ ǁe are ƐƚŽƉƉeĚ ďLJ a ǁeůůͲŵeaŶiŶŐ ƉaƐƐerͲďLJ͘ dŚe ƐĐeŶe ƉůaLJƐ ŽƵƚ ůiŬe ƚŚiƐ͘ ǀŽiĚiŶŐ aůů eLJe ĐŽŶƚaĐƚ ǁiƚŚ ŵe͕ ƚŚiƐ ƉerƐŽŶ aĚĚreƐƐeƐ ŵLJ ƐiƐƚer iŶ a ƐŽůiĐiƚŽƵƐ ǀŽiĐe͕ ͚/Ɛ ƐŚe iŶ aŶLJ ƉaiŶ͍͛ Kr͗ ͚,Žǁ ĚŽ LJŽƵ ŵaŶaŐe ǁiƚŚ Śer iŶ a ǁŚeeůĐŚair͍͛ tŚLJ ĚŽŶ͛ƚ ƚŚeLJ aĚĚreƐƐ ŵe ĚireĐƚůLJ͍ / ĚŽ Śaǀe a ǀŽiĐe ŽĨ ŵLJ ŽǁŶ͘ >iŬe ƚŚŽƵƐaŶĚƐ ŽĨ ŽƚŚer LJŽƵŶŐ ƉeŽƉůe͕ ŚaǀiŶŐ ŐraĚƵaƚeĚ ĨrŽŵ ƐĐŚŽŽů͕ / aŵ ŶŽǁ iŶ ƐearĐŚ ŽĨ eŵƉůŽLJŵeŶƚ͘ /ƚ͛Ɛ ĚiĸĐƵůƚ ƚŽĚaLJ ĨŽr aŶLJ LJŽƵŶŐ ƉerƐŽŶ ƚŽ ĮŶĚ a ũŽď͕ ďƵƚ ĚŽƵďůLJ ĚiĸĐƵůƚ iĨ LJŽƵ are ĚiƐaďůeĚ͘ /ƚ ƚaŬeƐ a ůŽƚ ƚŽ ĐŽŶǀiŶĐe aŶ eŵƉůŽLJer ƚŚaƚ a ĚiƐaďůeĚ ƉerƐŽŶ ŵiŐŚƚ Śaǀe eŵƉůŽLJaďůe ƐŬiůůƐ͘ diŵe aŌer Ɵŵe / Śaǀe ďeeŶ ƉaƐƐeĚ Žǀer ĨŽr ƐŽŵeŽŶe ůeƐƐ ƋƵaůiĮeĚ ďƵƚ aďůeͲďŽĚieĚ͘ / Śaǀe ŚaĚ eŶŽƵŐŚ ŽĨ ďeiŶŐ ƚreaƚeĚ aƐ a ƐeĐŽŶĚͲĐůaƐƐ ĐiƟnjeŶ͘ WůeaƐe ƉƵďůiƐŚ ŵLJ ůeƩer ƚŽ ƐŚŽǁ LJŽƵr reaĚerƐ ƚŚaƚ / aŵ a ŚƵŵaŶ ďeiŶŐ ǁiƚŚ ƚŚe Ɛaŵe ƉŽƚeŶƟaů aŶĚ riŐŚƚƐ aƐ aŶLJŽŶe eůƐe͘

FOUR SKILL AREAS

The four skill areas listening, speaking, reading and writing - are regularly practiced and highlighted throughout the text.

<iŶĚ reŐarĚƐ

8

The audio for this unit is a human-interest story taken from a radio magazine programme.

1

OVED IMPR AUDIO RESOURCES AND LISTENING TRANSCRIPT

Before you listen, discuss the picture.

Is there anything unusual about it?

2 Listen to the audio. r 8IBU EJE ZPV MFBSO BCPVU 4IBQMB T CBDLHSPVOE r )PX XBT TIF BGGFDUFE CZ EJTDSJNJOBUJPO r )PX EJE TIF PWFSDPNF IFS EJGàDVMUJFT

The headphones icon indicates where accompanying audio files (online) and transcripts (back of book) exist.

What are the similarities between Shapla and Sheryl Anne (the girl who wrote the email on the previous page)? What is different about them?

3 Listen again and make notes.

Use the three questions in Exercise 1 above as headings for your notes.

The audio can be found online at www.macmillan-caribbean.com The transcript is provided in the Reference Section, page 345.

1. Write a newspaper report of not more than 100 words summarising Shapla’s story.

NEW

2. Prepare a short news item about Shapla to be broadcast in a programme about disability.

Prepare two or three more items for the programme. Use an electronic device to record your programme. Share it with other students and ask for their feedback.

1 Answer the questions.

1. The phrase ‘gets very little air-time’ means that the topic of disability a. is not talked about much. b. is not discussed much in the media. c. is forgotten by most people. d. is found embarrassing by many people.

