UNIT 1 bescribing People 1 Look at the people in the photographs and talk about each in terms of appear- ance, personality and lifellifestyle. Appearance: How would you describe each person's appearance? Which featres of their appearance are msi noticeable? Whai does their way of sitting, looking, etc, suggest? Personality: What do yes imagine each persom is Oke? Life & Lifestyle: What else do you imagine about each person concerning such things as profession, ambitions, interests hobbies, daily routine, etc? ‘A composition describing a person should consist of 2) an introduction gvving brief information about who the person is, wherethow you ‘met himjher, how you heard about him/her, ete 'b) 2 main body which may include description of such things as physical appearance, persenality/oehaviour, manner/mannerieme and/or details of the person's lfe and lifestyle, (hobbies, interests, everyday actvites, etc.) and ©) a conclusion in which you comment en why the person is of interest, express your feelings/opinion concerning the person, et. © Ina descriptive composition of a person, you may also be asked to explain why this person is successful/admirablelunusual, etc, why he/she made such a strong impression on you, hew he/she has influencod you, ote, (@ Each paragraph should start with 2 topic sentence which summarises the paragraph, Inroduction The content of the paragraph depends on the topic itself ana where the emphasis is placed © Descriptions of people may be includes in several other types of writng tasks such as narratives, etter, assessment reports, ete Paragraph 1 who the person is whenthow you first met/ saw himiher Points to Consider Main Body © To describe physical appearance, you should give details of the person's Paragraph 2 height build, age, facial festures, hair, clothing, otc. moving trom the most general physical appearance aspects to the most specific details. e.g. Bll, who is in his early twenties, is quit tall Paragraph 3 and well-built, with thick black hair and piercing blue eye. He ie utually reseed in jweenda Tout personaiityibehaviour (with @ To describe personality and behaviour, youcan support your description with Justiicatfanlexemples) ‘examples of manner and mannerism: e.g. Markis rather unsociable, usually siting Paragraph 4 silety ina comer observing cthars fiom a cstance. IMefitestyle/beliets © To describe life, lifestyle and beliefs, you should tak about the person's habits, é h interests, profession, daily rosin, opinions, ete ‘arearaph § 6.9, Being both @ university student and a part-time assistant in a supermarket, Janet explanation 1 + justification ‘has fle free time to go cut inthe evenings. Paragraph 6 ‘© Ifthe instructions for he writing task ask you to describe someone related to the explanation 2 + justification present, e.g. “Describe a person who Is unusual .”. you wil describe the person using Present tenses. you are asked to cescribe sb related tothe past, sb who is no longer Conchsin alive, or sb whom yournet some time ago .. .9. ‘Describe a famous person you mat who was not as you expected.” you wil describe the person using Past terses. © The use of descriptive vocabulary, 6g. stunning, elonder, ote. and a varity of inking words and structures wil make your wring more interesting Final Paragraph comments/feelings about personUnit 1 Describing People 2. Read the following composition and fil in the missing information in the plan, Look at the highlighted adjective-noun combinations, then close your books and try to remember as many of these as possible. What other words can you think of which could be used to describe a person’s physical appearance? Describe a person you know well \Whea | began working at Hillcrest Nursery School three years ago, | was introduced to Sharon Duna, the school’s headmistress. Her smart appearance and warm, friendly expression mace me tke her immediate: ly. She is a small-boned, smiling woman in her early fifties, with twinkling blue eyes and soft, silver curls. Althcugh she dresses simply she always manages to look elegant, She isa very fair-minded person who eats everyone atthe school with equal respect. Despite dasping herhands nervously when she s upsel, she is actualy very calm, which is shown by ber ability to Keep hertemper in the most dificult situations. Her quiet voice and gentle, caring manner make her popular with the children, ‘Ms Dunn has na children of her own: however, she says that she feels ite a mother to all of the children in her school. In fact, she has no tine for family life, since she ded icates her life to her job. Besides taking care of various administrative tasks every day, she always takes time to talk to the teachers and parents. in addition, she often holds meetings with the school’s Board of Directors, as well as with staff and parents To my mind, Sharon Dunn i a dedicated professional who is a wonderful role model, nat orly for the chien but for the teachers, as wel PHYSICAL APPEARANCE Pecx ‘of a person's appearance could include such aspects as height.build, age, facial features expression, hair, clothes, etc. You