Contents

Writing - Autobiography and Biography....................................................................................................................2

1- Biography...............................................................................................................................................................2
2-Autobiography:........................................................................................................................................................2
Comparison Chart.......................................................................................................................................................3
Grammar:......................................................................................................................................................................4
The Past Perfect Tense:...............................................................................................................................................4
Homework Task - David Beckham Autobiography.....................................................................................................6
Vocabulary List:..........................................................................................................................................................8
Writing an Autobiography...........................................................................................................................................9
Writing Reviews..........................................................................................................................................................11
How to structure your Review................................................................................................................................11
Grammar:.................................................................................................................................................................... 15
Types of Sentences....................................................................................................................................................15
1- Simple Sentences.................................................................................................................................................15
2- Compound Sentences:.........................................................................................................................................15
3- Complex Sentences:............................................................................................................................................16
Types of Complex Sentences:.....................................................................................................................................18
1-Relative Pronouns..................................................................................................................................................18
2- Complex Sentences using linking words:..............................................................................................................21
Homework Task....................................................................................................................................................24
Spelling List 6:..........................................................................................................................................................26
Writing Reviews..........................................................................................................................................................27
Recounts........................................................................................................................................................................ 29
1-PERSONAL RECOUNT:......................................................................................................................................29
2-FACTUAL / NEWSPAPER RECOUNT:..............................................................................................................29
3-IMAGINATIVE RECOUNT:................................................................................................................................29
4-PROCEDURAL RECOUNT:................................................................................................................................30
5-LITERARY RECOUNT:.......................................................................................................................................30
Homework Task:...................................................................................................................................................34
Simple Past Tense:......................................................................................................................................................35
Punctuation.................................................................................................................................................................. 36
Vocabulary List.............................................................................................................................................................38
Writing a recount........................................................................................................................................................39

1
Writing - Autobiography and Biography
- The Features of Autobiography and Biography

- The term Biography is used to refer to two types of non-fiction writing:

1- Biography

- The subject of a biography is always the life of a particular individual

1. It can be the entire life of the person. This usually occurs in the case of someone
famous in history after they have died.
2. It can be just a part of someone's life. This occurs when the person is still living but
may have been involved in some particular event that is written about. Shorter
accounts are called memoirs or anecdotes that single out particular episodes in
someone's life.
3. Biographies are classified as non-fiction because they are about a real person, living or
dead. A biography will be about real people, places and events.
4. Although a biography is about one individual (the subject).

- It will explore the relationship between this individual and:

 Other people parents, family, friends, intimate relationships, partners, associates

 The environment significant places that have had an influence on the person's life

 Events may be major events in history that have affected the individual as well as
other people. They may be private events that only occurred in this individual's life.
They may be events that the individual has caused (such as significant things the
person has done during his life.

2-Autobiography:

Some biographies are written by the subject writers themselves. The writer becomes
the subject of the writing. These biographies are classified as: Autobiographies. What effects
do you think this would have on the writing about the person's life?

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Consider how autobiographical writing would affect:

 the narrative point of view

 the presentation of the person (subject)
 the truthfulness of the biography

Comparison Chart

BASIS FOR
BIOGRAPHY AUTOBIOGRAPHY
COMPARISON

Meaning Biography refers to an Autobiography means an account that

account that tells someone tells your life story.
else's life story.

Authorization Can be written, with or Not required

without the authorization
of the subject.

Written in Third person First person

Purpose To inform To express and inform

Outlook Based on facts collected by Full of emotions and thoughts.

the author.

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Grammar:
The Past Perfect Tense:

The Past Perfect expresses the idea that something occurred before another action in
the past. It can also show that something happened before a specific time in the past. [had +
past participle]
Examples:

 I had never seen such a beautiful beach before I went to Kauai.

 I did not have any money because I had lost my wallet.

 Tony knew Istanbul so well because he had visited the city several times.

Exercise: Read the situations and write sentences from the words in brackets.

1. You went to Nadia's house, but she wasn't there. (she / go / out) She had gone out.
__________________________________________

2. You went back to your hometown after many years. It wasn't the same as before.
(it / change / a lot) _____________________

3. I invited Odalis to the party, but she couldn't come. (she / arrange / to do
something else) _________

4. You went to the cinema last night. You arrived at the cinema late. (the film /
already / begin) _________________

5. I was very pleased to see Odalis again after such a long time. (I / not / see / him
for five years) _______________________________________

6. I offered Pamela something to eat but she wasn't hungry. (she / just / have /
breakfast) ______________

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Writing Sample - Mae Jemison: Space Star

Have you ever dreamed of flying freely through outer space, surrounded by a sea of
stars? Mae Jemison fulfilled that dream. On September 12, 1992, aboard the spaceship
Endeavour, she became the first African-American woman to blast into outer space. This
wasn’t the only time, however, that Jemison had reached for the stars and realised her
dreams.

Jemison was born on October 17, 1956, in Decatur, Alabama, but she grew up in
Chicago, Illinois. There weren’t many well-known African-American female role models
while she was growing up, but she didn’t let that stop her from achieving her goals.