Listening and Speaking

The magnifying glass icon signposts students to the reference section where they can find citation, grammar, punctuation and spelling guides, along with listening transcripts and a glossary. English Matters is the only course in the Caribbean to have this unique feature.

Activity

SŚerLJů ŶŶe

198

2

3. The adjective ‘solicitous’ means 5. Sheryl Anne has difficulty in finding work a. intrusive. b. selfish. because c. critical. d. concerned. a. she does not have the required skills.

4. The assumption made about Sheryl Anne by b. an able-bodied person would do the job better. some passers-by is that c. employers think she is not capable of doing a. disabled people are antisocial. the job. b. she cannot join in a normal conversation. d. companies rarely employ disabled people. c. she is embarrassed in front of strangers. 6. What is the tone of Sheryl Anne’s email? d. she is ashamed of her condition. a. apologetic b. conciliatory c. indignant d. humorous Discuss.

REFERENCE SECTION AND ICON

2. How did Sheryl Anne’s accident affect her? a. She has learning difficulties. b. She is unable to walk independently. c. She was not able to get any qualifications. d. She has given up any hope for the future.

UNDERSTANDING: Read an email. Answer multiple-choice questions.

Reflection What did you learn about attitudes to disability from Sheryl Anne’s email and the audio about Shapla? Has your attitude to disability changed as a result? How? Which produced a more powerful effect, the email or the audio? Why?

UNDERSTANDING: Listen to an audio and discuss the content.

EXPRESSION: Write a summary of an audio. Create and record a news broadcast.

199

REFLECTION

The ‘Reflection’ feature encourages students to be thoughtful learners as required by the syllabus, whilst simultaneously equipping student with the skills they need for the reflection requirement of the SBA.

English Matters for CSEC® Examinations, 2nd Edition

9

hing c a e T r a Gramm

REFERENCE SECTION

GRAMMAR TEACHING

A dedicated reference section at the back of the book offers punctuation guides in one place for easy reference and revision.

English Matters for CSEC® Examinations, 2nd Edition has an increased focus on making the teaching and learning of grammar simple and easy to understand.

3 CLEAR GUIDANCE Clear step-by-step guidance and practice of grammar is included throughout the units, as well as a section at the end of the unit for practice of new grammar skills learnt.

Language Matters Sequence of tenses

3

Reference Section (page 332).

The past perfect tense is used for an action which took place before another past action. It is often used with the simple past:

The simple present tense is used to say what happens regularly, or is always true: Athletes often feel nervous before the start of a race.

This tense can also be used to report events as they take place: The referee blows his whistle and the match begins.

The continuous present is used for actions which are happening at the present moment: The athletes are warming up.

The simple and continuous present are often used together: When the race official calls them, the runners are waiting beside the track.

The race had already started by the time we reached the stadium. past perfect

Example: had ended Three weeks after the Olympics (1. end) and athletes from all over the world (2. return) to their own countries, crowds (3. flock) once more to the Olympic Stadium. They (4. travel) there to witness the opening ceremony of the Paralympic Games. The concept of a Paralympic Games (5. originate) with Dr Ludwig Guttmann, who first (6. organise) a sporting event for disabled athletes in Britain in 1948. The competitors were soldiers who (7. be wounded) in The Second World War. After the success of the first competition, sporting events for the disabled (8. take place) annually, and athletes from other European countries (9. travel) to Britain to participate. By the time the first Paralympic Games (10. open) in Rome, competitive sports for the disabled (11. become) well established.

1 Write out the paragraph using the simple or continuous present forms of the verbs in brackets.

It (1. be) five minutes before the big race. The athletes (2. warm up).

The crowd (3. get) impatient, but the race officials (4. not be) ready yet.

Tension (5. mount) all around the stadium. At last the official (6. call) the competitors to the starting line. At the sound of the starting pistol, the sprinters (7. surge) forward. By the time they (8. be) half way round the track, Shanice (9. lead) the field, but the other sprinters (10. follow) close behind. On the final straight, she (11. stretch) herself to the limit and (12. pull) away from the other runners. Her classmates (13. go) wild with excitement. By now everyone (14. jump) up and down and (15. cheer) her on to victory. Soon she (16. be) at the finishing line.

The present tense is used for live reporting. It can also be used to make past events sound more immediate and exciting.

Punctuation Colons and semi-colons

When she reached the final straight, Shanice was leading the field.

2

continuous past

Work in pairs. Read out the report in Exercise 1 in the past tense.

Begin: It was five minutes before the big race . . .

3 Complete the sentences below with suitable verbs in either the simple or continuous past tense.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

10

1

When the victorious team ______ from the championship, a large crowd ______ at the airport.

Alvin ______ for his school’s Sports Day when he ______ his ankle.