may describe visual details e.g. A al, heavly-built man wearing & black leather jacket...) and/or use words and phrases which describe ‘he general impression created by the person's appearance (6.9. Donna's slender, youthful build makes her look younger than sre is, while her face, with its bright smile and friendly expression, is very attractive) Note that when you describe someone for official purroses e.g. a police report, you emphasise the person’s physical appearance, giving the most accurate desciiption possibe. Look at the photographs, choose the most appropriate descriptive words from those suggested, and then write a short description of each person, as in the example. ‘broached buon nose ‘ain/smoottvswathy sk" sonra peti ey | (tamed flabby porty/slender/powerul build haven/ine featured face uigin/withered biceps Introduction first met Ms Dunn at Hilcrest Nursery School, headmistress Main Body © Appearance ‘smart; warm, friendly expression «© Personality/Behaviour © Life/tifestyle/Beliefs Conclusion sparking waterypercing eyes sarcasto/condescending/rindly smile scars/recies/ wrinkles flowing/sver/curly hair warm/hostie/arrogant expression dmplesipimpies/wrinkes10 People eg. Kevin Boyce plays bas- Linking Words and Structures ‘© Writing which contains a series of short sentences or the same simple linking words (such as “and") soon becomes boring and repetitive. To avoid this, you should use a wide range of linking words and structures. with ‘She is tall and striking, with long blonde hair. Relative Clauses who/whichwhose ‘My neighbour, who is slightly eccentric, has dozens of fithy cats. He is a scautly child whose clothes are tom and diy. ‘Ho has a broken nose,which makes him look ike @ boxer. Result so/such (a) .. (that) ‘She is 80 beautiful (that) she looks like a fm star Addition in addition to, as woll as/besides, moreover, furthermore, not only .. but also... et Ho is very tal, n addition to being very thin ‘My grandmother has deep wrinkles, as well as thin grey hair He is not only artistic, but also a successful businessman. Contrast _butiyetIHowever/Nonetheless/Even so + clause Although’ (Even) though/While + clause In spite ofDespite + -ing form/nounithe fact that Ho is temperamental, butlyet he is a loyal fiend. He looks as though he's an old man. However, he is only 35. “Although he has a huge, powertul body, he's a vary gantle parson. In spite of being very busy, she always has time for her children. 4 Join the following sentences by u: the table above, as in the example. ketball for our school tearm. He is very tall. He is athlet- ic, too. This makes him an excellent player. ‘Kevin Boyce, who plays bas- ‘ketball for our school team, is not_only very tail but_also The Masai are East African tribespeople. They are tal. They have noble features. They look extremely graceful. ga variety of the structures shown Grace Kelly reached Hollywood stardon in the 1950s, She was famous for her del icate features, She married a prince to0 The postman is 56, He has thick blac! hair. It has only a few touches of grey He has smooth skin. ‘This makes hin look younger than he is. Mrs Russell is tiny. Her flat is next t mine, She has white hair and wrinkles She looks 90 years old. Maurice has black hair. He has atic! black moustache. He has a dark com plexion. The policeman’s muscular build fillet his large uniform. He had a high, broav forehead and a strong, square jaw ‘These gave him an air of authority. PERSONALITY AND BEHAVIOUR © In descriptions of people we can include a clear description of @ person's personality and behaviour with a variety of character words. 9. Ho is frendly and honest. ‘She speaks very rudely Ho is greedy and a miser. ‘These words should be justified in an explanation or example. .g. Brian, who is vary soclable, enjoys going to parties and meeting people. © Ifyou describe negative qualities, you should use mild language. Use: tend to, seem to, is rather, can sometimes be, etc. ag. Sarah isan excollent work, but she can sometimes be rather impatient. (not: Shetimpationt) © You may describe personality and behaviour with examples of manner and mannerisms (the gestures people use, the way they speakiwalk, et) 2. Timothy is a very tolerant father; ‘no matter what his children do ‘he doesn't lose his temper. Note that personality characteristics should be stressed in certain types of writing, for example when you recommend someone for a job.Unit 1 Describing People Linking Words and Structures / @ LINKING CAUSE AND EFFECT ‘She is open and friendly. (Cause) She is popular. (Effect) ‘owing to/due to (+ -ing/nounithe fact that) asa result because/as/since ‘Asa resulticonsequence of Althe result of. is. ‘She is popular because she is open and triendly. ‘She is popular due to beingidue to the fact that she is open and friendly. ‘Arresult of her being open Is that she is popular. The reason (that/why) . is, so... thereforetfor this reason ‘She is open and friendly, 80 she is popular. ‘She fs open and friendly, therefore she is popular. ‘The reason she is popular Is that she /s open and friendly, 5 All the sentences below use the simple linking word “because”. Look at the table above, then rewrite each of the sentences using the linking word or phrase in bold type. g. People often find him offensive because he says exactly what he thinks Aresult of.» Aresult of his saying exactly what he thinks is that people often find him offensive. 