WritingSkills Stage9 Onlinesample

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Cambridge Grammar
and Writing Skills
PL Learner’s Book 9
Mike Gould and Eoin Higgins
M
SA
Original material © Cambridge University Press 2019

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PL
M
SA

E
Cambridge Grammar
and Writing Skills
PL Learner’s Book 9
Mike Gould and Eoin Higgins
M
SA

Contents
Unit Text type Task type (aim) Grammar
1 Story/narrative To improve characterisation Gerunds and infinitives

People pointers in imaginative writing
2 Advertisement To create an advertisement Adverbs to modify verbs
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Selling a lifestyle that shows your persuasion and adjectives
skills
3 Travel/descriptive To shape language to evoke Questions

Natural writing a real-life situation
encounters
4
Listen up
5
Past reflections
6
Between the
lines
PL
Review
Personal writing/
autobiography
Narrative/diary
To write an effective review
that is suitable for a particular
audience
To write effective and

interesting commentaries
To tell a narrative in an
original way
Present tenses: simple and
perfect
Past tenses
Pronouns: indefinite,
relative, demonstrative
M
7 Drama/play script To use dramatic structure to Conditional sentences
More than a create impact
play
8 Persuasive To write a speech for a Making suggestions

Making yourself speech/argument specified audience
heard with linked
progression
SA
9 Poem/responding To write a thoughtful response Adverbs

Writing about to a poem to a poem
poetry
10 Descriptive writing To write a story with a Participles

Family journeys powerful description of place
and people
11 News report To write an article about an Subordinate clauses

Explaining aspect of a different culture
events
12 Third person To write a powerful story Continuous tenses: active

Finding freedom narratives about someone on their own and passive
2 Contents
Vocabulary Other language Page
number
Phrasal verb particles Cohesion: quantifiers as pronouns 9
Advertising adjectives Cohesion: headings 19
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As and like Punctuation: commas and dashes 29
Music
Health and illness
Parts of a place
PL Punctuation: titles
Cohesion: time and sequence
Punctuation: apostrophes
39
49
59
M
Environment collocations Punctuation: exclamations 69
Verbs + prepositions Cohesion: connectives – addition and 79

contrast
SA
Reporting verbs Punctuation: quotations 89
Descriptive adjectives Punctuation: commas 99
Festivals Cohesion: examples and emphasis 109
Nature Cohesion: connectives for narratives 119
Contents 3
How to use this book
Unit walkthrough
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The aim shows you the
PL
type of writing that you
will look at in this unit. 1 People pointers
If you are a second
Your writing aim for this unit: To improve characterisation in your imaginative writing
language English
Here you can see your Writing objectives for first language English Writing and Use of English objectives for
second language English learner, you can see your
In this unit, you will:
objectives for this unit if • establish and sustain character, point of
objectives for the unit
you are a first language •
view and voice
demonstrate control of a wide variety of
•
•
use infinitive and gerund forms
learn about the meaning of particles in here.
English learner. sentence types phrasal verbs
• use paragraphs, and structure ideas • use cohesion – quantifiers as pronouns.
between them, to achieve particular
effects.
Key terms that you will learn: characterisation incomplete sentence
nit <running foot number> <running foot name> Unit 1 People pointers 9
M
Each unit begins with a Keep these questions
‘Big Question’. This helps in mind when you are
you to think about any How do I convey 1 As you read the text, think about these reading the text for the first
knowledge you already character effectively
questions:
time. They help you to see
a How does the author convey Bronze’s
have on the themes and through speech and character? the purpose behind what
subject of this unit. action? b What is the dilemma or problem Bronze
you are reading.
There is a phrase, ‘actions speak louder than has to face towards the end of the
words’. Some people do good deeds (for extract?
example, doing charitable work) but don’t
boast or make a fuss about it. Equally, some Key language features
people promise to do something and then
do not stick to their words! Can you think of verb patterns
people like this? Friends or relatives who just phrasal verbs
Coloured words in the text
SA
help others or work hard without making a quantifiers as pronouns

fuss? Or can you think of a time when you
promised to do something but were unable and the ‘Key language
to fulfil your promise?
The Shoe Boy features’ box relate to
Effective characterisation Bronze didn’t think these city people would be interested
A good narrative built around character in buying reed shoes. After all, city people had cotton- English language terms
should: padded shoes or leather shoes. So, he didn’t beckon
• show the main character’s speech or them over. that you will learn about
This lists the main features actions He was right. These city people didn’t wear reed
shoes, but when they came past him some of them later in the unit.
• show how others react or respond to the
found in an effective main character
stopped. The others wondered why, and stopped too.
One or two of them must have been artists. They were
example of this type of • allow the reader to draw conclusions
about what sort of person he/she is
enchanted by the ten pairs of fluff y reed shoes in the
white light of the snow. The artists saw beauty – an
writing. • often show the main character in some
extraordinary beauty – in these shoes. It was difficult to
explain. One by one they stepped closer and touched the
sort of conflict or dilemma.
shoes – and when they touched them, they liked them
even more. Some of them held them up to their noses
Glossary and sniffed, a whiff of straw, which was especially strong
conflict: a fight or disagreement in the cold air around them.
“They’d look so good on the wall at home,” one of
dilemma: a difficult decision faced by them said.
someone The others nodded and reached to grab a pair, afraid
The unit is divided

of missing out. There were nine in the group. They each
took a pair, and one person took two. All ten were in
Reading
into five sections. The The following extract concerns a young man
their hands. Until they asked the price, Bronze wasn’t at
all sure that they were really going to buy them. He told
first section is called named Bronze, who has not spoken a word
since a terrifying fire in his village when he
them his price – the price that never changed. So cheap!
thought the city people, and they handed over their
‘Reading’. It focuses on a was a little child. All through the year, he has
been going to the local town to sell beautiful
money. They were delighted with their purchases, which
they would take back to the city, and took great pleasure
text extract that is typical shoes made from reeds, but now the winter
has come. It is snowing and no one seems
in examining them as they walked on.
Bronze stood there in the snow with a handful of
of the type of writing interested at first. cash. He’d done it! Then someone yelled from across the
road, “Hey, mute, best get home now your shoes are
covered by this unit. Texts sold! You’ll freeze to death out here!”
include literature. 10 Unit 1 People pointers Unit 1 People po
4 How to use this book

4
‘Glossary’ boxes help to
How the text works
Do you remember what makes good
Glossary explain difficult or unusual
characterisation? Here is how the writer mute: someone who cannot speak
words or phrases in the
This list helps you to makes it work. He: Nainai: Bronze’s grandmother
• reveals Bronze’s thoughts and feelings warbled: sang in a high voice text. They are highlighted
develop an appreciation directly (‘He wasn’t sure…’) jabbed: hit forcefully and quickly, with a
• conveys Bronze’s feelings indirectly thin object in red.
of the type of text that you through his actions (‘He smiled...’)
have just read. • shows us how others react to him (for

example, the ‘crowd of people’)
Key term
characterisation: the way people are
• makes us think about Bronze’s dilemma
presented in a book, poem, play or on
through the situation or events of the story
screen
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(selling shoes outside in the winter).
Bronze stuffed the cash into his inside pocket, untied

