Engage 0 with tales that are precious to people's culture ‘© with the past before stories were written Explore an undersea adventure © alegend from the land of the Cherokee Indians © a strange hall at the bottom of a lake your own myth or legend oe In this unit > in an interview with you will: Reflect ahero ‘ © on the fear caused in planning a guide by strange and book for an old castle monstrous creatures © onthe great deeds of heroes Myths and legends are all very well: (like real facts! \ can't remember what | did last week, 80 why do we read about things that are so old we can't even put a date on them? Heroes are the stuff of legends and they make you feel good. ‘Scanned with CamScanner€ ) Thinking time Look at the pictures on the opposite page. Discuss whether they match your idea of a hero. How would you answer the person who said he liked real facts? 5. Why do you think it is important to look back in time as far asis possible? 4. Think of a fourth quote about heroes. % Speaking and listening This unit takes you back into the mists of time. There have 2lways been heroes, both men and women, who saved lives and sometimes whole nations. This activity is to make you think about modem heroes. Heroes in films and on television can sometimes be make- believe characters, such as Spiderman or Batman, who have special powers that entertain us. Heroes in sport are the winners who, for example, save a team from defeat. Heroes in real life save people from fires, floods, and other dangers. Other people who look after you and do things for you, such as your mum and dad, can also be seen as heroes. Choose a hero and plan an interview. 1. Choose a hero to interview for a television programme. 2. You will ask the hero five questions. You can use one of the sets of three questions below, adding two questions of your own, of you can think of five questions of your own. @ © Can you tell me about yourself? © What exacdy happened? What did you think at the time and how do you feel now? Do/did you like playing that character? Whar was your favourite moment in the film? What do you say ifsomeone recognises you in the street? Did you always want to have a family? What are your favourite moments with us kids © Do you sometimes get fed up? Encourage the person you are interviewing to explain his or her answers © —__ Scanned with CamScanner‘The Legend of Catahecassa and the Two-horned Snake’ {hn times when legends were told round firesides, tradition has that the Cherokee Indians were plagued by monstrous and MOMENE soakes. These yellow or orange striped snakes shone &s bright as sunbeams and had two pointed horns upon their heads. Your eyes were dravin to them, Horned snakes had magical powers of magnetism, ‘Try to escape and you were dragged back towards their fangs. They were exceedingly d ‘ ult to kill, though the Cherokees believed skilled marksman might succeed by planting an arrow into the snake’ seventh stripe, One day, the account continues, the Shawnee youth called C: freedom if he Catah 1 Cherokees captured a tahecassa. Jokingly, they offered him destroyed a homed snake. Accepting the chllenge, et off climbing mountains, clambering through aves, confident that he would encounter a dreaded snake. And so e di. High among the crags, he sensed something that ae slithered and slid, Suddenly he saw two horns that led him to hs , prey. He hurriedly built circle of pine cones, which he it. He | ™¥*! approached the snake as silently as midnight and slowly raised his bow. The snake glimpsed him ~ but too late. The arrow sped towards the seventh stripe of the snake's skin. Catahecassa leapt into the ring of fire, avoiding the poison that flowed like a torrent from the dying body. account _ torrent planting an arrow j Catahecassa was freed and he became a hero. unerringly ‘The myth of the two-horned snake lived on through the ages. lived on through the ages Understanding : Answer the following questions. Some questions have more: Alliteration than one answer, The sound of the words : , 5} ismade more effective 1. Based on this legend's description, what are the other features epee of a rwo-horned snake? for example’magical 2. Why would the snake be dangerous, even when it lay dying? powers of magnetism’ 3. How does the writer create an atmosphere of magic in this legend? ® and’seventh stripe of the snake's skin’ Scanned with CamScannertory says jakingly to describe the kees offering Catahecassa his freedom? you say that something else. You do this to Detter idea of what nu can link your ce with like or as. ‘The Legend of Catahecassa and the Two- phrase that says two-horned snakes ‘shone beams’. Sunbeams are so bright that sometimes rk glasses to look at them, so the simile tells =. ied snakes were extremely bright. Similes ing questions. Use similes in your stories could you use for ‘the arrow sped like..’2 and descriptions sparingly. could you use for ‘the stripes on the snake's body Always make sure they ae cE Y > add something to what you describe~ they are onnection between your simile and the arrow, notjust for decoration! mile and the stripes. d builder Z Zz used in ‘The Legend of Catahecassa and the e':‘as brightly as sunbeams’ (ines 3-4); ‘as ght’ (line 19); and ‘flowed like a