1 People trust Paul because he is so honest. Since .. 2 He is very successful because he works extremely hard. The reason .. 3 Joan isan interesting person because she has lived in exotic places and has had so many strange experiences. asa result, 4 Don comes across as being inquisitive because he tends to ask people a lot of questions. etn 5 I dislike her because she is vain and self-centred. w= due to Impressions, Opinions and Reactions Itseems to me that To me/To my mind In my opinioniview/eyes Ithinkjfeetetc (that) As far as 'm concerned sb seems/appears to be... sb strikes peopleicomes across as (being) sb gives the impression of being ...the impression that lipeoplefetc findiconsider sb to be... think of/see/regard sb as being 6 Using the expressions in brackets, write a complete sentence from each of the following ‘skeleton’ sentences, as in the example. eg. Graham | sometimes {be insincere j result | ry {latter | everyone (come across) Graham sometimes comes across as being insincere, as a result of trying to flatter everyone. 1 He has habit / speak with / mouth full which I / be / disgusting (find) 2 Sarah / people / be / immature / since often giggle / when someone / speak her (strike) 3 Owing / fact / David / never pay / any- thing, he / be / mean (impression) 4 As/he /not return things /he borrow / he / de / dishonest (opinion) 5 Since my sister often forget / where she put / things, she / be / absent-minded (appear) ‘Compound Adjectives Compound adjectives are formed with 2) present participles: a quick-acting officer, a hara-working doctor b) past participles: a styishi-dressed woman, an open hearted young man, a narrow-minded poitician, a widely known football player ¢) cardinal numbers + nouns: athree- year-old boy, a sc fot tall man ) well, badly, ill, poorly + past participle: a well intentioned friend, an ill mannered actress 7 Make compound adjectives fo deseribe the following: 1 A baby who is crying constantly. 2. A speaker who has prepared thoroughly. 3 Students who are organised well. 4A girl who has curly hair. $A boy who has brown eyes. 6 A basketball player who is 42 years old. 7 An artist who is dressed in funny clothes. 8 A child-minder who has been specially trained. 9 A man who has a short temper. 10 A man with one leg IL A dentist who has gentle manners.Unit 1 Describing People Participles In formal writing, present and past participles can be used to replace clauses as in the following examples. She is so rich that she can buy anything she wants. Beingsorich she can buy arthing she wants She was so rich that she could buy anything she wanted. Having been so rich, she could buy anything she wanted. When he is seen fram a distance, he resembles Paul Newman. ‘Seen from a distance, he resembles Paul ‘Newman. ‘Monica, who was dressed entirely in red, entered the room. Dressed entirely in Fed, Monica entered the room. 8 Rewrite the follow- ing sentences using participles. I Oliver, who was cov- ered in dust, climbed down the ladder. 2 Veronica, who was tired out, could not 20 0n with the journey. 3 Richard is so rude that he has -no friends is so intelligent that she can speak six languages. § Frank is so absent-minded that he always forgets his car keys. 6 Susan, who was laughing hysterically couldn't speak. 7 Paul, who was walking on crutches, left the room slowly. tut out fo 8 Louise isso patient that she is be a teacher. 9 The following text describes twin brothers. Read it, circle the words o1 phrases describing personality and behaviour, and underline the justi fications or examples given, Describe two people who are very different, despite their apparent similarity Jason and Jonathan are identical twin brothers, who are in the same year at school as | am. Physically, they are incistingushable; they ae like “two peas in a pod”, asthe saying goes. They have the Same short blond hair and fine features, and they tend to dress in the same casual style, When you get to know them, however, it Soon becomes clear that their personalities are completely different. Jason is very Outgoing, assertive and ambitious — the sort of per~ son who might run a large corporation. An example of this is the fact that he is already the president of the school debating society. ‘Athough people tend to find him rather pompous and conceited to me he simply seems full of confidence. For instance, he is mu! more likely to say “I can do it” than “t’m the best”. It is true that he comes across as stubborn, though, due to his habit of refusing he is wrong in any disagreement. rarely socialises, preferring to spend his time on his own. He is a dreamer who can spend hours staring at the clouds. "As a result, he sometimes gives the impression of being lazy, while a few people even regard him as ‘slow-witted. On better acquaintance, however, he turns out to be not only enthusiastic and energetic, but also deeply caring which is shown by his tireless work on behalf of various charities. 