She was especially interested in anthropology (the study of mankind), archaeology

(history) and astronomy (space). Luckily, her parents encouraged those interests. That
encouragement drove her to success. She graduated from high school at only 16! Then she
earned degrees in chemical engineering and African-American studies at Stanford
University. Later, she graduated from Cornell University’s medical school. No challenge
was too great for Jemison to take on.

Jemison’s accomplishments did not end there. In 1981, she joined NASA’s space
program in Houston, Texas. A few years later in 1988, Jemison realised her biggest dream:
She finally became an astronaut! Just four years later, she was named ‘Science Mission
Specialist’ (another NASA first) on an Endeavour flight. Neil Armstrong quoted “I am so
proud of Mae. She well and truly deserves this magnificent achievement for all her hard
work in science.”

Today, Jamison encourages young people—especially women and girls—to study

science. Her life example teaches us to follow our dreams, no matter how great they might
seem.

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 Homework Task - David Beckham Autobiography

Read the Autobiography written by David Beckham and write your own pretending you are
someone famous:

I am the England captain and footballer for Real Madrid and my name is David
Beckham. I was born David Robert Joseph Beckham on 2 May 1975 in Leytonstone,
London.

Opportunity to join Manchester United as a trainee, on 8 July 1991, was a feeling I

had never experienced before. On 23 September 1992, I made my first team debut as a
substitute in the Coca Cola Cup tie against Brighton, but didn't sign as a professional until 22
January 1993. My debut in the league for Man U was in 1995 against Leeds. First
premiership goal came to me on 19 August of that year against Aston Villa.

1st September 1996 was my full international debut for England against Moldova, but
my first goal for my country didn't come until a couple of years later, 26 June 1998 against
Columbia. On 15 November 2000, I captained England, for the first time, in the match
against Italy.

Victoria Adams, Posh Spice, and I married on 4 July 1999, in a ceremony at Luttrells
town Castle in Ireland. We have three sons: Brooklyn Joseph Beckham born 4 March 1999,
Romeo Beckham born 1 September 2002, and Cruz Beckham born 20 February 2005.

On 13 June 2003 I was awarded the OBE and on 1 July 2003 I joined Real Madrid.

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Vocabulary List:

Find the meaning of the following words:

Autobiography:
…………………………………………………………………………………………………
………………………………………………………………………………….

Balanced:
…………………………………………………………………………………………………
……………………………………………………………………………………….

Biased:
…………………………………………………………………………………………………
………………………………………………………………………………………….

Biography:
…………………………………………………………………………………………………
…………………………………………………………………………………….

Fact:
…………………………………………………………………………………………………
…………………………………………………………………………………………….

First Person:……………………………………………………………………………………
………..………………………………………………………………………………………...

Figurative Language:…………………………………………………………………………
………………………………………………………………………………………………….

Impersonal Style: ………………………………………………………………………………

…………………………………………………………………………………………………

Metaphor:
…………………………………………………………………………………………………
……………………………………………………………………………………….

Opinion:
…………………………………………………………………………………………………
……………………………………………………………………………………….

Paragraph:
…………………………………………………………………………………………………
……………………………………………………………………………………….
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Subjective:
…………………………………………………………………………………………………
…………………………………………………………………………………….

Third person:…………………………………………………………………………………
………………………………………………………………………………………………….

Writing an Autobiography
You are going to write a short autobiography about a day you can never forget (it can be
your graduation day)

- Purpose: to inform and entertain

- Audience: Adults who have small children

You will have 30 minutes in one of your English lessons at the end of the Unit and
should aim to write between 250 and 500 words.  You must write in paragraphs with a
variety of sentence structures.  Try to use a variety of punctuation (, : ; () - ! ?) and sentence
starters, and read your work back to yourself carefully to make sure that each sentence makes
sense!

- Planning: Make a list of interesting things you can remember about your early school days
and write about how you felt and what kind of child you were. Think about how those early
memories reflect who you are today. Copy the grid below into your copy books to help.

Interesting things you can remember about How you felt during that day
that Special Day

9
- Once you have listed the items you want to include, you need to think of a powerful
introduction that immediately makes your audience interested.

- Don’t forget to end your autobiography with an interesting conclusion that refers to your
introduction and leaves your reader with something to think about.

- Think about all the entertaining techniques we have identified and include as many as you
can in your writing.  Use the grid below as a checklist – tick off the techniques you use!

Content Technique

Anecdotes Emotive language

Interesting facts Descriptive language

Feelings Metaphor

Reflections Simile

Setting description Alliteration

You will have time in a lesson before the assessment to plan and start drafting your
autobiography.  You should also work on this as homework. You will have 30 minutes at the
end of the Unit to write the final version of your autobiography, which will be assessed. You
will not be allowed to consult your copy book during the assessment.

10
Writing Reviews
Films & Books

For any kind of writing, you need to start by identifying your genre, purpose, audience
and style. The first step is to get familiar the genre (or form), so if you are planning to write a
film review, start by reading some published film reviews. Notice what each review is doing
and ask yourself what is the purpose of each review?

A film review should have a number of purposes:

 To inform: The review needs to tell people who is in the film, who it is by and where
or when readers can see it.

 To describe: The review should describe the story, characters and some of the action -
without spoiling the plot or giving too much away!

 To analyse: A good review gives an opinion on whether the film is good or not and
why.