torrent’ (Vine 22). tence below and say why a simile would give a . Then change each sentence so it includes a simile. head gleamed very brightly 8 led him straight to his prey. likea dhed the snake very silently. bs shone, reflecting the light 2 set off in a hurry, climbing mountains. @ Scanned with CamScanner‘pe ‘dn ws OL “ay a yo suppuey ayy abdseg @ "0m bpey PIO ayy oF p02 92m 4) yom uy 45 ay 38m pjno> nog iuod Fuses os au apy ayy = nok ssousius Kutt nog = ‘sooumuDs mos ym sous snok 0 ‘ey plo 24p jo asranid ap. _S9oURn435 243402 HO a4 BpHp on NOK day one Fuss Pup Mog > NO YES on OU a9 SOUNDS ‘om py apap or nok dy aay Plow aK PIP ROHL Kaos a9 39umuDs 214 99 se y>!y apEAp 0 nak padjay spuom LUNE Ip nos ary Ssnosiq“pnoweydesiesed passpuoas ax pray ps0 ayqisod 1509 3 DURNUDS 2p ju PUnOAE Ax0qy ‘pnofe ‘ssoumitos Jo auo speas uosied ypey ou eu punts nod oy “b “swonsonb ayp sausue pu aysn3e Suymoqoy oun ano Kise) ‘omomp opr ay pe 04 ease ay pay ag v4 ‘van wa 94 pa 24 uy samme ‘Scanned with CamScanner‘yep 20 pues syeere Mok oye 8 10 ‘osn wounsieue sasenyd pURSPION 9524 sxoyreur os n095TC, ‘de ure pala ey | 70869 U0 "FLA 4s Seu 806.217] eBryuepe aos 2 J 2 904 puny so 4409 sy bse pos 0 HES FE HK os ares ah $40) GONANY A prs! Bayonp 227 yey vores Jang ane a 05 ye 24 PON sonpon orden pood « pau in 00% eq #29 pynow sp hag yon ut sydeslezed axa yng 01 Su fd up soonpon se. ay aud 9 in EW 2 2@ ‘Beowulf, the Mighty Hero’ Beowulf was a legendary Danish hero who saved the royal court from a terrible monster called Grendel. However, Grend mother came s ng revenge. Beowulf followed her to her lair under the misty Taki J into the fathomless water. Weird creatures Beowulf div at his armour, clutched at him with jagged claws and Grendel's mother laughed evilly. With a Jaunched herself upwards and wrapped her arms tightly ound Beowulf, Unable to move, he was dragged down. w that he stood in a cavernous hall with’ Beneath his feet were glassy tile: When he came to, he sa a roof of stout wooden rafter He could hear distant sounds of the lake above, but the hall was med! completely dry. The nightmarish flames ofa colossal fire cast ue 10 unearthly shadows on the walls. Then he saw a shape of a giant, Chaz towering above him like a great mountain. It was Grendel's mother. a eee With bare hands he wrestled with this monster, tearing at her cavernous — shadows hair, but she was too powerful for him by far. She pinned him colossal stout down and, maddened with her desire for revenge, drew a sharp glassy unearthly knife and struck at him. nightmarish It should have been the end. Beowulf would have died ignominiously at the bottom of the lake in the monster's cavern. Instead, his armour saved him and the knife © el was blunted. A tremendous sword, so massive oon that only a giant could have owned it, hung when he came to ‘on the wall. With a superhuman effort by far Beowulf seized it, swung round, and with pinned him down one stroke felled the monster stone dead. stone dead Remember. Understanding Answer the following questions. ‘Coordinated sentences such as the one that bes "With a superhuman effort’ (line 22), can have ‘more than two phrases clauses. You don't have ° put and between each’ just between the last °° 1, How did Grendel's mother try to kill Beowulf? 2. What nwo things suggest that Beowulf was outstandingly stron, 3. Where is the turning point in the story? 4, What makes the story exciting? a ¥ Scanned with CamScannerDeveloping your language - different sorts of adjectives sphe examples of adjectives listed opposite come from ‘Beowull, he Mighty Hero’. When you write you may want to use the , vans given, oF the corresponding adjective may’ be a better vn. For example, you could write ‘at the bottom of the lake 4 great cavern’, or you may prefer ‘the space between ver the following questions. What did you notice about the spelling o and pot ow do these words hel hat was under the lal spacions, menacing Ip to create a frightening image of Word builder Word cloud help to build an image of the hall ‘he lke, For each example below, write your own Word rrrting with the words given then listing your own words Hove the aim, Use a thesaurus t0 help you. colossal, Aim: to describe how big the words in the art with cavernous an' rish and shadows. Aim: to describe the rt with mightmar f the fire in the hall. tening effect of with stout, Aim: to describe the stren} the walls. with glasy. Aim: to describe the appea what it was like to walk on it. ath of the beams ice of the floor ping your language — writing iption description ofa visit to the sea bed. You could include enwards and what you see ~ perhaps coral, or the ofa wreck, ns i he words you have already learnt when you e t you see and how you feel. penis from ‘Beowulf, the Mighty Hero’ to help Hs 300 ald use foes to express how dep roering w descrily the size of a wreck. When you write, you may wish to use anoun or the corresponding adjective may be a better choice. From ‘Beowulf, the Mighty Hero’ cavern - cavernous fathom -fathomless power - powerful tower - towering lake - lakeside Other similar examples: spacious hopeless merciful menacing riverside @ Scanned with CamScannerBuilding stories and information texts Just as the sentences in a paragraph must be in the night order, ‘so must the paragraphs in a longer piece of writing. Look carefully at ‘Beowulf, the Mighty Hero’ and answer these questions. 