It ______ late and I ______ to feel rather anxious.

While I ______, I ______ someone calling me.

When Mikel ______ to the stadium, a lot people ______ to buy tickets.

It ______ so heavily the team ______ not continue the match.

We were all ______ when my friends ______.

I ______ some interesting information when I ______ online.

Everyone ______ when the teacher ______ the classroom.

I ______ at the bus stop when the accident ______.

EXPRESSION: Use correct sequence of simple and continuous tenses.

Reference Section (page 329).

Semi-colons are used 1. to link closely related ideas: Jamaica has a tradition of world class sprinting; it won its first gold medal in 1948.

2. before connectives: He had trained for several months; therefore, he was expected to do well.

3. to separate longer phrases in a list: There are many reasons for Jamaica’s success: the natural talent of its athletes; new training facilities on the island; a positive attitude towards sports.

Look in the Reference Section to revise when Explain why colons and semi-colons are used in this paragraph. commas are used.

We expected the Blue House team to excel in the 100 metres; we were not disappointed. Members of Blue House held their breath as the results were announced: ‘Blue 1st, Red and Purple joint 2nd.’ In the relay, things were different. The Red team excelled: the Blue team failed.

The baton was mishandled at one of the changeovers; consequently, the Blue team was unable to finish.

Colons are used 1. to introduce quotations: Reporters were surprised by Bolt’s comment: ‘I wasn’t interested in the world record.’

2. to separate two contrasting statements: The Jamaican team excelled at sprinting: the Chinese team excelled at gymnastics.

3. to introduce lists: The winners of the men’s 100 metres came from several different countries: Jamaica, the USA and Trinidad and Tobago.

Note: Don’t use a colon when writing a list after a verb: My best races are the 100, 200 and 400 metres.

The simple past tense is used for completed actions, while the continuous past is used for actions which were taking place at a given time in the past. These tenses are often used together:

simple past

simple past

4 Complete the paragraph with the simple past or past perfect of the verbs in brackets.

TIP

2 Punctuate these sentences with commas, semi-colons and colons.

1. I wanted to watch the football my sister preferred the tennis.

2. Carl claims he runs fast in reality he runs rather slowly.

3. I stared at the headline ‘West Indies lose to Aussies’.

39

40

EXPRESSION: Use simple past and past perfect tenses in correct sequence.

Use colon and semi-colon to punctuate sentences.

English Matters for CSEC® Examinations, 2nd Edition

11

hing c a e T r a Gramm

REFERENCE SECTION

GRAMMAR TEACHING

A dedicated reference section at the back of the book offers punctuation guides in one place for easy reference and revision.

English Matters for CSEC® Examinations, 2nd Edition has an increased focus on making the teaching and learning of grammar simple and easy to understand.

3 CLEAR GUIDANCE Clear step-by-step guidance and practice of grammar is included throughout the units, as well as a section at the end of the unit for practice of new grammar skills learnt.

Language Matters Sequence of tenses

3

Reference Section (page 332).

The past perfect tense is used for an action which took place before another past action. It is often used with the simple past:

The simple present tense is used to say what happens regularly, or is always true: Athletes often feel nervous before the start of a race.

This tense can also be used to report events as they take place: The referee blows his whistle and the match begins.

The continuous present is used for actions which are happening at the present moment: The athletes are warming up.

The simple and continuous present are often used together: When the race official calls them, the runners are waiting beside the track.

The race had already started by the time we reached the stadium. past perfect

Example: had ended Three weeks after the Olympics (1. end) and athletes from all over the world (2. return) to their own countries, crowds (3. flock) once more to the Olympic Stadium. They (4. travel) there to witness the opening ceremony of the Paralympic Games. The concept of a Paralympic Games (5. originate) with Dr Ludwig Guttmann, who first (6. organise) a sporting event for disabled athletes in Britain in 1948. The competitors were soldiers who (7. be wounded) in The Second World War. After the success of the first competition, sporting events for the disabled (8. take place) annually, and athletes from other European countries (9. travel) to Britain to participate. By the time the first Paralympic Games (10. open) in Rome, competitive sports for the disabled (11. become) well established.

1 Write out the paragraph using the simple or continuous present forms of the verbs in brackets.

It (1. be) five minutes before the big race. The athletes (2. warm up).

The crowd (3. get) impatient, but the race officials (4. not be) ready yet.

Tension (5. mount) all around the stadium. At last the official (6. call) the competitors to the starting line. At the sound of the starting pistol, the sprinters (7. surge) forward. By the time they (8. be) half way round the track, Shanice (9. lead) the field, but the other sprinters (10. follow) close behind. On the final straight, she (11. stretch) herself to the limit and (12. pull) away from the other runners. Her classmates (13. go) wild with excitement. By now everyone (14. jump) up and down and (15. cheer) her on to victory. Soon she (16. be) at the finishing line.