the rope from the trees and fastened it round his waist.
He looked across the road. There was a crowd of people
watching him. He waved to them, and started running
off through the snow like a madman.
The sky was clear and everything was bright. Bronze
took the usual road home. He wanted to sing, to sing the
song that Nainai sang when she was twisting rope. He
couldn’t sing out loud, so he sang in his head:
“Fishing for prawns in trees? Oh, put away your net!
Authentic texts are more Looking for gold in mud? There’s only sand as yet!
Oranges grow on the black locust tree
challenging than those Oh, when wiII we see the pe-o-ny?”
PL
Someone was following him.
typically found in an ESL “Hey, shoe-boy, stop!”
Bronze stopped and glanced around warily. He didn’t
course. recognise the man and was suspicious. When the man
caught up with Bronze, he said, “I saw them buying your
shoes. Have you got any more? I’d like some too.”
Bronze shook his head, and felt a bit sorry for him. only been worn once in the snow and there were no dirty
The man wrung his hands, and sighed in disappointment. marks on them. They looked like new.
Bronze looked at him, and wished he could do Bronze smiled, then turned and ran after the man.
something. The man turned and headed towards the His bare feet sent snow spraying as they hit the ground.
pier, and Bronze turned and headed for home. The man was stepping down to the pier to catch the
The Teacher’s Resource After a while Bronze slowed down. He saw the reed shoes
on his feet. He heard the snow crunch beneath them. He
steamboat when Bronze appeared in front of him, holding
up the pair of reed shoes. The man couldn’t believe his
includes work on writers’ stopped walking, looked up at the sky, then down at the
snow and, finally, at the reed shoes, which felt warm and
luck, and reached out to take them. He wanted to pay
Bronze extra, but Bronze would only take his usual price.
effects. snug on his feet. Nainai’s song warbled through his mind.
After a moment or two, he pulled his right foot out of
Bronze waved at his last customer, then headed for
home. He ran all the way, without once looking back. His
his shoe and put it down on the snow. The cold jabbed feet were washed clean by the snow but were frozen red.
like a needle. He did the same with his left. Immediately, Bright, bright red.
the cold shot through his bones. He bent forward, picked
up the shoes and held them up to inspect them. They’d From ‘Bronze and Sunﬂower’, Cao Wenxuan
eople pointers Unit 1 People pointers 11

M
‘Text analysis’ is the
second section of the unit.
Here you will learn about
the structure of the type Text analysis 3 The first part of the extract is structured
around the city people looking at the shoes.
of text that you have just Good characterisation often depends on
empathy. This is when readers become a Why does Bronze at first think they
read. interested in a character because they

can understand and sympathise with their
wouldn’t be interested in his shoes?
b How do the city people show, through
situation. This is sometimes expressed as their actions, that they are interested in
‘being in their shoes’ (which is very suitable buying them?
in this story!).
c What do they intend to do with the
shoes?
Glossary
4 The second part of the extract is built
empathy: being able to understand around the dilemma Bronze faces as he
someone’s situation or feelings walks home.
SA
a What does the man call Bronze when

1 What things or aspects of the story help he stops him? What is Bronze’s initial
us to empathise with Bronze? (Think about reaction?
The activities in this his worries, the weather, etc.) b How does the man react when Bronze
shakes his head?
section will break down Reading closely
c When does Bronze decide to give the
the text into paragraphs 2 This part of the story hinges around two
potential problems Bronze faces.
man his own shoes – at that point, or
later?
and individual words, and a Why would ‘city people’ be interested in 5 You will encounter stories with much
Bronze’s village shoes?
help you to analyse them. b What is the second problem, or
more demanding vocabulary later in
this Learner’s Book, but part of this story’s
dilemma, after he has sold the shoes success is that it has an almost fairy tale
and sets off home? simplicity.
The fairy tale style of the story is partly
created by the city people’s reaction to
the shoes.
Which words or phrases in the second
paragraph mean:
a spellbound?
b extreme loveliness?
c hard to describe?
12 Unit 1 People pointers
How to use this book 5

6 The writer uses a number of short, simple Thinking about the text
sentences to convey Bronze’s feelings or
What are the ‘pointers’ that help readers to
stress what has happened to him.
understand characters? It can be how the
a At the start, the extract states: ‘He was character acts or behaves, or how others
right.’ What was Bronze ‘right’ about? respond to them.
b Later, after the city people had gone, 7 Think carefully and then answer these
the extract states: ‘He’d done it!’ questions.
i What had he ‘done’? a The writer uses the simile ‘the cold
jabbed like a needle’ to describe how
ii Why do you think the writer uses this Bronze feels when he removes the
emphatic, short sentence with an shoes. What do the words ‘jabbed’ and
exclamation mark? ‘needle’ suggest about what he feels?
c The extract ends with a phrase – a sort b A person calls Bronze ‘mute’ rather than
of incomplete sentence: ‘Bright, bright by his name. How does that make you
red.’ Why does the writer end like this? feel as a reader?
Consider these options (more than one
might be right): c What evidence is there at the end of
the extract that the man at the pier
These discussion
• to explain that Bronze’s feet are
bleeding
appreciates Bronze’s sacrifice? questions let you talk
• to emphasise how cold Bronze’s feet
React to the text about your personal
must be 8 Work in pairs. Discuss these questions.
reaction to the text and
E
• to emphasise Bronze’s kindness and a In the story, Bronze has to stand out
unselfishness in very cold weather trying to sell his add your own thoughts.
shoes. Have you ever had to do a
• to emphasise how far Bronze would
job or wait around in extremely cold
go to help his family
‘Key term’ boxes highlight • to show how warm his feet are.
weather? How did you feel? Did you
want to ‘give up’ and go inside?
new or important Key term

b Why do you think Bronze decides to
sell his own shoes to the man? How
language that you will incomplete sentence: often this is a would you feel if you were in the same
situation – would you have done the
work on in the unit. minor sentence that is missing the usual
subject plus verb structure. For example, same?
imperatives such as ‘Go!’ or answers c In what ways is the extract successful at
to questions might not have the usual building a picture of what Bronze is like
sentence parts. ‘Bright, bright red’ has no through ‘people pointers’ such as how
subject or verb, but could stand for ‘They he behaves and how others react to
PL
were bright, bright red.’ him? Note down three ways.
Unit 1 People pointers 13
The ‘Use of English’ section looks at grammar

or vocabulary in relation to the text type.
M
First of all, you will read
about the new grammar Use of English 3 Choose the correct verb form for each
sentence.
This is followed by lots
or vocabulary in one of Later in the unit you are going to write part of
a story about a character. a Chen turned around and saw a large of activities to help
man walk / walking towards him.
these presentation boxes. Gerunds and infinitives b Azra put her hand out to take / taking
you practise the new
You will be asked to Grammar presentation
the money.
language.
c They were tired of to wait / waiting
actively think about the In stories it is important to vary the
language to keep the reader’s attention,
around in the cold.
d Sanjay was too shy to interrupt /
grammar rules and use. so writers often use a wide variety of verb
patterns.
interrupting the conversation.
e I don’t mind to leave / leaving a little
1 Match the sentence parts from the later if you can’t now.
SA
story on pages 10–11 to the verb

patterns. f They didn’t appear to be / being eager
to continue / continuing.
a …people would i verb + infinitive
be interested 4 Complete the story extract with the
in buying reed correct form of the verbs in brackets.
shoes.
b It was difficult to ii verb + gerund

explain.
c He wanted to iii infinitive of

sing… purpose
d He stopped iv preposition +
walking, looked gerund
up at the sky…
e The others v adjective +

nodded and infinitive
reached to grab
a pair. Meera heard a voice (a)
2 Find more examples of each pattern (call) her but she refused (b)
from Activity 1 in the story. (turn) around. Her friend kept
Verbs of the senses are followed by (c) (talk) so Meera focused
the gerund or the infinitive without to, all her attention on (d)
depending on the meaning. Study
(listen) to Tara’s long rant about how
these examples.
impossible it was (e) (study)
She saw them buying your shoes.
in the library with all the noise. But it
The action was in progress when she
was no use. The voice got more difficult
saw it.
(f) (ignore) and Meera
He heard the snow crunch beneath
decided (g) (glance)
them.
around quickly … she was delighted
A short action that he heard from
beginning to end. (h) (see) it was someone
she knew.