 To advise: Finally, the review should tell the reader whether or not to go and see the
film.

How to structure your Review

We can divide this review into three parts:

1. Introduction: this gives an overview of who is in the film and what it's about. It also
sums up the reviewer's conclusion about the film (so readers can form an opinion
without reading the whole of the review).
2.
3. Paragraph 2: the reviewer then describes the plot and the action, while informing the
reader which actor plays which role.

4. Paragraph 3: the reviewer then analyses the film, talking about the director and then
the actors, looking at good things as well as bad things.

11
 5. Finally: the review informs the reader when the film is out (and sometimes, in a local
review, where it can be seen).

Finally, it's important to use the right language for discussing films. Make sure you comment
on some of the following:

 Performance: how the film is acted.

 Direction: how the story is told.

 Editing: how the parts of the film or action are put together.

 Cinematography: how the film looks (how it is photographed).

 Music and sound effects: how the music works with or against the pictures.

 Special effects: how the film uses unusual techniques such as computer-generated
imagery (CGI).

These are some of the typical conventions of writing a review:

 The review opens in a lively way to state the writer's opinion

 There is a use of direct address ('you') combined with a question aimed at engaging the
reader

 Alliteration helps emphasise a key phrase

 References to other well-known works by the author helps the reader's understanding

 Writing techniques such as a metaphor create vivid imagery that helps engage the
reader and emphasise the writer's negative view

12
 Writing Sample

Twilight - review: first love and fresh blood

'Twilight', an adaptation of Stephanie Meyer's bestselling teenage vampire stories, is bursting

with youthful passion – and quaveringly chaste, too.

Delightful: Bella (Kirsten Stewart) and Edward (Robert Pattinson)

in Twilight 

By Sukhdev Sandhu

1:18PM GMT 19 Dec 2008

It would be terrible to have a daughter like Bella Swan. She's

articulate, quite attractive, and intelligent. But, boy, does she have
terrible taste when it comes to the opposite sex. What kind of girl
would go out with someone whose idea of small talk is: "I'm the
world's most dangerous predator"?

How disappointed would you be if you raised a child who, confronted by a chap
announcing, "I'm designed to kill", replied: "I don't care"? Admittedly, he looks more like
Justin Timberlake than Bela Lugosi. Still, if he looks into your daughter's eyes and says:
"I've never wanted a human's blood so much", the last thing you'd want her to retort is: "I
trust you."

Such though is the premise of Twilight, Catherine Hardwicke's adaptation of

Stephanie Meyer's teen novels that in recent years have been racking up sales approaching
Harry Potter status. Bella (Kristen Stewart) leaves Arizona to join her father, a police officer,
who lives alone in the perpetually wintry north-western town of Forks.

At her new school, she's a pale face in a sea of multicultural, cheerfully prom-going
types, a girl whose self-deprecating eloquence – "I'm really the suffer-in-silence type," she
says at one point – may lead those unfamiliar with the source material to think that she's
going to be a sassy outsider in the mould of Beavis and Butt-head spin-off character Daria.

However, Bella's not really a riot or rebellious girl. It turns out she's just waiting to be
swept off her feet by love. Literally: the object of her desire is a moody, alabaster-white-
faced young man called Edward Cullen (Robert Pattinson, Cedric Diggory in the last Harry
Potter movie) who is neither young (he's been kicking about since the First World War), nor
13
really a man (he's a vampire blessed with the ability to give his dates aeronautic piggybacks
across breathtakingly beautiful forests).

Serious and clenched, a Heathcliff for adolescents, he's also a bionic superhero who
appears from nowhere to save her from the clutches of growly bad boys and has merely to
stretch out an immaculately muscled arm to stop cars crashing into her.

Hardwicke directed Thirteen and knows a thing or two about the complicated
imaginations of young women today. Critics of Meyer's novels have argued that the books
are propaganda for the author's Mormonism, propaganda that chimes with the burgeoning
pro-abstinence ideology of Christian organizations such as True Love Waits.

Hardwicke, though, understands that the novels tap into a yearning that a particular
kind of adolescent cultivates for a deeper, richer form of romance that seems masochistic and
depressing only to outsiders. I watched Twilight in a cinema full of young girls who, when
they weren't texting friends and guzzling soft drinks, giggled, sighed and exhaled with a
passion that was not only endearing, but a measure of its emotional truth.

And yet, while the film slathers the action in appropriately gothic timbres and textures,
including Muse and Perry Farrell on its doomily dynamic soundtrack, its most enjoyable
scenes are the least portentous. Especially delightful is the "Meet the Vampires" sequence in
which Bella first visits the Cullen’s' wood-and-glass mountain cabin ("What did you expect?
Coffins and dungeons and moats?"), where the bloodsuckers are busy grating cheese and
drizzling salad with olive oil ("We think of ourselves as vegetarian").

Twilight loses the plot the more it tries to emphasize it. The second half, in which
Bella plays baseball during a thunderstorm and get chased by white-teethed rogues, contains
enough plot lines and dramatic goings-on to consume an entire television series. Hardwicke
handles them with palpably less flair or relish than the earlier courting scenes. For a more
beguiling fusion of mood and mayhem, look out in the spring for the release of a fantastic
Swedish teen-vampire film called Let the Right One Instill, it's been ages since I've seen
such a quaveringly earnest – to say nothing about chaste – film about adolescent desire. Ages
since a character told the audience she was "unconditionally and irrevocably in love" with a
boy. True love should wait more often.