The present tense is used for live reporting. It can also be used to make past events sound more immediate and exciting.

Punctuation Colons and semi-colons

When she reached the final straight, Shanice was leading the field.

2

continuous past

Work in pairs. Read out the report in Exercise 1 in the past tense.

Begin: It was five minutes before the big race . . .

3 Complete the sentences below with suitable verbs in either the simple or continuous past tense.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

10

1

When the victorious team ______ from the championship, a large crowd ______ at the airport.

Alvin ______ for his school’s Sports Day when he ______ his ankle.

It ______ late and I ______ to feel rather anxious.

While I ______, I ______ someone calling me.

When Mikel ______ to the stadium, a lot people ______ to buy tickets.

It ______ so heavily the team ______ not continue the match.

We were all ______ when my friends ______.

I ______ some interesting information when I ______ online.

Everyone ______ when the teacher ______ the classroom.

I ______ at the bus stop when the accident ______.

EXPRESSION: Use correct sequence of simple and continuous tenses.

Reference Section (page 329).

Semi-colons are used 1. to link closely related ideas: Jamaica has a tradition of world class sprinting; it won its first gold medal in 1948.

2. before connectives: He had trained for several months; therefore, he was expected to do well.

3. to separate longer phrases in a list: There are many reasons for Jamaica’s success: the natural talent of its athletes; new training facilities on the island; a positive attitude towards sports.

Look in the Reference Section to revise when Explain why colons and semi-colons are used in this paragraph. commas are used.

We expected the Blue House team to excel in the 100 metres; we were not disappointed. Members of Blue House held their breath as the results were announced: ‘Blue 1st, Red and Purple joint 2nd.’ In the relay, things were different. The Red team excelled: the Blue team failed.

The baton was mishandled at one of the changeovers; consequently, the Blue team was unable to finish.

Colons are used 1. to introduce quotations: Reporters were surprised by Bolt’s comment: ‘I wasn’t interested in the world record.’

2. to separate two contrasting statements: The Jamaican team excelled at sprinting: the Chinese team excelled at gymnastics.

3. to introduce lists: The winners of the men’s 100 metres came from several different countries: Jamaica, the USA and Trinidad and Tobago.

Note: Don’t use a colon when writing a list after a verb: My best races are the 100, 200 and 400 metres.

The simple past tense is used for completed actions, while the continuous past is used for actions which were taking place at a given time in the past. These tenses are often used together:

simple past

simple past

4 Complete the paragraph with the simple past or past perfect of the verbs in brackets.

TIP

2 Punctuate these sentences with commas, semi-colons and colons.

1. I wanted to watch the football my sister preferred the tennis.

2. Carl claims he runs fast in reality he runs rather slowly.

3. I stared at the headline ‘West Indies lose to Aussies’.

39

40

EXPRESSION: Use simple past and past perfect tenses in correct sequence.

Use colon and semi-colon to punctuate sentences.

English Matters for CSEC® Examinations, 2nd Edition

11

Pages e c i t c a r P Exam

eview R – 0 2 Unit

Practice Pages

Exam Practice

This edition contains ‘Practice Pages’ at the end of each unit help to hone vocabulary and improve skills in areas such as composition, comprehension, sentence construction and the mechanics of language.

In addition to the unit practice pages, a whole unit is dedicated to review/exam preparation, which includes review summaries, exam tips, practice questions, and checklists.

ages Practice P 9 t i n U Comprehension Read the newspaper article and answer the questions.

I

VED MPRO

Multiple-choice Questions

The new edition features even more multiple-choice question practice, with answers now provided.

132

12

Westmoreland landowner Rowland Williams is said to have told his active 9-year-old daughter, Cicely, “You’ll never find a husband, my dear. You’d better go to Oxford when you are old enough and learn to be a lady doctor.” These words proved prophetic. Cicely Williams grew up to be a pioneer in her chosen field of paediatrics.

In 1916, Cicely took her father’s advice and went to study at Oxford, her father’s alma mater.

After graduating in 1923, Cicely worked in London in one of the UK’s first child welfare clinics, but, at heart, longed for an overseas posting. In 1929 her ambition was fulfilled when she was sent to the Gold Coast (known today as Ghana).

Dr Williams’ most important achievement in Africa was her diagnosis of the common and often fatal condition kwashiorkor. Soon after her arrival, she began to keep track of children who came to see her with swollen bellies and noted that their skin was sometimes of a lighter colour than that of their parents.

Frustrated by her inability to solve the puzzle posed by this condition, Dr Williams made enquiries among the local population. She learnt that they called the condition kwashiorkor, the sickness an older child gets when the next baby is born. She surmised that children who were being weaned were suffering from malnutrition.

The remedy proved to be relatively simple, therefore – educating mothers about their children’s nutritional needs.