Each unit includes one Vocabulary: phrasal verb particles 7 Complete the story extract with the
correct particles.
grammar box and one Vocabulary presentation Chang didn’t know whether to ride
vocabulary box. Certain movements or actions can only

be described using phrasal verbs. In
(a) or stop to help the old
woman who had obviously fallen
descriptive language in stories, phrasal (b) . In the end, he pulled
verbs can be very useful. Often the (c) on his bike, hopped
meaning of the particle can help you to
(d) and laid his bike
understand what the phrasal verb means.
(e) on the ground. The
5 Look at the following phrasal verbs
woman looked (f) at Chang
from the story on pages 10–11. What
do the particles mean? and held (g) her hand.
Chang pulled her (h)
a Some of them held them up to their
noses… and she began to walk (i)
without saying anything. Just as Chang
b …they handed over their money.
was about to ride (j) on his
c …took great pleasure in examining bike, the woman turned (k)
them as they walked on. and called (l) to Chang.
d He waved to them, and started ‘Thank you, little girl,’ she said and smiled.
running off…
e The man couldn’t believe his luck,

Cohesion: quantifiers as pronouns You may also find an extra
and reached out to take them. Cohesion presentation presentation box focusing
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6 Choose the correct particle to complete
Sometimes we can use quantifiers (some,
any, many, a few, etc.) as pronouns when
on punctuation or
each sentence.
a Ali lifted up / off the box to check how

it is clear what they are referring to.
cohesion. This information
8 What do the quantifiers in bold in this
heavy it was.
sentence refer to? will help you to write
b Instead of stopping the car, she just
drove up / on.
“I saw them buying your shoes. Have
you got any more? I’d like some too.”
better texts.
c Diya stepped around / over the puddle
but Shyla jumped right into it.
9 Cross out the words that are not needed
d Aulia caught up / on with Rafi to ask in each sentence.
him for help, but he just walked up / off.
a Mrs Zhang offered some cake but I
e We slowed off / down to let some didn’t want any more cake.
PL
sheep cross the road. Then they all ran
Helpful ‘Tips’ relating to away / over across the fields. b There were boys standing around the
door. Some of the boys were laughing.
grammar and writing can Tip c A bowl of sugar was placed in front of
be found in each unit. Understanding the different meanings of
Hana. She put some sugar in her tea.
prepositions and particles can really help d People started to run in all directions.
you to learn phrasal verbs. Many people took shelter in the shops
and a few people stood under the tree.
‘Guided writing’ is the fourth section. This

will guide you step-by-step through a writing
activity that is related to the text type.
M
Guided writing 2 Now organise your story. Think about the
setting, the main events, and the outcome.
You will be presented with You have decided to enter a story
Discuss these questions with a partner.
competition with a story using the a Where does the story take place? What
a model task to complete. following title: ‘The Outsider’. is the situation?
Create an extract from a story, written in b What dilemma does the character face?
the third person, in which a character c How does the character resolve the
from one community or place is in a situation?
strange or very different place. Your
character has to face some sort of
‘Useful language’ boxes
problematic situation or dilemma, and
describe how other people react to him
Useful language
provide words and
or her. Phrases: [character] didn’t think that…,
phrases that will help with
SA
After all, …, [character] wasn’t at all sure

Write an extract from a story for the
competition.
that…, He/She didn’t recognise…, …was
suspicious., …felt a bit sorry for…, your writing.
…wished he/she could do something.
Gerunds and infinitives: It was difficult/
The first step is to easy to…, He/She was too shy to…,
He/She wanted to…, X didn’t appear to…,
brainstorm and plan ideas X was tired of …ing, X seemed interested
in …ing, X heard/saw him/her …ing,
for your writing. He/She stopped …ing
Phrasal verbs (actions): hold up/lift up,
hand over/step over, walk on/drive on,
run off, reach out, catch up with, slow
down, run away
Think/Plan Write: the build-up

1 Work in pairs. Generate ideas about your The story about Bronze on pages 10–11 starts
main character. Answer the questions to by presenting a situation in which the main
This will include help you. character seems to have come out very well,
despite his first impression. You will work intensively
a Why is your character considered an
opportunities to plan ‘outsider’? Write the first part of your story. on writing just one part of
collaboratively with other b What is his/her name? What does he/
she look like?
a First, think about the build-up to the
the text type.
dilemma. Here are some ideas:
students. c Does he/she have any distinguishing • X was sure she going in the right
features? direction.
• X was excited to be putting on his new
Tip school uniform for the first time.
You could use a mind map to generate • It had been a delicious lunch and X felt
ideas for your story. Use the questions to great.
help you. Create an atmosphere, with details about
Helpful ‘Tips’ relating to the place, the weather, the people, the
action, etc.
grammar and writing can
be found in each unit.
How to use this book 7

Write: first paragraph Write: conclusion
Write the first paragraph of your review. Now write the conclusion of your review.
Include the following information: Use the final paragraph to comment on the
future of the band, album and/or genre.
• the name of the band and the album
Here are some ideas to help you.
• the release date and the time since the • This album will surely consolidate…
band’s last album
• This new material will definitely appeal to…
• the number of tracks
• It may not be their best material so far, but
• potential audience/appeal. it will…
You should also write a headline and a • Perhaps this new album will help to put ‘Things to remember’
[band] on the international stage.
subtitle.
offers a reminder of the
Write: main body Things to remember when writing a
Write the main body of your review. review important points that
Describe some stand-out tracks or aspects • Write about something relevant at the you should cover in your
of the album. Include information about
the music, lyrics, style and content, and use
time of writing.
writing.
interesting adjectives to describe these • Match the style and language to your
aspects. Write two or three paragraphs. audience.
• Demonstrate your knowledge of the
a Use the present perfect simple to
topic through the vocabulary.
explain the background to the track.
The unit includes
E
• Give a strong viewpoint in an
b Use the present simple to comment on entertaining way.
the different aspects of the track.
• Use the present perfect to explain the opportunities for self-
Useful facts relating to the
c Show your knowledge of music:
instruments, styles, production, etc.
background.
assessment. This will
• Use the present simple to comment on
text type or writing can Did you know?
what you are reviewing. help you to develop
be found in the ‘Did you Reviewers often pack a lot of information Check your first draft responsibility for your own
know?’ boxes. into the sentences in the main body. Look
at this example from the review on pages
When you have finished writing your review,
share it with your partner.
learning.
40–41.
a Check that your partner has included all
Suga, who has often proven his skill at of the correct information.
writing melancholy lyrics, does it again
b Pay attention to whether his/her opinions
in Trivia: Seesaw, a fizzy, synthesiser- You will also learn to edit
PL
are clear and consistent.
driven number that charts the end of
a relationship.
c Assess whether the style and language and then redraft your own
are appropriate for the type of reader.
writing.
style and content Peer assessment
Decide on a set of criteria for your partner
background information to use to evaluate your work.
Now write a second draft of your review.
Unit 4 Listen up 47
The ‘Peer assessment’ boxes allow you to