14
Grammar:
Types of Sentences
1- Simple Sentences
- a simple sentence has the most basic elements that make it a sentence: a subject, a verb, and
a completed thought.

Examples of simple sentences include the following:

1- Joe waited for the train.

"Joe" = subject, "waited" = verb

2- Mary and Samantha took the bus.

"Mary and Samantha" = compound subject, "took" = verb

3- I looked for Mary and Samantha at the bus station.

"I" = subject, "looked" = verb

4- Mary and Samantha arrived at the bus station early but waited until noon for the bus.

"Mary and Samantha" = compound subject, "arrived" and "waited" = compound verb

2- Compound Sentences:
- a compound sentence refers to a sentence made up of two independent clauses (or complete
sentences) connected to one another with a coordinating conjunction. Coordinating
conjunctions are easy to remember if you think of the words

“FAN BOYS”: For-And-Nor-But-Or-Yet-So

Examples of compound sentences include the following:

1-Joe waited for the train, but the train was late.

2-I looked for Mary and Samantha at the bus station, but they arrived at the station before
noon and left on the bus before I arrived.

3-Mary and Samantha arrived at the bus station before noon and they left on the bus before I
arrived.

4-Mary and Samantha left on the before I arrived, so I did not see them at the bus station.

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3- Complex Sentences:
- A complex sentence is made up of an independent (main) clause and one or more
dependent clauses (subordinate) connected to it. A dependent clause is similar to an
independent clause, or complete sentence, but it lacks one of the elements that would make it
a complete sentence.

Examples of dependent clauses include the following:

1- because Mary and Samantha arrived at the bus station before noon

2- while he waited at the train station

3- after they left on the bus

Dependent clauses such as the previous cannot stand alone as a sentence, but they can be
added to an independent clause to form a complex sentence.

Dependent clauses usually begin with subordinating conjunctions. Below are some of the
most common subordinating conjunctions: after- although- as- because- before-even though-
if- since- though-unless- until-when-whenever-whereas-while.

A complex sentence joins an independent clause with one or more dependent clauses.

The dependent clauses can go first in the sentence, followed by the independent clause, as in
the following:

Tip 1:

-When the dependent clause comes first, a comma should be used to separate the two
clauses.

Because Mary and Samantha arrived at the bus station before noon, I did not see them at the
station.

-While he waited at the train station, Joe realized that the train was late.

After they left on the bus, Mary and Samantha realized that Joe was waiting at the train
station.

-Conversely, the independent clauses can go first in the sentence, followed by the dependent
clause, as in the following:

16
Tip 2:

When the independent clause comes first; a comma should not be used to separate the two
clauses.

-I did not see them at the station because Mary and Samantha arrived at the bus station
before noon.

-Joe realised that the train was late while he waited at the train station.

-Mary and Samantha realised that Joe was waiting at the train station after they left on the
bus.

Complex sentences are often more effective than compound sentences, because a complex
sentence indicates clearer and more specific relationships between the main parts of the
sentence.

1-Should you begin a sentence with "and" or "but"? (Or one of the other coordinating
conjunctions)?

The short answer is "no." You should avoid beginning a sentence with "and," "or," "but," or
the other coordinating conjunctions. These words generally are used to join together parts of
a sentence, not to begin a new sentence.

-However, such sentences can be used effectively. Because sentences beginning with these
words stand out, they are sometimes used for emphasis. If you use sentences beginning with
one of the coordinating conjunctions, you should use these sentences sparingly and carefully.

2-Should you begin a sentence with "because"?

There is nothing wrong with beginning a sentence with "because." Perhaps some
students are told not to begin a sentence with "because" to avoid sentence fragments
(something like "Because Mary and Samantha arrived at the bus station before noon" is a
sentence fragment), but it is perfectly acceptable to begin a sentence with "because" as long
as the sentence is complete (as in "Because Mary and Samantha arrived at the bus station
before noon, I did not see them at the station.")

17
Types of Complex Sentences:

- What Is A Relative Clause?

A relative clause is a phrase that adds information to a sentence. All relative clauses
describe a noun, and they begin with one of these relative pronouns or relative adverbs.

1-Relative Pronouns

Relative Pronoun Use Example

Who subject or object pronoun for I told you about the woman who lives
people next door.

Which subject or object pronoun for Do you see the cat which is lying on
animals and things the roof?

Which referring to a whole sentence He couldn’t read which surprised me.

whose possession for people animals and Do you know the boy whose mother is
things a nurse?