After seven years in Africa, Dr Williams was appointed as lecturer at the University of Singapore. There she soon discovered that women were being told by milk firms that sweetened condensed milk was better for their babies than breast milk. In fact, the opposite was true. Dr Williams campaigned against the milk firms by publishing a treatise with the provocative title ‘Milk and Murder’.

In December 1941, the Japanese army invaded Singapore and Dr Williams’ normal routine was shattered. She was interned for the duration of the war and endured torture and near starvation.

When the war ended in 1945, Dr Williams was able to resume her career. She continued her research and teaching, travelling around the world until well into her nineties.

During her life as doctor, researcher, lecturer and adviser to WHO, Dr Williams worked in 58 countries, and her methods of maternal and child care were adopted around the world. She is one of many outstanding Jamaican women whose contribution to society deserves to be more widely recognised on the world stage.

Adapted from Pieces of the Past, Jamaica Gleaner, 26 November, 2000.

Answer the questions.

1. What do you suppose to be the writer’s purpose in relating Rowland Williams’ remarks to his daughter? a. to indicate that Cicely’s father disapproved of her behaviour. b. to tell us Cicely’s father wanted her to become a doctor. c. to show that even at a young age Cicely was different from other girls.

d. to inform us that Rowland Williams had traditional attitudes.

2. Paediatrics is a. the study of tropical medicine. b. the study of nutrition. c. the branch of medical science which deals with childbirth. d. the branch of medical science which deals with children and their diseases.

PRACTICE: Read a biographical article and answer multiple-choice questions.

Un i t 20 Review

In this unit you will

OB J E C T I VES

answer exam style questions on the use of language answer comprehension questions on a variety of text types summarise informative discourse write informative discourse, e.g. letter, report, article write stories and argumentative compositions.

E X AM T I P Before the examination: 4 Make sure you know exactly what is expected: the types of questions you are likely to find, how long you will have to answer each question, the number of words you will be asked to write. Don’t assume the questions asked will be exactly the same as those you have practised.

4 Time yourself when you practise answering exam type questions.

4 Revise the information given in the Study Tips included in earlier units of this book

Paper 1 Vocabulary questions

E X AM T I P These are some of the types of vocabulary based questions you may find in the examination.

1. Identifying synonyms: here you are asked to find the word NEAREST in meaning (NOT exactly the same meaning) to an underlined word in a sentence.

Clark was praised for persevering despite the adverse conditions.

A. obscure B. unfavourable ( ) C. reluctant D. conflicting If the word is unfamiliar, look for clues in the sentence and try out each of the options. Here ‘persevering’ indicates the conditions were difficult. There are usually one or two options you can rule out at once – this narrows your choice. Remember that the option you choose must fit the sentence grammatically.

2. Finding antonyms: Approach this type of question in the same way as you would if asked to identify synonyms. A word of warning: one of the options may be a synonym of the word you are asked to replace. Don’t get caught out by choosing this answer.

3. Finding missing words: in this type of question, you are asked to find the word(s) which BEST complete the sentence. More than one word may fit the context, so take care to select the best option. Again, the option you choose must fit grammatically.

It is difficult not to ______ a sinister motive to his conduct.

A. interpret B. refer C. ascribe ( ) D. accept NOTE: Even if you are unsure of the answer, never leave a blank. Make an educated guess.

1 Some of these sentences contain verb errors, and others are correct. Identify and correct the errors. the options NEAREST in meaning to the underlined words.

1. Rochelle conceded that the results were disappointing. a. rejected b. refused c. admitted d. surrendered 2. Ariel lacked the tenacity to solve difficult problems. a. perseverance b. obstinacy c. reserve d. attitude

REVIEW: Practise answering multiple-choice vocabulary questions.

273

English Matters for CSEC® Examinations, 2nd Edition

13

Pages e c i t c a r P Exam

eview R – 0 2 Unit

Practice Pages

Exam Practice

This edition contains ‘Practice Pages’ at the end of each unit help to hone vocabulary and improve skills in areas such as composition, comprehension, sentence construction and the mechanics of language.

In addition to the unit practice pages, a whole unit is dedicated to review/exam preparation, which includes review summaries, exam tips, practice questions, and checklists.

ages Practice P 9 t i n U Comprehension Read the newspaper article and answer the questions.

I

VED MPRO

Multiple-choice Questions

The new edition features even more multiple-choice question practice, with answers now provided.

132

12

Westmoreland landowner Rowland Williams is said to have told his active 9-year-old daughter, Cicely, “You’ll never find a husband, my dear. You’d better go to Oxford when you are old enough and learn to be a lady doctor.” These words proved prophetic. Cicely Williams grew up to be a pioneer in her chosen field of paediatrics.

In 1916, Cicely took her father’s advice and went to study at Oxford, her father’s alma mater.