collaborate with other students and reflect
on each other’s work.
‘Independent writing’ is
M
the final section. Using all
the information that you
have learnt in the unit, The ‘Writer’s checklist’ is a
you can now complete an Independent writing Writer’s checklist: conveying character final reminder of what you
entire writing activity on Write a story of 300–350 words that conveys
• Have you created an interesting covered in the unit and
character?
your own. a character.
Choose one of these ideas for a character
• Have you conveyed your character what you should include
through their speech and actions?
or use your own.
• Have you created a dilemma for your
in your writing.
• Honey didn’t mind that everyone was
character?
taller than her.
• Have you used a variety of sentence
• Alpin always wore a red woolly hat. structures to create different effects?
• Junko walked out of the sea back to the • Have you made the reader think about
beach. It was colder today. the character through the situation
SA
Follow these stages. and events?
The word limit for your Stage 1 Generate ideas for your character. • Have you used phrasal verbs for
different actions? The ‘Editor’s checklist’ is
Think about: what he/she looks like; how he/
writing activity is provided. she dresses; how he/she speaks and moves.
a final reminder of how to
Stage 2 Put your ideas into a mind map.
Editor’s checklist
• Where will your story take place? What edit and proofread your
situation does your main character find Check
himself/herself in? • that your ideas are organised into writing.
paragraphs
• What dilemma does he/she face?
• your spelling and use of capital letters
Each writing activity has • How does it all end?
• punctuation
Stage 3 Write your story in paragraphs,
a choice of tasks. This will following your plan. Use the checklist to • the grammar is correct – phrasal verbs,
gerunds and infinitives.
help you to access the
make sure your story is full of suspense.
‘Final draft’ suggests what
right one for you. Final draft you or your whole class
Once you have completed your story, post can do with your finished
it on the wall in your class or on your class
website. Invite readers to comment on it. writing.
Check your progress
The unit ends with a
I can: Needs Almost All
progress checklist where more work there done!
you can reflect on your develop and convey a character through speech and
actions
own learning. create a dilemma for a character to face and resolve
use a variety of short and long sentences to build tension
reveal the character’s feelings through their actions.
18 Unit 1Unit 1 People

People pointers
pointers Unit <running foot number> <running foot n

E
1 People pointers
PL
M
Your writing aim for this unit: To improve characterisation in your imaginative writing
Writing objectives for first language English Writing and Use of English objectives for
second language English
SA

• establish and sustain character, point of
view and voice • use infinitive and gerund forms
• demonstrate control of a wide variety of • learn about the meaning of particles in
sentence types phrasal verbs
• use paragraphs, and structure ideas • use cohesion – quantifiers as pronouns.
between them, to achieve particular
effects.
Key terms that you will learn: characterisation incomplete sentence

How do I convey 1 As you read the text, think about these
questions:
character effectively a How does the author convey Bronze’s
through speech and character?
action? b What is the dilemma or problem Bronze
There is a phrase, ‘actions speak louder than has to face towards the end of the
words’. Some people do good deeds (for extract?
example, doing charitable work) but don’t
boast or make a fuss about it. Equally, some Key language features
E
people promise to do something and then
do not stick to their words! Can you think of verb patterns
people like this? Friends or relatives who just phrasal verbs
help others or work hard without making a quantifiers as pronouns
fuss? Or can you think of a time when you
promised to do something but were unable
PL
to fulfil your promise?
The Shoe Boy
Effective characterisation Bronze didn’t think these city people would be interested
A good narrative built around character in buying reed shoes. After all, city people had cotton-
should: padded shoes or leather shoes. So, he didn’t beckon
• show the main character’s speech or them over.
actions He was right. These city people didn’t wear reed
shoes, but when they came past him some of them
• show how others react or respond to the stopped. The others wondered why, and stopped too.
main character One or two of them must have been artists. They were
• allow the reader to draw conclusions enchanted by the ten pairs of fluff y reed shoes in the
about what sort of person he/she is white light of the snow. The artists saw beauty – an
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extraordinary beauty – in these shoes. It was difficult to
• often show the main character in some
explain. One by one they stepped closer and touched the
sort of conflict or dilemma.
shoes – and when they touched them, they liked them
even more. Some of them held them up to their noses
Glossary and sniffed, a whiff of straw, which was especially strong
conflict: a fight or disagreement in the cold air around them.
“They’d look so good on the wall at home,” one of
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dilemma: a difficult decision faced by them said.

someone The others nodded and reached to grab a pair, afraid
of missing out. There were nine in the group. They each
took a pair, and one person took two. All ten were in
Reading their hands. Until they asked the price, Bronze wasn’t at
The following extract concerns a young man all sure that they were really going to buy them. He told
named Bronze, who has not spoken a word them his price – the price that never changed. So cheap!
since a terrifying fire in his village when he thought the city people, and they handed over their
was a little child. All through the year, he has money. They were delighted with their purchases, which
been going to the local town to sell beautiful they would take back to the city, and took great pleasure
shoes made from reeds, but now the winter in examining them as they walked on.
has come. It is snowing and no one seems Bronze stood there in the snow with a handful of
interested at first. cash. He’d done it! Then someone yelled from across the
road, “Hey, mute, best get home now your shoes are
sold! You’ll freeze to death out here!”

How the text works
Glossary
Do you remember what makes good
characterisation? Here is how the writer mute: someone who cannot speak
makes it work. He: Nainai: Bronze’s grandmother
• reveals Bronze’s thoughts and feelings warbled: sang in a high voice
directly (‘He wasn’t sure…’) jabbed: hit forcefully and quickly, with a
• conveys Bronze’s feelings indirectly thin object
through his actions (‘He smiled...’)
• shows us how others react to him (for Key term
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example, the ‘crowd of people’)
characterisation: the way people are
• makes us think about Bronze’s dilemma
presented in a book, poem, play or on
through the situation or events of the story
screen
(selling shoes outside in the winter).
PL
Bronze stuffed the cash into his inside pocket, untied
the rope from the trees and fastened it round his waist.
He looked across the road. There was a crowd of people
watching him. He waved to them, and started running
off through the snow like a madman.
The sky was clear and everything was bright. Bronze
took the usual road home. He wanted to sing, to sing the
song that Nainai sang when she was twisting rope. He
couldn’t sing out loud, so he sang in his head:
“Fishing for prawns in trees? Oh, put away your net!
Looking for gold in mud? There’s only sand as yet!
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Oranges grow on the black locust tree
Oh, when wiII we see the pe-o-ny?”
Someone was following him.
“Hey, shoe-boy, stop!”
Bronze stopped and glanced around warily. He didn’t
recognise the man and was suspicious. When the man
caught up with Bronze, he said, “I saw them buying your
shoes. Have you got any more? I’d like some too.”
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Bronze shook his head, and felt a bit sorry for him. only been worn once in the snow and there were no dirty
The man wrung his hands, and sighed in disappointment. marks on them. They looked like new.
Bronze looked at him, and wished he could do Bronze smiled, then turned and ran after the man.
something. The man turned and headed towards the His bare feet sent snow spraying as they hit the ground.
pier, and Bronze turned and headed for home. The man was stepping down to the pier to catch the
After a while Bronze slowed down. He saw the reed shoes steamboat when Bronze appeared in front of him, holding
on his feet. He heard the snow crunch beneath them. He up the pair of reed shoes. The man couldn’t believe his
stopped walking, looked up at the sky, then down at the luck, and reached out to take them. He wanted to pay
snow and, finally, at the reed shoes, which felt warm and Bronze extra, but Bronze would only take his usual price.
snug on his feet. Nainai’s song warbled through his mind. Bronze waved at his last customer, then headed for
After a moment or two, he pulled his right foot out of home. He ran all the way, without once looking back. His
his shoe and put it down on the snow. The cold jabbed feet were washed clean by the snow but were frozen red.
like a needle. He did the same with his left. Immediately, Bright, bright red.
the cold shot through his bones. He bent forward, picked
up the shoes and held them up to inspect them. They’d From ‘Bronze and Sunﬂower’, Cao Wenxuan

Text analysis 3 The first part of the extract is structured
around the city people looking at the shoes.
Good characterisation often depends on
empathy. This is when readers become a Why does Bronze at first think they
interested in a character because they wouldn’t be interested in his shoes?
can understand and sympathise with their b How do the city people show, through
situation. This is sometimes expressed as their actions, that they are interested in
‘being in their shoes’ (which is very suitable buying them?
in this story!).
c What do they intend to do with the
shoes?
Glossary
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4 The second part of the extract is built
empathy: being able to understand around the dilemma Bronze faces as he
someone’s situation or feelings walks home.
a What does the man call Bronze when
1 What things or aspects of the story help he stops him? What is Bronze’s initial
us to empathise with Bronze? (Think about reaction?
Reading closely
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his worries, the weather, etc.)
2 This part of the story hinges around two

potential problems Bronze faces.
a Why would ‘city people’ be interested in

Bronze’s village shoes?
b What is the second problem, or

dilemma, after he has sold the shoes
b How does the man react when Bronze
shakes his head?
c When does Bronze decide to give the
man his own shoes – at that point, or
later?
5 You will encounter stories with much

more demanding vocabulary later in
this Learner’s Book, but part of this story’s
success is that it has an almost fairy tale
simplicity.
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and sets off home?
The fairy tale style of the story is partly
created by the city people’s reaction to
the shoes.
Which words or phrases in the second
paragraph mean:
a spellbound?
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b extreme loveliness?
c hard to describe?