Whom object pronoun for people, I was invited by the professor whom I

especially in non-defining relative met at the conference.
clauses (in defining relative
clauses we colloquially
prefer who)

That subject or object pronoun for I don’t like the table that stands in the
people, animals and things in kitchen.
defining relative clauses
(who or which are also possible)

When in/on which refers to a time the day when we met him

expression

Where in/at which refers to a place the place where we met him

Why for which refers to a reason the reason why we met him

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1- PRACTISE ALL THE POSSIBILITIES IN THESE SENTENCES

a. I met a girl. She lives in England

_________________________________________________________________
b. Here is a book. You gave me this book last week
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_
c. I brought a dress to the party. I had bought it in Paris
__________________________________________________________________________
_
d. Sharon joined the youth group. I belong to it
__________________________________________________________________________
_
e. I visited the person. I had been corresponding with him
__________________________________________________________________________
_
f. I didn’t like the thing that you said
__________________________________________________________________________
_
g. The thing that I don’t like is violence
__________________________________________________________________________
_
h. He brought in the coffee. The coffee’s flavour was strong
__________________________________________________________________________
_
i. The man thanked me. I did some work for him
__________________________________________________________________________
_
j. The neighbourhood has been in the news. We lived there

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_
k. Paris is the capital of France. It stands on the River Seine
__________________________________________________________________________
_
l. This is the necklace. My brother bought it for my birthday
__________________________________________________________________________
_
m. The man was my friend at school. I’m going to marry his sister

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2- Complex Sentences using linking words:
1– Although = Even though:

(Must be followed by SUBJECT +VERB)

-Although I have three new shoes, I still wear my old one.

-Even though I have three new shoes, I still wear my old one.

2-However:

-Is used instead of (but), especially in formal writing as we never start a sentence with (but).
(However) indicates that the relationship between the two independent clauses is one of
contrast or opposition.

-The engineers claimed that the bridge was safe; however, they were still not prepared to risk
crossing. Use a semi-colon (;) before and a comma (,) after however when you are using it to
write a compound sentence.

-Using ‘however’ to begin a sentence If ‘however’ is used to begin a sentence, it must be

followed by a comma, and what appears after the comma must be a complete sentence

-However, I have three shoes; I still wear the old one

-However, the data were analysed the results remained consistent

-The results remained consistent; however, the data were analysed.

3-Despite /In spite of:

After ‘in spite of’ and ‘despite’ we use a noun or a pronoun.

-We enjoyed our camping holiday in spite of the rain.

-Despite the pain in his leg he completed the marathon.

-Despite having all the necessary qualifications, they didn’t offer me the job.

Remember that the gerund (‘-ing’ form) is the ‘noun’ form of a verb. The only difference
between in spite of and despite is the ‘of’.

-Despite of the bad weather, there was a large crowd at the match. We can use in spite of and
despite with a subject and verb if we include the expression ‘the fact that’.

-In spite of the fact that he worked very hard, he didn’t manage to pass the exam.

Despite the fact that he worked very hard, he didn’t manage to pass the exam.
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4-Not only …….. but also:

Parallelism: Using not only . . . but (also) to frame parallel sentence.

The sentence phrase after not only MUST COME IN A QUESTION FORM

a - Not only does the number of migrations vary with the month, but also with the type of
species.

b- Not only does the number of migrations vary with the month, (but) it also varies with the
type of species.

c- The number of migrations varies not only with the month, but also with the type of
species.

5-Conditionals:

-1st If + present simple + I will (Likely to happen)

-2ndIf + past simple + I would + infinitive (Unlikely to happen)

-3rdIf + past perfect (had) + would have +past participle (Impossible, as the situation has
already occurred.)

(Using will and would)

Complete these sentences:

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Using the 1st conditional:

1-If I am late, I will______________________________________________

2-If he eats it, he will_____________________________________________

3-If you do not listen, you will_______________________________________

4-If she tells you, she will__________________________________________

5-If they see it, they will__________________________________________

Using the 2nd Conditional:

1-If I were a rich man, I would____________________________________

2-If you heard it, you would _______________________________________

3-If he saw you, he would__________________________________________

4-If I knew about it, I would________________________________________

5-If I were you, I would___________________________________________

Using the 3rd Conditional:

1-If Tom had been rich, he would have________________________________

2-If Leena had gone to private school, she would have______________________

3-If Mickey had not listened to Sammy, he would have______________________

4-If Amr had gone to University, he would have___________________________

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 Homework Task

-Start planning the main points you will include about your review of Oliver Twist Film:

Information I need to include in my movie review:

-Name of the movie: _____________________________________________

-The year of production: _____________________________________________

-Duration: ___________________________

-Name of the Director: _____________________________________________

-Name of the company producing the Movie: _____________________________

-Actors and the roles they are performing:

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
___________________________________________________________

-Main events of the movie:

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
___________________________________________________________

-The theme covered:

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
___________________________________________________________

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-Interesting adjectives I will use in my review:

__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________

-What I liked most about the movie:

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
________________________________________________________

25
 Spelling List 6:
Find two synonyms for each of the following words:

• Insightful: ___________________________________________________

• Charming: ____________________________________________________

• Charismatic: __________________________________________________

• Uproarious: ___________________________________________________

• Hilarious: __________________________________________________

• Intriguing: __________________________________________________

• Thought provoking: _____________________________________________

• Legendary: __________________________________________________

• Unpretentious: ________________________________________________

• Violent: __________________________________________________

• Flawed: __________________________________________________

• Juvenile: __________________________________________________

• Senseless: __________________________________________________

• Static: __________________________________________________

• Brutal: __________________________________________________

• Disappointing: _________________________________________________

• Predictable: __________________________________________________

• Uninteresting: ________________________________________________

• Incredibly tiresome: ____________________________________________

• Cliché: __________________________________________________

• Ridden: _______________________________________________

• Out-dated: __________________________________________________

• Dreadful: __________________________________________________

26
 Writing Reviews
You are going to write a Film Review for a movie you recently watched

Purpose: to analyse, review and comment

Audience: teenagers and other students

You will have 30 minutes in one of your English lessons at the end of the Unit and should
aim to write between 300 and 500 words. You must write in paragraphs with a variety of
sentence structures. Try to use a variety of punctuation (, : ; () - ! ?) and sentence starters, and
read your work back to yourself carefully to make sure that each sentence makes sense!