After graduating in 1923, Cicely worked in London in one of the UK’s first child welfare clinics, but, at heart, longed for an overseas posting. In 1929 her ambition was fulfilled when she was sent to the Gold Coast (known today as Ghana).

Dr Williams’ most important achievement in Africa was her diagnosis of the common and often fatal condition kwashiorkor. Soon after her arrival, she began to keep track of children who came to see her with swollen bellies and noted that their skin was sometimes of a lighter colour than that of their parents.

Frustrated by her inability to solve the puzzle posed by this condition, Dr Williams made enquiries among the local population. She learnt that they called the condition kwashiorkor, the sickness an older child gets when the next baby is born. She surmised that children who were being weaned were suffering from malnutrition.

The remedy proved to be relatively simple, therefore – educating mothers about their children’s nutritional needs.

After seven years in Africa, Dr Williams was appointed as lecturer at the University of Singapore. There she soon discovered that women were being told by milk firms that sweetened condensed milk was better for their babies than breast milk. In fact, the opposite was true. Dr Williams campaigned against the milk firms by publishing a treatise with the provocative title ‘Milk and Murder’.

In December 1941, the Japanese army invaded Singapore and Dr Williams’ normal routine was shattered. She was interned for the duration of the war and endured torture and near starvation.

When the war ended in 1945, Dr Williams was able to resume her career. She continued her research and teaching, travelling around the world until well into her nineties.

During her life as doctor, researcher, lecturer and adviser to WHO, Dr Williams worked in 58 countries, and her methods of maternal and child care were adopted around the world. She is one of many outstanding Jamaican women whose contribution to society deserves to be more widely recognised on the world stage.

Adapted from Pieces of the Past, Jamaica Gleaner, 26 November, 2000.

Answer the questions.

1. What do you suppose to be the writer’s purpose in relating Rowland Williams’ remarks to his daughter? a. to indicate that Cicely’s father disapproved of her behaviour. b. to tell us Cicely’s father wanted her to become a doctor. c. to show that even at a young age Cicely was different from other girls.

d. to inform us that Rowland Williams had traditional attitudes.

2. Paediatrics is a. the study of tropical medicine. b. the study of nutrition. c. the branch of medical science which deals with childbirth. d. the branch of medical science which deals with children and their diseases.

PRACTICE: Read a biographical article and answer multiple-choice questions.

Un i t 20 Review

In this unit you will

OB J E C T I VES

answer exam style questions on the use of language answer comprehension questions on a variety of text types summarise informative discourse write informative discourse, e.g. letter, report, article write stories and argumentative compositions.

E X AM T I P Before the examination: 4 Make sure you know exactly what is expected: the types of questions you are likely to find, how long you will have to answer each question, the number of words you will be asked to write. Don’t assume the questions asked will be exactly the same as those you have practised.

4 Time yourself when you practise answering exam type questions.

4 Revise the information given in the Study Tips included in earlier units of this book

Paper 1 Vocabulary questions

E X AM T I P These are some of the types of vocabulary based questions you may find in the examination.

1. Identifying synonyms: here you are asked to find the word NEAREST in meaning (NOT exactly the same meaning) to an underlined word in a sentence.

Clark was praised for persevering despite the adverse conditions.

A. obscure B. unfavourable ( ) C. reluctant D. conflicting If the word is unfamiliar, look for clues in the sentence and try out each of the options. Here ‘persevering’ indicates the conditions were difficult. There are usually one or two options you can rule out at once – this narrows your choice. Remember that the option you choose must fit the sentence grammatically.

2. Finding antonyms: Approach this type of question in the same way as you would if asked to identify synonyms. A word of warning: one of the options may be a synonym of the word you are asked to replace. Don’t get caught out by choosing this answer.

3. Finding missing words: in this type of question, you are asked to find the word(s) which BEST complete the sentence. More than one word may fit the context, so take care to select the best option. Again, the option you choose must fit grammatically.

It is difficult not to ______ a sinister motive to his conduct.

A. interpret B. refer C. ascribe ( ) D. accept NOTE: Even if you are unsure of the answer, never leave a blank. Make an educated guess.

1 Some of these sentences contain verb errors, and others are correct. Identify and correct the errors. the options NEAREST in meaning to the underlined words.

1. Rochelle conceded that the results were disappointing. a. rejected b. refused c. admitted d. surrendered 2. Ariel lacked the tenacity to solve difficult problems. a. perseverance b. obstinacy c. reserve d. attitude

REVIEW: Practise answering multiple-choice vocabulary questions.

273

English Matters for CSEC® Examinations, 2nd Edition

13

nit U A B S NEW

NEW SBA Unit This unit gives detailed guidance on the preparation and execution of the SBA. It includes advice on the choice of topic and selection of resources, tips on working in groups as well as as assessment criteria and sample tasks.