6 The writer uses a number of short, simple Thinking about the text
sentences to convey Bronze’s feelings or
What are the ‘pointers’ that help readers to
stress what has happened to him.
understand characters? It can be how the
a At the start, the extract states: ‘He was character acts or behaves, or how others
right.’ What was Bronze ‘right’ about? respond to them.
b Later, after the city people had gone, 7 Think carefully and then answer these
the extract states: ‘He’d done it!’ questions.
i What had he ‘done’? a The writer uses the simile ‘the cold
jabbed like a needle’ to describe how
ii Why do you think the writer uses this
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Bronze feels when he removes the
emphatic, short sentence with an shoes. What do the words ‘jabbed’ and
exclamation mark? ‘needle’ suggest about what he feels?
c The extract ends with a phrase – a sort b A person calls Bronze ‘mute’ rather than
of incomplete sentence: ‘Bright, bright by his name. How does that make you
red.’ Why does the writer end like this? feel as a reader?
PL
Consider these options (more than one
might be right): c What evidence is there at the end of
the extract that the man at the pier
• to explain that Bronze’s feet are appreciates Bronze’s sacrifice?
bleeding
React to the text
• to emphasise how cold Bronze’s feet
must be 8 Work in pairs. Discuss these questions.
• to emphasise Bronze’s kindness and a In the story, Bronze has to stand out
unselfishness in very cold weather trying to sell his
shoes. Have you ever had to do a
• to emphasise how far Bronze would
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job or wait around in extremely cold
go to help his family
weather? How did you feel? Did you
• to show how warm his feet are. want to ‘give up’ and go inside?
b Why do you think Bronze decides to

Key term sell his own shoes to the man? How
incomplete sentence: often this is a would you feel if you were in the same
minor sentence that is missing the usual situation – would you have done the
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subject plus verb structure. For example, same?

imperatives such as ‘Go!’ or answers c In what ways is the extract successful at
to questions might not have the usual building a picture of what Bronze is like
sentence parts. ‘Bright, bright red’ has no through ‘people pointers’ such as how
subject or verb, but could stand for ‘They he behaves and how others react to
were bright, bright red.’ him? Note down three ways.

Use of English 3 Choose the correct verb form for each
sentence.
Later in the unit you are going to write part of
a story about a character. a Chen turned around and saw a large
man walk / walking towards him.
Gerunds and infinitives b Azra put her hand out to take / taking
the money.
Grammar presentation
c They were tired of to wait / waiting
In stories it is important to vary the around in the cold.
language to keep the reader’s attention, d Sanjay was too shy to interrupt /
so writers often use a wide variety of verb
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interrupting the conversation.
patterns.
e I don’t mind to leave / leaving a little
1 Match the sentence parts from the later if you can’t now.
story on pages 10–11 to the verb
patterns. f They didn’t appear to be / being eager
to continue / continuing.
PL
a …people would i verb + infinitive
be interested 4 Complete the story extract with the
in buying reed correct form of the verbs in brackets.
shoes.
b It was difficult to ii verb + gerund

explain.
c He wanted to iii infinitive of

sing… purpose
d He stopped iv preposition +
walking, looked gerund
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up at the sky…
e The others v adjective +

nodded and infinitive
reached to grab
a pair. Meera heard a voice (a)
Find more examples of each pattern (call) her but she refused (b)
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from Activity 1 in the story. (turn) around. Her friend kept

2 Verbs of the senses are followed by (c) (talk) so Meera focused
the gerund or the infinitive without to, all her attention on (d)
depending on the meaning. Study
(listen) to Tara’s long rant about how
these examples.
impossible it was (e) (study)
She saw them buying your shoes.
in the library with all the noise. But it
The action was in progress when she
was no use. The voice got more difficult
saw it.
(f) (ignore) and Meera
He heard the snow crunch beneath
decided (g) (glance)
them.
around quickly … she was delighted
A short action that he heard from
beginning to end. (h) (see) it was someone
she knew.

Vocabulary: phrasal verb particles 7 Complete the story extract with the
correct particles.
Vocabulary presentation Chang didn’t know whether to ride
(a) or stop to help the old
Certain movements or actions can only
be described using phrasal verbs. In woman who had obviously fallen
descriptive language in stories, phrasal (b) . In the end, he pulled
verbs can be very useful. Often the (c) on his bike, hopped
meaning of the particle can help you to
(d) and laid his bike
understand what the phrasal verb means.
(e) on the ground. The
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5 Look at the following phrasal verbs
woman looked (f) at Chang
from the story on pages 10–11. What
do the particles mean? and held (g) her hand.
Chang pulled her (h)
a Some of them held them up to their
noses… and she began to walk (i)
without saying anything. Just as Chang
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b …they handed over their money.
was about to ride (j) on his
c …took great pleasure in examining bike, the woman turned (k)
them as they walked on. and called (l) to Chang.
d He waved to them, and started ‘Thank you, little girl,’ she said and smiled.
running off…
Cohesion: quantifiers as pronouns
e The man couldn’t believe his luck,
and reached out to take them. Cohesion presentation
Sometimes we can use quantifiers (some,

6 Choose the correct particle to complete
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any, many, a few, etc.) as pronouns when
each sentence.
it is clear what they are referring to.
a Ali lifted up / off the box to check how
8 What do the quantifiers in bold in this
heavy it was.
sentence refer to?
b Instead of stopping the car, she just “I saw them buying your shoes. Have
drove up / on. you got any more? I’d like some too.”
SA
c Diya stepped around / over the puddle

but Shyla jumped right into it.
9 Cross out the words that are not needed
d Aulia caught up / on with Rafi to ask in each sentence.
him for help, but he just walked up / off.
a Mrs Zhang offered some cake but I
e We slowed off / down to let some didn’t want any more cake.
sheep cross the road. Then they all ran
away / over across the fields. b There were boys standing around the
door. Some of the boys were laughing.
Tip c A bowl of sugar was placed in front of
Hana. She put some sugar in her tea.
Understanding the different meanings of
prepositions and particles can really help d People started to run in all directions.
you to learn phrasal verbs. Many people took shelter in the shops
and a few people stood under the tree.