4. How many paragraphs are there in the story? +h paragraph? 2. How many sentences are there in 3. How do the first two or three words in cach paragraph link to the one befor ‘This isa picture map of the castle grounds that Beowulf may have visited to fight Grendel The king lived in the castle, the forest was for hunting the stables were for horses, the lake was full of fish, and dwellings were where the servants lived Study the map and answer the questions. 1. Plana guide book to explain this castle to sisttors Think of each of the five sections of the picture map ay a paragraph for the food, guide book 2. Decide the following What will you call the guide book? b What order will the five sections appear in? Can you think of a good sentence to start the guide book? 4) Visto to the castle will want to walk from one feature to another, using your hook. How will you hnk one paragraph to another? 8. Choose one at the sections of the picture © Last the mnfurmabon you can give at book Por example, some of the lake are where it is, how lung 19. fishing, whether you can swum a0 it sx 6. Gove a bnef talk, using your fist af ant others talking about diferent sections © paragraphs Paragraphs can be of different lengths Use short paragraphs for special effects In your longer stories or for example, when jument presenting an 2 or factual informa you will write four, five. of agraphs. ‘Scanned with CamScannerConnectives as discourse markers “Thre are many words and phrases you can use at the beginnings of paragraphs that serve as connectives. Some of these connectives are also discourse markers. about life at the castle, you may start a new wressions such as: ‘A discourse marker is a word that shows a new direction in an argument. Ifyou are writing paragraph with exp) Another feature of daily life was.. However, life was not easy for a servant at ‘the court. Consequently, the seasons played an important part in ie at the court. As the king spent $0 much time away from his castle, $0 that food was always available. Imagine the last line of your first para comfortable lives. However is a signpost next paragraph will make a contrasting point. ¢ following words tell you and Using connectives You can use connectives to change the direction ‘of what you are writing or saying. Sometimes these connectives come at the beginnings of paragraphs and link ideas .graph mentions servants" that tells readers that the how each example Diseuss what th could ink wo the paragraph before: consequent because ands at When you write arf ae want from one paragraph to ) sguments or give information, you may wan for oreyourcan a0 to change the direction of what you are saying: You can use another anywhere to discourse markers when you write or speak to express: Few results, reasons, purposes, and contrasts, and they are referred t0 . purpose ~ so that, in order to, so as 10 as discourse markers. reason ~ because (of), sine, as, owing 10 result — as a result, therefore, consequently ‘contrast — but, however, in spite of, nevertheless, time ~ when, after(wards), until, before Place - where, wherever. ee Cut shopping, Therefore | w26 lft alone in the house doe gale eee ea discourse marker and tells @ Compe he her things dar happen Tages sentences using discourse markers from although incides idence of malaria, we have to take special precautions a great deal of money, we always at lunchtime i cM asain, Mas the s F oa he same again. The quarrel spoilt every#hing Scanned with CamScannerShould myths and legends be in history or English lessons? Understanding In this recording you will hear three her brother (Kefentse), and their mot passing in and out of the room. People, a girl (Sylvanella), ther (Mma Olebetse) who is ancient primitive classical senility old- time- fashioned honoured Listen to the recording and answer these questions, 1. What three things did Mma Olebetse say she had mislaid during the recording? 2. Why did Sylvanella say ‘coincidence’ near the beginning of the recording? © Looking closely ral? don't they go better? est myths folk memory cheeky look at the time! 3, Acsop' fables have moralsat the end of them, What isa smox 4, What ideas did you hearin the recording that suga and legends have some links with histo 5. Which side of the debate do you agree with and why? Scanned with CamScannerperce definitions ()tene= the Word flood are all asonetated with gover the follwing questions to find the me of antig nat own definition o fe when it ts a hot day ee | 3. Write pour own definitions of doctor, teacher, an 69 word buttder Read each pair of sentences and divewss which ve won! from the Word cloud most ayy oy reading about the Eqyptuns and other ane cedisahions b {planted thie bush Laet year 10 t written a cl w “ fatal story abo about a claseecal her pot read ae 3. a Senility caused the tree to b Tht poor old man is confused ovng nonoured - its her SOth bectnday ne “homered. castors Developing your language - cclebrate the frst 42, Sl people Here are some more © ett down, ditepadeted, ri © 5 lier, pensomers, grandpes ba Scanned with CamScanner