NEW SCHEDULE FOR THE SBA A schedule for the SBA enables students to confidently plan ahead and ensure that all aspects of the SBA have been covered. This is also available separately as a download from the Macmillan Caribbean website.

NEW SAMPLES

STEP-BY-STEP GUIDANCE

C. Create a Plan of Investigation

The SBA unit breaks each component of the SBA down into simple, clear steps.

When you have decided on your area of research and determined the sources of information to consult, each group should create a plan of investigation of around 100 words for inclusion in your individual portfolios.

Your plan should include the following information: 1. Introduction: % title of your research

% reasons for selecting the topic

TIP If you wish, you may present your Plan of Investigation in note form.

% tasks to be done

2. Collecting material: % the material you plan to collect % how you plan to investigate your material, e.g. discussion, consultation, cross-referencing, evaluating peer contributions % English-language skills you might use in analysing material, e.g. identify main ideas, study writers’ techniques, identify faulty reasoning and bias.

3. Evaluation: how you plan to ensure the soundness of the techniques used: % appropriate selection of texts % using multiple sources of information % check sources of information % expected conclusions from research % analysis of texts using English language skills

1. Introduction Title of the topic

a

b

c

NEW SBA MARK SCHEMES SBA mark schemes are broken down into their key areas and given throughout the SBA unit, helping students to fully understand the SBA criteria and maximise their chance of success.

14

0

1

2

3

Reason for choosing topic, choice of title

No reason or title given / obscure reason, title inappropriate

Reason given is vague or weak, appropriate title given

Appropriate reason and title given

Original and insightful reason and title given

Expected benefits to you as student of English

No benefits stated Benefits not clearly Benefits clearly stated, few are expressed, but attainable not all are sound / most are attainable

English language skills used in analysing material not stated

Reason for selecting topic

Tasks to be done

young people to emulate. We will source texts with role models, prepare character studies and analyse how role models influence our thinking.

2. Ways of collecting material

Rating scale

Proposal for Material to be collection and use collected not of material stated

Our title is ‘Role Models in Literature’. We selected this topic because we believe that role models provide good examples for

Scoring rubric for Plan of Investigation Areas

Samples of work and research are included in the SBA unit, to guide students and build their confidence in working independently.

Sample Plan of Investigation

Material to be collected stated, limited list of resources

Material to be collected stated Various sources of information given

Use of English language skills outlined and attempt made to indicate how they will be used

Use of English language skills clearly outlined, and clear indication of how they will be used provided.

Benefits clearly expressed, sound and attainable

Sources of material

We will read suitable texts, online research, interviews and

English language skills used

surveys. The language skills we use include identifying denotative and connotative language, commenting on tone and mood, and studying writers' perspective. This will help us determine the influence literary role models have.

Conclusion that may be obtained

3. Ensuring the soundness of the techniques used We must ensure that we select a wide range of role models, show no gender bias, and that our conclusions are based on sound reasoning.

Avoiding factors which might interfere with soundness of conclusions

107 words

Checklist for Plan of Investigation Have I stated the title of my research?

NEW CHECKLISTS

listed the tasks to be done?

TOTAL MARK 10 ÷ 2 = 5

explained why I chose this topic? stated how I plan to collect material? described the English language skills I will use in analysing the material? explained how I will ensure that I draw sound conclusions from my research?

306

SBA:

Create plan of investigation.

SBA:

Sample plan of investigation.

307

Checklists for each stage of the SBA are provided, including a handy portfolio checklist at the end of the unit.

English Matters for CSEC® Examinations, 2nd Edition

15

nit U A B S NEW

NEW SBA Unit This unit gives detailed guidance on the preparation and execution of the SBA. It includes advice on the choice of topic and selection of resources, tips on working in groups as well as as assessment criteria and sample tasks.

NEW SCHEDULE FOR THE SBA A schedule for the SBA enables students to confidently plan ahead and ensure that all aspects of the SBA have been covered. This is also available separately as a download from the Macmillan Caribbean website.

NEW SAMPLES

STEP-BY-STEP GUIDANCE

C. Create a Plan of Investigation

The SBA unit breaks each component of the SBA down into simple, clear steps.

When you have decided on your area of research and determined the sources of information to consult, each group should create a plan of investigation of around 100 words for inclusion in your individual portfolios.

Your plan should include the following information: 1. Introduction: % title of your research

% reasons for selecting the topic

TIP If you wish, you may present your Plan of Investigation in note form.

% tasks to be done

2. Collecting material: % the material you plan to collect % how you plan to investigate your material, e.g. discussion, consultation, cross-referencing, evaluating peer contributions % English-language skills you might use in analysing material, e.g. identify main ideas, study writers’ techniques, identify faulty reasoning and bias.