Guided writing 2 Now organise your story. Think about the
setting, the main events, and the outcome.
Discuss these questions with a partner.
You have decided to enter a story
competition with a story using the a Where does the story take place? What
following title: ‘The Outsider’. is the situation?
Create an extract from a story, written in b What dilemma does the character face?
the third person, in which a character c How does the character resolve the
from one community or place is in a situation?
strange or very different place. Your
character has to face some sort of
Useful language
E
problematic situation or dilemma, and
describe how other people react to him
or her. Phrases: [character] didn’t think that…,
After all, …, [character] wasn’t at all sure
Write an extract from a story for the that…, He/She didn’t recognise…, …was
competition. suspicious., …felt a bit sorry for…,
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…wished he/she could do something.
Gerunds and infinitives: It was difficult/
easy to…, He/She was too shy to…,
He/She wanted to…, X didn’t appear to…,
X was tired of …ing, X seemed interested
in …ing, X heard/saw him/her …ing,
He/She stopped …ing
Phrasal verbs (actions): hold up/lift up,
hand over/step over, walk on/drive on,
run off, reach out, catch up with, slow
down, run away
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Think/Plan Write: the build-up
1 Work in pairs. Generate ideas about your The story about Bronze on pages 10–11 starts
main character. Answer the questions to by presenting a situation in which the main
help you. character seems to have come out very well,
despite his first impression.
a Why is your character considered an
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‘outsider’? Write the first part of your story.

b What is his/her name? What does he/ a First, think about the build-up to the
she look like? dilemma. Here are some ideas:
c Does he/she have any distinguishing • X was sure she was going in the right
features? direction.
• X was excited to be putting on his new
Tip school uniform for the first time.
You could use a mind map to generate • It had been a delicious lunch and X felt
ideas for your story. Use the questions to great.
help you. Create an atmosphere, with details about
the place, the weather, the people, the
action, etc.

b Hint at the fact that not everything is
certain or that the main character is not Things to remember when conveying
completely in control. Introduce a note of character
doubt. For example:
• Use speech and action for the
• Something didn’t look right but X character.
walked on.
• Convey the character’s feelings
• X was sure he had brought enough through actions.
money…
• Show how others respond to the
• Everyone was walking in the same character.
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direction so X followed them.
• Use a variety of sentence lengths to
c Create a false sense of security. For build up tension.
example, Bronze runs home singing his
favourite song after selling all the shoes. • Make us reflect on the character.
Write: the dilemma
PL
Check your first draft
Present a problematic situation for the
main character. When you have finished writing, be your
own editor.
For example:
a Now that you have completed your story
• …couldn’t find the… and you have written the resolution, go
• …found himself/herself completely lost… back and read the story again more
critically, to make sure that the build-up to
• …now he/she was trapped… the dilemma leads in well and presents a
convincing character.
a Describe the causes of the problematic
b Ask yourself if people will believe that your
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situation or dilemma.
character is capable of doing what he/
b Use shorter sentences to increase the she did.
tension.
c Give your story to a partner and discuss
c Think about the choices the character the main character and his/her actions
could make. and speech.
Finish the story Peer assessment

SA
Now write the end of your story. Explain

When you give your first draft to your
what the character does to resolve the
partner, present it as neatly as possible to
situation.
give a good first impression.
a Make the main character do something
unexpected. There should be some sort of Now write a second draft of the story.
sacrifice and compromise.
b Describe the reaction of the other

character(s).
c End by describing how the main

character felt, and make us think about
him/her.

Independent writing Writer’s checklist: conveying character
• Have you created an interesting
Write a story of 300–350 words that conveys
character?
a character.
• Have you conveyed your character
Choose one of these ideas for a character
through their speech and actions?
or use your own.
• Have you created a dilemma for your
• Honey didn’t mind that everyone was
character?
taller than her.
• Have you used a variety of sentence
• Alpin always wore a red woolly hat. structures to create different effects?
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• Junko walked out of the sea back to the • Have you made the reader think about
beach. It was colder today. the character through the situation
Follow these stages. and events?
Stage 1 Generate ideas for your character. • Have you used phrasal verbs for
Think about: what he/she looks like; how he/ different actions?
PL
she dresses; how he/she speaks and moves.
Stage 2 Put your ideas into a mind map.
Editor’s checklist
• Where will your story take place? What
situation does your main character find Check
himself/herself in? • that your ideas are organised into
paragraphs
• What dilemma does he/she face?
• How does it all end?
• punctuation
Stage 3 Write your story in paragraphs,
following your plan. Use the checklist to • the grammar is correct – phrasal verbs,
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make sure your story is full of suspense. gerunds and infinitives.
Final draft
Once you have completed your story, post
it on the wall in your class or on your class
website. Invite readers to comment on it.
SA
Check your progress

more work there done!
develop and convey a character through speech and
actions
create a dilemma for a character to face and resolve
use a variety of short and long sentences to build tension
reveal the character’s feelings through their actions.
18 Unit 1Unit 1 People

People pointers
pointers
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1 Selling
2 a lifestyle
Narrating my life
PL
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Your writing aim for this unit: To create an advertisement that shows your persuasion skills
Writing objectives for first language English Writing and Use of English objectives for
second language English
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• link ideas and planning choices to
a clear sense of task, purpose and • use adverbs to modify verbs and adjectives
audience
• learn adjectives commonly used in
• write persuasively advertising
• use a wide variety of sentence types. • learn how to write effective headings.
Key terms that you will learn: advertisement direct address
Unit 2 Selling a lifestyle 19

What techniques do I Reading
need to learn to write The following advertisement promotes a
gadget that claims to help people take even
persuasively? better ‘selfies’.
Imagine the humble pencil was a new
invention that no one had ever seen. How
would you advertise it? How would you
describe its qualities and the benefits it
would bring to someone’s life? Spend one
minute introducing ‘the pencil’ to a partner SMALL IS THE NEW BIG
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and trying to persuade them how wonderful
L I B E R AT I N G LY B O U N D L E S S
it is. Then swap roles so your partner has a
chance to do the selling. Begin LI FE-SI Z E EMOTIONS
‘I want to introduce you to something Your life. Your stories. Your way.
special. We call it “the pencil”…’
AirSelfie is about more than images. It’s about giving
products
PL
Effective advertisements for lifestyle
A good lifestyle advertisement should:

• promote the benefits of the product or
service to the reader or consumer
• suggest a way of living that is attractive to
the consumer
• use memorable images, logos or slogans
• use a variety of persuasive techniques in
you the most unique, flying camera technology to tell
the world your story, exactly as you want to tell it.
Discover breathtaking heights where the only limit is your
imagination. Explore your world from an aerial perspective
and unleash your personality.
NEAREST AND DEAREST
QUALITY TIME TOGETHER

Snap unforgettable moments with your friends and family.
Take group selfies – groufies – from up to 20m away, capturing
both your loved ones and the panorama. Perfect for an aerial
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the structure or choice of language. group photo around a birthday cake or capturing the applause
at your wedding. AirSelfie will change your photos forever.
Glossary LIFE IS A JOURNEY
lifestyle: how people live (type of home, VACATIONS BIG AND SMALL
friends, job, etc.)
Beach, mountain, city break, backpacking adventure. Take
promote: support or praise a product/ AirSelfie with you wherever you go. Achieve quirky, previously
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service and its benefits unseen angles of famous monuments, stunning aerial
consumer: someone who buys or uses a panoramas or just you and your friends having holiday fun.
product or service Then post your snap directly on social media, and make your
friends wild with jealousy.
logo: symbol or sign that shows what the
brand is
W E A R E W H AT W E L O V E
slogan: a memorable statement or
saying related to the product DEFINING DIVERTISSEMENTS
We’ve all got a passion. Something we love doing. Something
that makes us us. AirSelfie lets you capture whatever that is in
Key term a way that is truly individual. Get your pal to snap you riding
the waves from a bird’s-eye perspective. Take a panoramic
advertisement: picture, text or short film shot when you’ve successfully scaled that mountain. Show
that tries to persuade people to buy the world exactly how you checkmated your greatest chess
something or use a service adversary. Express your passion, your personality. With the
best, boundless selfies captured from the air.
20 Unit 2 Selling a lifestyle

1 As you read the text, think about these
questions: Key language features
a What, exactly, is the AirSelfie, and what adverbs
does it do? advertising adjectives
b Who do you think the advertisement is headings
aimed at, given the use of images and
what the text says?
Glossary
divertissements: French word meaning
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‘diversions’ – things to take us away from
everyday life
profile: your personal page with
information about what you are doing
likes: (n) instant responses which tell you if
PL
someone likes what you’ve done or shown
How the text works