10 Use the adjectives listed below to complete the following sentences describing character as in the example: childish, cruel, dishonest, friendly, lazy, mean, moody, rude, shy, stubborn, tactless ‘Then choose from the list below the adjective which has a meaning almost the same as the word you have just used. Write each adjective next to its synonym. blunt, deceitful, idle, immature insolent, miserly, obstinate, timid, sociable, spiteful, temperamental 8. Maria is a frienaly/sociable gir! who loves meeting people and gets on well with everyone 1A good example of Roger's behaviour was the time that he refused to finish a game of chess because he was losing.Unit 1 Describing People 2 An FeW i880 on 7 all day except sit and watch television, 3 Sandra is a rather enjoys upsetting people and getting them into trouble. 4 Gerald tends to be a(n) it’s difficult to believe what he says or a tO trust him. 5 Speaking to strangers is terrifying for Blaine because she is so... 6 Melissa tends to be . and often upsets: peopl | ty saying what she thinks without considering their feelings. 7 My brother is very change from being perfectly charming to angry or miserable. § Mr Purvis is. rather ee cold man who refuses to change his mind once he has reached a decision about something. 9 The way that he shouts at his teachers is just one example of his, behaviour. W I think Carol is .. a only spends money when she absolutly has to. that he does nothing ~-gitl who ss PRISON, + he can suddenly because she 11 2 Read the table, then listen to the cassette and complete the missing information. Using the information in the table and the linking words in the list, compare Anthony and June, Similarities: also, too, as well as Differences: however, on the other hand, whereas, whl, but, although 4. in some ways, Anthony and june are very similar. For example, they are both fashionable... However, .. BOTH ANTHONY =| | JUNE Appearance: fashionable Personality self-confident, Behaviour; sensitive Manner and Mannerisms 12 Complete each of the following sentences with the set of character words which best match- ¢s the manner/mannerisms described. a arrogant, smug and condescending bb sensitive, generous and caring ¢ a energetic, outgoing and confident distant, absent-minded and impolite 1 William comes CFOS BS nae _ because he holds his head up high, speaks ina loud, clear voice and looks at people with a steady guze. 2 Most people ‘egard him as... - seven om account of his sarcastic tone of voice and sneering expression, 3 The reason Lydia seems nom sown is that she often Looks away in the middle of a conversation and sometimes doesn’t answer when she is spoken to, 4 Philp strikes me as . ice he always realises when someone is upset or worried and offers. them comfort, advice and practical help. 13 Read the following descriptions and fill in each blank with a “character” word from the list below. Then rewrite each deseription in one sentence a the example. Use as many different linking techniques as possible, aggressive, impatient, insincere, nervous, timid, vain eg. Kevin bites his nails. He jumps at loud noises, He is nervous AS well as biting his nails, Kevin, who is a very nervous person, jumps at loud noses 1 Cathy spends hours doing her make-up. She is always looking at herself in the mirror. She is = 2 Jerry blushes easily. He looks at the floor when he is talking to people. He’s very Gordon shouts at people alot. He also clenches his fists whenever he gets angry. He is... 4 Paula flatters people she dislikes. She pretends to agree with them, even if she’s of a different opinion. She's... Roberta taps her foot if she fas to wait. She sighs if things don’t happen quickly SHE'S neeUnit 1 Describing People LIFE, LIFESTYLE AND BELIEFS '@ Ina description of a person you could include information that relates to their life, lifestyle and beliefs. You may refer to factual details such as profession, qualifications, family, etc e.g. He is an eminent scientist who is famous for his research in genetics. or aspects such as daily routine, hobbies, interests, achievements, beliefs, ambitions, future prospects, ete. 0.9. George is working hard because he wants to be promoted. © Information about ie, ifestyle and beliels gives the reader a clearer idea of \Wwhat the person is and does, and often also suggests what the person's characteris ike, ‘2.9. Andrew's ambition is to climb Mt Everest = athletic, adventurous Read the descriptions of three people's lifestyles and beliefs and try to guess what each person does. Which aspects of their life, lifestyle and beliefs do they mention? Now write a similar paragraph about a teach- 14 er or a reporter. ng ee let have a eg on We he tsp, however she testo 98 oe tha tutte teeing Thee she [oe te cts inporant for ef be heathy Fe site tout steak An's pojesion steer tation of er dens vel Gare c rare spanau, oe hol