3. Evaluation: how you plan to ensure the soundness of the techniques used: % appropriate selection of texts % using multiple sources of information % check sources of information % expected conclusions from research % analysis of texts using English language skills

1. Introduction Title of the topic

a

b

c

NEW SBA MARK SCHEMES SBA mark schemes are broken down into their key areas and given throughout the SBA unit, helping students to fully understand the SBA criteria and maximise their chance of success.

14

0

1

2

3

Reason for choosing topic, choice of title

No reason or title given / obscure reason, title inappropriate

Reason given is vague or weak, appropriate title given

Appropriate reason and title given

Original and insightful reason and title given

Expected benefits to you as student of English

No benefits stated Benefits not clearly Benefits clearly stated, few are expressed, but attainable not all are sound / most are attainable

English language skills used in analysing material not stated

Reason for selecting topic

Tasks to be done

young people to emulate. We will source texts with role models, prepare character studies and analyse how role models influence our thinking.

2. Ways of collecting material

Rating scale

Proposal for Material to be collection and use collected not of material stated

Our title is ‘Role Models in Literature’. We selected this topic because we believe that role models provide good examples for

Scoring rubric for Plan of Investigation Areas

Samples of work and research are included in the SBA unit, to guide students and build their confidence in working independently.

Sample Plan of Investigation

Material to be collected stated, limited list of resources

Material to be collected stated Various sources of information given

Use of English language skills outlined and attempt made to indicate how they will be used

Use of English language skills clearly outlined, and clear indication of how they will be used provided.

Benefits clearly expressed, sound and attainable

Sources of material

We will read suitable texts, online research, interviews and

English language skills used

surveys. The language skills we use include identifying denotative and connotative language, commenting on tone and mood, and studying writers' perspective. This will help us determine the influence literary role models have.

Conclusion that may be obtained

3. Ensuring the soundness of the techniques used We must ensure that we select a wide range of role models, show no gender bias, and that our conclusions are based on sound reasoning.

Avoiding factors which might interfere with soundness of conclusions

107 words

Checklist for Plan of Investigation Have I stated the title of my research?

NEW CHECKLISTS

listed the tasks to be done?

TOTAL MARK 10 ÷ 2 = 5

explained why I chose this topic? stated how I plan to collect material? described the English language skills I will use in analysing the material? explained how I will ensure that I draw sound conclusions from my research?

306

SBA:

Create plan of investigation.

SBA:

Sample plan of investigation.

307

Checklists for each stage of the SBA are provided, including a handy portfolio checklist at the end of the unit.

English Matters for CSEC® Examinations, 2nd Edition

15

English Matters for CSEC® Examinations, 2nd Edition English Matters is a comprehensive, four-level series which helps Caribbean students to progress seamlessly from lower to upper secondary.

This new edition of the final book in the series fully corresponds to the revised CSEC® English A syllabus, perfect for students studying towards examinations from May-June 2018.

The bestselling CSEC® English A textbook is back!

• Revised and updated based on your feedback • Mapped to the latest CSEC® syllabus • New SBA Unit

Key features: • Clearly maps to the syllabus using objective boxes, scope and sequence and page notes • New! Brand new chapter dedicated to completing the School-Based Assessment (SBA) • New! SBA tips, oral skills practice and Reflection/Student Journal activities build SBA skills throughout the course • Wide variety of Caribbean and international texts to suit a range of reading abilities • Increased focus on comprehension, summary writing and independent writing • New! ICT activities help students integrate technology into their learning of the English language • Comprehensive reference section including glossary, listening transcripts and grammar, punctuation and spelling guides • New! Study tips, end of unit practice and dedicated chapter for exam preparation

2ND EDITION

Please note, this is not the final cover image.

for CSEC® Exam

inations

Updated to take into account all amends to the syllabus and feedback from practising teachers, it has been written by a specialist in English Language teaching and reviewed by expert teachers from around the Caribbean.

Student’s Book English Matters for CSEC Examinations, 2nd Edition 9781380018342 ®

Macmillan Revision Resources Your one-stop shop for exam success!

eBook 9781380018366

The essential revision tool for every CSEC® learner CXC® past papers for CSEC® English A and a free syllabus are available to download from:

www.cxc-store.com

I S B N 978-1-380-02889-1

All the revision and practice you need to achieve success in your exam

Model answers and multiple-choice question bank for essential practice

www.macmillan-caribbean.com /macmillancaribbean

9

781380 028891

EM BLAD Cover.indd 1

You can also access Find us on Twitter ® CSEC@MacCaribbean print past papers in all good www.macmillan-caribbean.com bookstores.

IN S C B L A U U DE N S IT

Packed with exam-type questions, perfect for using alongside English Matters

Julia Sander

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Publishing Spring 2018

9781380018342

@MacCaribbean

30/01/2018 18:05