Planning:

Write a review following the layout given

Introduction Summary Analysis Conclusion

• State the name of • briefly outline the Critically state what • Restate your
book/movie, author main elements of the you like and do not thesis
and date of publication Film like about the film
• summarize your
if possible.
• should involve who, • explain your ideas main ideas
• Outline the thesis, what, where, when with specific
• call to action
main ideas of the book. and why examples from the
film:  You must
• Thesis statement and  This film is
watch this
your main ideas: about…  Action
film
 I really liked  The film  Character because …
this film because argues that… development
 Do not
….
 The setting  Setting watch this
 I did not like is… book
this film  Language level because ….
because…  The authors
 Message of the  You will
use…
 This film is film like this
informative and  The main film if you
 Vocabulary
practical character… like…
because...  The theme…
 This film is
boring and
27
 unorganised

- Once you have completed your plan for the Review, you need to think of a powerful
introduction that immediately makes your audience interested.

- Don’t forget to end your Review with an interesting conclusion that includes your personal
opinion of the movie and your recommendations as well.

- Think about all the techniques of a review we have identified and include as many as you
can in your writing. -Use the grid below as a checklist – tick off the techniques you use!

- Used capital letters for the title and character names?

- Used some short sentences and some long sentences?

- Used interesting describing words (adjectives?)

- Got an attention grabbing first and last sentence?

- Used alliteration? (Words starting with the same letter?)

- Used a simile? (comparing something using ‘like’ or ‘as’)

- Included a picture of the film and made the layout attractive?

You will have time in a lesson before the assessment to plan and start drafting your
reviews. You should also work on this as homework. You will have 30 minutes at the end of
the Unit to write the final version of your review, which will be assessed. You will not be
allowed to consult your copy book during the assessment, but you will be able to consult
your planning sheet.

28
Recounts

A recount can focus on a specific section of an event or retell the entire story. A recount
should always be told in the order that things happened.

There are five types of recount to consider:

1-PERSONAL RECOUNT:
Retells an activity the writer has been personally involved in and may be used to build the
relationship between the writer and the reader e.g. anecdote, diary journal, personal letter.
These usually retell an event that the writer was personally involved in.
2-FACTUAL / NEWSPAPER RECOUNT:
Reports the particulars of an incident by reconstructing factual information e.g. police
reconstruction of an accident, historical recount, biographical and autobiographical recounts.
A factual recount is an objective recount of a true event by someone not personally involved
in the situation. Its purpose is either to inform, entertain or both.
3-IMAGINATIVE RECOUNT:
Applies factual knowledge to an imaginary role in order to interpret and recount events e.g.
A Day in the Life of a German soldier, How I manned the first mission to the moon. An
imaginative recount is the re-telling of events, usually in the first person. This style of
recount allows for embellishment beyond facts and events- perfect for creative writing.
29
4-PROCEDURAL RECOUNT:
Records the steps in an investigation or experiment and thereby providing the basis for
reported results or findings. A procedural recount records events such as a science
experiment or cooking. Procedural recounts present the events chronologically (in the order
in which happened). The purpose of procedural recounts is to inform the audience.
5-LITERARY RECOUNT:
Retells a series of events for the purpose of entertainment. A literary recount is like a factual
recount. Both provide details about what happened, including who was involved, when and
where the event took place and what may have resulted. A literary recount can be about real
or fictional events and characters.

Techniques:

1. Past Tense.
2. First Person
3. Chronological Order.

Recounts are a way of retelling an important event or describing an experience that you have
had to others, such as a school trip or a funny story. When writing a recount, you write in the
1st person, you put yourself inside the writing by describing how you felt and what you were
doing.

Example:

If you were writing about your first day at a new school, you might put:

'As the door opened to my new classroom, I felt sick to my stomach. I walked in and saw
thirty children's faces just staring at me. I wanted to run home'. Writing in the 1st person is
different to writing in the 3rd person because you are writing about yourself and not about
someone else. Recounts are written in the past tense because you are writing about
something that has already happened. Lots of verbs change when you write them in the past
tense. Adding 'ed' to the end of many verbs makes them past tense. In others, just a few
vowels in the verb change.

Example:

'I placed the ball on the penalty spot and took a deep breath. As I walked back to edge of the
box and turned around, I could see that the goalkeeper looked nervous. I knew this was my
last chance to score before the final whistle blew.'

Recounts are usually written in the order in which they happened. This is called
chronological order.
30
To do this you will have to use time connectives such as:

 Firstly
 Next
 Then
 After that
 Meanwhile
 Eventually
 Later
 Finally

Tips for Writing a Recount:

 When you are planning your recount, think about the important and interesting parts of
your experience.
 Next you will need to think about when they happened, who else was involved, where
you were and why you felt like you did.
 Now you can start to plan out your beginning, middle and end, deciding on the types
of connectives, past tense verbs and pronouns you are going to use.