Do you remember what makes a good
advertisement? Here is how the writer makes
I T ’ S W H AT ’ S O N T H E I N S I D E T H AT C O U N T S it work. He/she:
THE GREAT INDOORS • structured the text to put across the main
The first portable flying camera is completely safe to use benefits of the product
inside. Use AirSelfie to take previously unattainable wide-
angle HD shots of special family dinners, cosy evenings
• used images, headings and subheadings
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cuddled up in front of the television, or the magic of a club to draw the attention of the reader
night with friends. It’s the first device you can truly make your • captured the reader’s interest by using a
own.
range of language techniques (slogan,
direct address, repetition, positive
L I V E , S N A P, S H A R E
language, etc.)
SOCIAL MEDIA HAPPY
• suggested a lifestyle the reader could be
Live life to the fullest. Capture your story, your way,
SA
part of through lots of examples.

without bounds. And then share with the world. With
AirSelfie you can post your snaps directly on Facebook,
Instagram and Twitter with just the touch of a screen. Key term
Watch your profiles fill with amazing aerial shots, and
let the likes roll in. direct address: when the writer uses the
second person (‘you’) form to the reader.
LOVE WORK
INNOVATE YOUR WORKING LIFE

Bring new perspectives to your work life with AirSelfie.
Create a time-lapse of company event set-ups, fill your
marketing messages with click-happy aerial images, show
clients photos of your latest construction project, and much
more. Whatever field of work you’re in, the possibilities
are as boundless as the sky.

Text analysis Reading closely
1 How does the advertisement create an 2 The form and structure of the
impact? Before you look at the content advertisement is partly why it is effective.
in detail, pick out two to three things Look at it again carefully, and use the
that stand out or make you want to read table below to complete a report on how
more. Share those ideas with a partner – the advertisement is presented.
was their eye drawn to the same things? Try to say how each feature has been
presented.
3 In an online advertisement, the most
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important and attention-grabbing
information usually comes at the top.
a Is this true in the case of the AirSelfie
advertisement?
b Why do you think this is the case?
PL 4 There are six sections after the

introductory one.
a Which one suggests AirSelfie is great for
travelling and holidays?
b The third section is about pastimes. What
three examples does the advertisement
say AirSelfie could be used for?
c How does the last sentence of the
advertisement link with the first
subheading/strapline under the title?
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Feature Example from the AirSelfie How or where it is shown
advertisement
Main slogan/heading Small is the new big Largest letters – at top of the
advertisement
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Subheading or strapline 1
Subheading or strapline 2
Image 1
Image 2
Section headings
Section subheadings
Anything else?

5 The advertisement uses persuasive c This product is exclusive and only for
language in many different ways. the very rich.
At various times, the language devices d This product will help you sort out a
in the table below are used. Working in a problem in your life.
small group, make sure you are clear what
each one is – and then: e This product will give you freedom to
express yourself.
a divide up the devices (for example,‘direct
address’) among the group members React to the text
b find at least one (and possibly more) 7 Work in pairs. Discuss these questions.
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examples of the device you have been
given a Is the AirSelfie a good idea? Can you
think of any reasons why some people
c make a note of why it might be might not like it?
effective and add it to a ‘group grid’ like
the one below. b How often (if at all) do you take selfies?
In what situations?
PL
Thinking about the text
c In what ways do you think the
The various elements of an advertisement advertisement is effective in promoting
combine together to create a key message the product? Think about:
or set of messages to make the reader buy
the product. i How you feel about the
advertisement and the product
6 Think carefully and then answer the
question. ii Why the advertisement makes you
feel this (for example, does it make
What do you think the key messages of
you want to share in the lifestyle
the advertisement are? Consider these
shown? Is it something about the
options:
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language you liked/disliked? Do you
a This product is very cheap and good find out enough about the product?
value. Is the advertisement presented
effectively?)
b This product will fit in with a young,
active and social lifestyle.
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Direct address – using ‘you’, Short phrases for impact Powerful adjectives – for
‘your’ etc. to ‘speak’ to the – sometimes with repeated example, ‘unforgettable’
reader words in them
Example: Example: Example:
Imperative verbs – strong Images or examples – ‘aerial Sounds or rhythms – words

commands such as ‘Get’, ‘Go’, group photo around a or phrases put together for
etc. birthday cake’ impact – such as ‘nearest and
dearest’, a sort of rhyme
Example: Example: Example:

Use of English 3 Match the adverbs and adjectives to
make common collocations.
Later in the unit you are going to write an
advertisement for a photo app. a highly i unseen
b absolutely ii beautiful
Adverbs to modify verbs and
c previously iii available
adjectives
d vitally iv effective
Grammar presentation e eagerly v important
We use adverbs to modify the meaning f widely vi anticipated
E
of verbs in a sentence. Adverbs are also
4 Complete the following advertisement
used to modify or intensify the meaning of
with the adverbs in the box.
adjectives. Many advertisements use verbs
and adverbs to encourage people to act.
simply completely easily
1 Look at the sentences from the
advertisement on pages 20–21. incredibly quickly directly
PL
Underline the adverbs and explain
how they modify the meaning of the
verb or adjective.
a …to tell the world your story, exactly
as you want to tell it.
b Achieve quirky, previously unseen
angles of famous monuments…
c Then post your snap directly on
social media…
constantly
USBoost
safely
M
d Take a panoramic shot when you’ve
successfully scaled that mountain.
e The first portable flying camera is
completely safe to use inside.
USBoost is a handy device that allows
2 Choose the best adverb for each you to free up space on your mobile phone
sentence.
SA
(a) and (b) .

a Post your beautiful creations easily / If you’re the type of person who is
effectively on your favourite social media.
(c) snapping things on your
b Add filters to your photos effortlessly /
phone, it’s (d) easy to fill
incredibly.
your phone’s memory. (e)
c Your privacy is totally / fully guaranteed.
plug in USBoost and save all your photos
d This completely / quite exclusive offer is
and videos (f) . Then you
only for a limited time.
can (g) delete the photos
e Adjust the colours and brightness to
and videos to leave your phone’s memory
achieve the results definitely / exactly
the way you want. (h) free for more of your
creations.

Vocabulary: advertising adjectives
Tip
Vocabulary presentation Read examples of advertising copy and
product descriptions and focus on the
Advertising uses positive adjectives adjectives that are used.
that promote a product’s virtues. But
advertisements also use adjectives to
provide potential customers with essential Cohesion: headings
information.
Cohesion presentation
5 Here are three sentences from the
E
advertisement on pages 20–21. Headings can help you to organise
Copy the sentences and circle the your text and they help the reader
adjectives that might appeal to to understand the structure and
readers of the advertisement. organisation of the writing.
a It’s about giving you the most
unique, flying camera technology to 8 Look back at the advertisement on pages
tell the world your story.
your friends and family.
Find more adjectives in the

PL
b Discover breathtaking heights where
the only limit is your imagination.
c Snap unforgettable moments with
advertisement that are used to appeal

to the reader.
6 Which adjectives in this sentence

20–21. Why does the author use these
headings and subheadings? What are the
paragraphs about?
NEAREST AND DEAREST
INNOVATE YOUR WORKING LIFE
9 Complete the tips for writing headings

using the words in the box.
key benefits short

M
provide information about the imperatives visible
product?
The first portable flying camera is
completely safe to use inside.
Five tips for writing great headings
a Keep them : use no
7 Copy the words in the box. Circle the
SA
more than seven or eight words.

adjectives that appeal and underline
those that inform. Compare your answers b Make them : use bold
with your partner. letters and capitals or a larger font size.
useful valuable free c Use words: your

heading is like a signpost of what will come in
revolutionary light luxurious the paragraph.
attractive simple natural
d Use : tell your readers
strong stylish powerful what to do.
e Highlight the : always

use positive words.