Writing a Recount:

1. Purpose: Recounts can really help people to imagine what an experience was like, so
use lots of descriptive words and phrases to make it seem like your reader is there with
you.
2. Paragraphs: Break up your recount into paragraphs. This makes it easier to add in all
of the best bits and to put them into chronological order. Use time connectives to
introduce each section.
3. Style: Recounts are written in the 1st person, the past tense and in chronological order,
using pronouns such as 'I' and 'we'. Try to help the reader to imagine how you felt by
exaggerating your emotions and using amazing.

Example:

Bradford
31
 When the war broke out in 1939, I was just four years old. We lived in a village
(Farsley) between Leeds and Bradford, but even at that time the old villages along the main
Leeds/Bradford road merged into each other and there were houses all the way between the
two cities, but also fields to be seen from the top of a bus! We lived in a new semi-detached
house and didn't invest in an air-raid shelter but had the dining room ceiling strengthened
with wooden pillars. This room was then used as a bedroom for my sister and myself and, if
there was an air-raid, our parents would join us. I remember only one bad raid and our next-
door neighbour, whose husband was in the forces, came in with her young son. I don't
remember being afraid, I suppose we children didn't understand the consequences of war,
and on this "bad" night we were 5 miles away from the bombing. This doesn't sound far
away today, but we had nothing crashing round us.

I remember the sirens going another day - a Sunday I think - and it must have been
fairly early, because I was dressing and fastening the rubber buttons on my liberty bodice.
On another occasion the sirens went one summer evening and my mother was out at a
meeting. I wasn't happy about her being away from home, but my father, who was chatting
to a neighbour outside, smiled and said, "She'll be alright," and she was!

One day we filed out of school and went to the end of the road and into the cellars of
the big house in the park. I don't know what the house was used for then, but I'm fairly sure it
wasn't a home. I don't know whether the sirens had sounded then or if it was just a
"rehearsal" to get us all to the school shelter. I don't think we were there long, but there was
some entertainment from the children. I remember a boy who lived in the same street as me
singing "Oh, for the wings of a dove". For years afterwards I wondered what a "trest" was,
because he sang "I will remain there for ever a trest"!

My father was not "called up" as he worked for a company manufacturing asbestos
parts used in ships. He was an air-raid warden and had a tin hat, but I don't think he had
many sleepless nights. He was also a scoutmaster - much needed to keep lively young lads
out of mischief with their fathers away at the war. "Away at the war" is an expression that
was used - it sounds as though the war had nothing to do with those of us left at home and
shows that, compared with many people in the country, we were touched very little by it. We
had rationing, of course, but never went hungry. My mother was a good plain cook and
would use what was available to its best advantage. We had "birds’ nests" (an egg dropped
into mashed potato and kept warm long enough to set); potato and onion fritters, with or
without cold meat, depending on whether there was any left; corned beef in many forms!
(Fritters again, or in a hash, or mixed with mashed potato in a pie); meat and potato pie,
making a little meat go a long way and still a family favourite today. Our greengrocer came
around with a horse and cart and I suppose his supplies were limited to local and seasonal

32
food, but we didn't go short. My brother was born in 1941 and never saw a banana until after
the war. He was promptly sick after eating it and has never eaten one since!

We were encouraged to grow vegetables and my father tried to grow some peas, but
with little success. He was no gardener - my memory of the front garden is a small lawn
surrounded by catmint! Also, people were encouraged to keep hens and my Auntie Clara had
some. We went to stay with her once - probably when my brother was born - and I can still
remember the awful smell of the hen food being cooked on the stove, but no doubt we
enjoyed the eggs. She had an evacuee staying with her and her mother had come to visit. The
mother came downstairs long after we had had breakfast, in a silk dressing-gown. She wore
bright red lipstick and smoked cigarettes and I wondered why THEY needed Auntie Clara's
help, when SHE had to cook "mash" for the hens. Some of the young women looked
glamorous in a strange way in their dungarees and turbans and were the ones to make
trousers for women popular, I suppose.

I didn't see many soldiers, but we did have three Americans billeted with us before
"D" Day and one of them, Edwin, was the first black man I had seen. I think they were with
us for three days and to pass the time they painted the garden hut green.

When the streetlights went on again after the war my father and I went out to look at
them - insignificant gas lights, I think, but like Blackpool illuminations after the blackout. I
think it was only then that I began to understand a little bit of what had been going on - some
husbands and sons never came home - but it wasn't talked about a lot because it happened to
so many. One lady never did recover from losing her only son. She just could not accept that
he would never come home and for the rest of her life expected him to walk through the door
one day.

Homework Task:
Write a one-page recount between 150 to 200 words describing how you felt when you first
met Ms Bedwen. Use the check list after to make sure you included Recounts techniques.

33
__________________________________________________________________________
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__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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__________________________________________________________________________

1-What sort of a recount is it?  

34
e.g. letter, biography, write up of event,
diary, etc.
 
2-Are the events in time order?  
3-Is it in the past tense?  
4-Is it in first or third person?  
5-Does it use time connectives?  

e.g. next, meanwhile, within hours, soon

afterwards, weeks later, etc.
 
6-Does it use powerful verbs?  

Simple Past Tense:

Use the Simple Past to express the idea that an action started and finished at a specific time
in the past. Sometimes, the speaker may not actually mention the specific time, but they do
have one specific time in mind. [VERB+ed] or irregular verbs.

Examples:

 I saw a movie yesterday.

 I didn't see a play yesterday.
 Last year, I travelled to Japan.
 Last year, I didn't travel to Korea.

Exercise: Complete the sentences. Put the verb into the correct form, positive or negative.

 It was warm, so I... took... off my coat. (take)

35
  The film wasn't very good. I didn't enjoy it very much. (enjoy)
 I knew Kate was very busy, so I __________ her. (disturb)
 I was very tired, so I _______ to bed early. (Go)
 The bed was very uncomfortable.
 I___________ very well. (sleep)
 Fabiola wasn't hungry, so she _____________ anything. (eat)
 We went to Leila’s house but she __________ at home. (be)
 It was a funny situation but nobody _________. (laugh)
 The window was open and a bird ____________ into the room. (fly)
 The hotel wasn't very expensive. It __________ very much. (cost)
 I was in a hurry, so I ____________ time to phone you. (have)
 It was very hard work carrying the bags. They _____________ very heavy. (be)

Punctuation
Apostrophe:

1-Apostrophe for possession rule:

1. To show when one thing belongs to another, you have to use an apostrophe.
2. The apostrophe goes after the owner and then you add an‘s’ if the word doesn’t end
in‘s’.
 The man's coat.
 The jess' book.
 The cat's paws are muddy.

Exercise: Rewrite the sentences to include an apostrophe:

1. My brothers bicycle_________________________________________________
2. The spiders web.___________________________________________________
3. The schools field.___________________________________________________
4. James computer.____________________________________________________
5. The dogs houses. (more than one dog)____________________________________

2-Apostrophe for omission rule:

1. 1-To show when letters have been left out (omission) you have to use an apostrophe.
36
 2. 2-The apostrophe is used to show where letters are left out of a word when you
shorten it.

Look at the following examples:

 I have = I’ve
 It is = it’s
 He will = he’ll
 You will = you’ll
 Of the clock = O’clock
 She is = she’s

Shorten the words in these sentences by using an apostrophe:

1. It is a beautiful day.
2. He is going to regret stealing the money from his brother.
3. They are the best friends in the world.
4. The dinner is ready.
5. I am the fastest sprinter in the school.

Vocabulary List
Find synonyms for each of the following spelling words:

Repulsive:__________________________________________________________________
37
Scruffy: ___________________________________________________________________

Torn:______________________________________________________________________

Rags:______________________________________________________________________

Stolen goods: _______________________________________________________________

Shrivelled:_________________________________________________________________

Handkerchiefs: ______________________________________________________________

Sly: _______________________________________________________________________

Helpful:____________________________________________________________________

Peached upon: ______________________________________________________________

Grassed up:_________________________________________________________________

Dark and dingy: _____________________________________________________________

Victuals:___________________________________________________________________

Tramp:____________________________________________________________________

Frightening:________________________________________________________________

Traps:_____________________________________________________________________

Skillful:____________________________________________________________________

Clever:____________________________________________________________________

Swag:_____________________________________________________________________

Devious:___________________________________________________________________

Dishonest:__________________________________________________________________

Terrifying__________________________________________________________________

Dilapidated: ________________________________________________________________
Cobbled streets: _____________________________________________________________

Writing a recount
We all possess phobias and things that we are afraid of, and sometimes we find ourselves
in situations that force us to face our deepest fears. Tell about a time when you had to face
one of your greatest fears.
38
- Purpose: to inform and explain
- Audience: your classmates
- You will have 30 minutes in one of your English lessons at the end of the Unit and should
aim to write between 300 and 500 words. You must write in paragraphs with a variety of
sentence structures. Try to use a variety of punctuation (, : ; () - ! ?) and sentence starters,
and read your work back to yourself carefully to make sure that each sentence makes sense!

Planning
- We all possess phobias and things that we are afraid of, and sometimes we find ourselves in
situations that force us to face our deepest fears. Tell about a time when you had to face one
of your greatest fears.

Mention the kind of phobia What /Where was the How did it end up?
you are suffering from? situation?

- Once you have completed your research about the journey, you need to think of a powerful
introduction that immediately makes your audience interested. Make sure to mention when,
who and where in your introduction.

- Don’t forget to end your recount with an interesting conclusion that expresses the result of
that journey or its effects on the person you are writing about.

39
- Think about all the techniques of a factual recount we have identified and include as many
as you can in your writing. Use the grid below as a checklist – tick off the techniques you
use!

Content  Technique 

Title Third person

Participants Past tense
Relevant events Chronological order
Setting description Words that link events in time
Results / effects Quotes

- You will have time in a lesson before the assessment to plan and start drafting your
recount. You should also work on this as homework. You will have 30 minutes at the end of
the Unit to write the final version of your recount, which will be assessed. You will not be
allowed to consult your copy book during the assessment, but you will be able to consult
your planning sheet.

40