Guided writing Tip
Use the internet to research different
You have been asked to write an features of photo-editing apps.
advertisement for a mobile phone app
for editing photos. The app has all the
usual features of a photo-editing app 2 Now decide which features you want to
(filters, adjust colours and brightness, include in your promotional text.
crop and rotate, etc.) but this app also
• Remember to include the one(s) that
has a special tool for making collages
make the product stand out from the
– making one image out of several
E
competition.
different photos, all with different sizes
and shapes. • Note down ideas for how you will
The advertisement will appear on app explain the features – use key words.
stores where users can download the • Plan the structure of the information.
app.
• Think of examples of how the features
PL
Write the advertisement for the mobile
might be used to help the reader
app to go on app stores.
understand them.
• Think of different areas of life where the

product could be useful: family photos,
friends, holidays, work, etc.
Useful language
Phrases: X is about more than…, It’s

about…, You won’t believe…, It’s easy to
M
use and…, This amazing app has a full
set of…, Unlike other apps,…, This app
comes with…, Whether you want to…or
…, this app will…, X has a wide range of…
Think/Plan Adverbs: exactly, directly, successfully,

completely/totally, easily, effectively,
effortlessly, highly, absolutely, simply,
SA
1 Work in pairs. Generate ideas for your

quickly
advertisement. Write a list of features that
photo-editing apps usually have and a Adjectives: unique, breathtaking,
short explanation of what each feature unforgettable, stunning, useful, valuable,
does. Here are some ideas: revolutionary, luxurious, attractive, simple,
stylish, powerful, free, light, natural, strong
• Filters: transform your original photo
into something new – black and white,
vintage, or different colour tones.
• Crop: change the shape and cut parts

out to focus on the details.
• Rotate: straighten or turn your photo to

the desired angle.

Write: features Write: logo, slogan, image
Write a short paragraph about the features Finally, think of a logo for your product.
you have chosen to describe. Design a logo, come up with a slogan
and find an image to accompany the
a Use imperatives to address the reader
promotional text.
directly.
b Use positive, convincing language to Things to remember when writing an
promote the benefits of the features. advertisement
c Use adverbs and adjectives to enhance
your description. • Promote your product or service.
E
d Explain what the features do and give • Write persuasively using a variety of
examples of how they might be used. structures.
e With your examples, suggest a lifestyle
• Structure the text around the benefits
that you think would be attractive for your
of your product.
readers (family, friends, work, celebrations,
etc.).
PL
• Capture the reader’s attention through
imperatives, headings, positive
Write: introduction language.
When you have written the main body with
the different features, write an introduction. • Use examples to suggest a lifestyle that
will attract the reader.
a The introduction should be a more
general lead-in to the app. • Write attractive headings and
b Include the name of the product and say subheadings.
what it does. • Think of a logo, slogan and image to
c Explain what the user can achieve with go with your product.
the app and how it will help them in a
M
general way.
Check your first draft
Write: headings When you have finished writing, be your
Now write the headings and subheadings own editor.
for each paragraph, and a headline. a Design your promotional text as a leaflet
a Read the paragraphs and note down key on a sheet of paper and proofread the
words. copy.
SA
b Think of synonyms or related words. b Share the leaflet with a partner or in

c Try to think of interesting combinations for a group and discuss how it could be
words. improved in terms of both design and
language.
d Use positive adjectives and adverbs.
e Keep your headings short (no more than Peer assessment
eight words).
Check your partner’s work for words
Here are some ideas for patterns:
or phrases that are repeated. Discuss
• Imperative + noun: Share life alternatives that could be used instead.
• Adverb + adjective: Incredibly simple
• Groups of three: Choose, tap, save Now write a second draft of your
promotional text.
• A short sentence: You’ll love it.

Independent writing Writer’s checklist: advertisements
Write a promotional text or advertisement
• Have you promoted the main benefits
of 300–350 words.
of your product?
Choose one of these ideas for a product or
use your own. • Have you captured the reader’s
attention?
• A paper diary/planner
• Have you used a variety of adverbs
• An app for students at your school and positive adjectives?
• A device for your cables and headphones
• Have you used headings and
E
Write at least five paragraphs. subheadings for each section?
Follow these stages. • Have you come up with a good name,
Stage 1 Generate ideas. Think of different a slogan, a logo and an image?
features of the product that you want to
highlight.
PL
Stage 2 Put your ideas into a table. Include Editor’s checklist
a slogan, headings, subheadings and key Check
words.
• that your ideas are organised into
• Which four or five features do you want to paragraphs
include?
• What order will you put them in?
• punctuation
• How will you introduce your product?
• the grammar is correct – adverbs.
Stage 3 Write your advertisement in
paragraphs. Use the checklist to make sure
M
your advertisement is persuasive. Final draft
When you have finished writing your
advertisement, post it on the wall in your
classroom.
SA
Check your progress

more work there done!
make planning choices with a clear sense of the task,

purpose and audience
demonstrate control of a variety of sentence structures for

my intended purpose, to create the desired effect
promote the benefits of a product or service for a reader
write effective headings and subheadings to draw the

reader’s attention.


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Original material © Cambridge University Press 2019

Original material © Cambridge University Press 2019

Original material © Cambridge University Press 2019

1 Story/narrative To improve characterisation Gerunds and infinitives

2 Advertisement To create an advertisement Adverbs to modify verbs

3 Travel/descriptive To shape language to evoke Questions

To write effective and

8 Persuasive To write a speech for a Making suggestions

9 Poem/responding To write a thoughtful response Adverbs

10 Descriptive writing To write a story with a Participles

11 News report To write an article about an Subordinate clauses

12 Third person To write a powerful story Continuous tenses: active

Phrasal verb particles Cohesion: quantifiers as pronouns 9

Advertising adjectives Cohesion: headings 19

Health and illness

Cohesion: time and sequence

Verbs + prepositions Cohesion: connectives – addition and 79

Reporting verbs Punctuation: quotations 89

Descriptive adjectives Punctuation: commas 99

Festivals Cohesion: examples and emphasis 109

Nature Cohesion: connectives for narratives 119

Key terms that you will learn: characterisation incomplete sentence

help others or work hard without making a quantifiers as pronouns

The unit is divided

include literature. 10 Unit 1 People pointers Unit 1 People po

4 How to use this book ﻿

have just read. • shows us how others react to him (for

Bronze stuffed the cash into his inside pocket, untied

eople pointers Unit 1 People pointers 11

read. interested in a character because they

a What does the man call Bronze when

12 Unit 1 People pointers

How to use this book﻿ 5

new or important Key term

Unit 1 People pointers 13

The ‘Use of English’ section looks at grammar

story on pages 10–11 to the verb

b It was difficult to ii verb + gerund

c He wanted to iii infinitive of

e The others v adjective +

14 Unit 1 People pointers

6 How to use this book ﻿

vocabulary box. Certain movements or actions can only

e The man couldn’t believe his luck,

a Ali lifted up / off the box to check how

Unit 1 People pointers 15

‘Guided writing’ is the fourth section. This

After all, …, [character] wasn’t at all sure

Think/Plan Write: the build-up

How to use this book﻿ 7

Now write a second draft of your review.

The ‘Peer assessment’ boxes allow you to

Follow these stages. and events?

18 Unit 1Unit 1 People

8 How to use this book ﻿

In this unit, you will:

Key terms that you will learn: characterisation incomplete sentence

Unit 1 People pointers 9

dilemma: a difficult decision faced by them said.

10 Unit 1 People pointers

Unit 1 People pointers 11

2 This part of the story hinges around two

4 How to use this book

How to use this book 5

6 How to use this book

How to use this book 7

8 How to use this book