aes Steve has a very busy iestyle — getting up at five thirty, “working out in the gym and then going straight to ‘work. He often has working breakfasts and lunches and \, meetings to attend that go on until the early hours, Steve also has to travel a lot, so he isn’t able to spend much time with his family and friends, although he tries to keep his weekends free, He believes in hard work and that the key to/ success lies in honesty and determination. His recent / promotion gives him reason to hope that he will be a senior partner of the firm one day, A Claire’ fe pretty much the same from day to day. On weekdays Ave get up at seven, wakes up her tenaged ons and jess them of to school. Then she stars the housework, shop {ping and soon. She sperds alot of time working inthe or | "den hich she relly enjoys. Clare aways resto arange \ something special for the weekends — a drive in the country with the whole fray, or Instance. She believes that taking ear of he family ab nisl are \ fone that she tkes great ~ pride in a 10 15. Read the short extract below, and s which aspects of the person's life a lifestyle the paragraph deals with, Moira’s career as a re: a respected paints keeps her busy from dawn to dsl ‘ortunately she loves meeting ner peopl, so she can combine et ine fests with her career. When she is attending exhibitions and gallery open ings she leads 2 very disciplined life She paints from 6 o'clock in the morn ing until 4 o'clock in the afternoon, She usually spends the early evenings with her husband and two children. Her ambition is to havea one-woman-show {han important London gallery ~ and fer dream is to own an = is to own an art gallery one 16 EB You will hear two people talki about a successful writer, Read t table, then listen to the cassette a fill in the missing information. Usi the notes, first say then write description of Emma's life a lifestyle similar to the one in Ex. 12 CAREER - successful writer INTERESTS DAILY ROUTINE GM tO a writes from FAMILY AMBITIONS start school fOF marUnit 1 Describing People Ww the model below and give the topic of each paragraph. Then, list which aspects of description have been included, and underline the justifications/examples given, Writing techniques Certain writing techniques (use of weather description, direct speech or dramatic language to create mystery! suspense, reference to feelings! moods, etc.) can be used when describing people in order to make your description more vivid and interesting. See how an ordinary beginning can be made more exciting Instead of writing: / first met my future wite, Heidi, in a café where | was doing my crossword on a warm aftemoon in July. Describe a person you regard as eccentric Chris Martin moved into the house next door to mine two years ago. Even before he came round to introduce himself the fol- lowing day, | could tell that he was truly eccentric, Perhaps the most striking thing about iris is his appearance. His slender body is usually adomed in some kind of tight-fitting, | ‘multi-coloured catsuit which makes him look | | | | | like a comic book super hero. He generally tops this off with one of his flowing capes and a mask. His hair is as crazy as his clothes, going from yellow at the front, to red, to blue to green at the back, and it sticks up a if he's styled it with the aid of a powerful electric current. He has You could write: / watched with a ‘mixture of initation and apprehension as the busker approached my table where I was doing the crossword on some rather strange mannerisms, too, such as his tendency to bow when introducing isl forthe ist ne, a a In spite of his strange appearance, Chris is a truly decent person and Pa enicvine aa Gen comeany ar the world would be a better place if there were more people like him. ‘apprehensive because i never know He is very polite, friendly and is genuinely caring, always remembering ‘how to tell people politely to go away. birthdays with a photograph of a bouquet of flowers and bringing me To my surprise, however, the woman | chicken soup or Japanese tea if I'm ill. Chris will help if he possibly can sat down opposite me and put her and is ready to listen to everyone's problems. He tends to be aggressive guitar down on the floor. "Can | play something for you?" she said with a cheeky grin. Little did I know right then that this woman, Heidi Tiemey, was to be my future wife from time to time, but this is because people make fun of him. ‘Athough Chris could never be described as ordinary, | enjoy having | him as a neighbour. Life is never boring when you have someone like | inn living next door, and his combination of unpredictability and gen- tine kindness make him a valuable friend. 19 Read the following sentences and rewrite them using writing tech- niques. 18 GB You will hear Stella telling her friend about a person she dislikes, Read the questions, then listen to the tape and answer them. You may keep notes while listening. Looking at your notes, describe the person. NOs 1 I first met Marion Browne, the famous | 1 Whe tella describing? writer, at a party where I hardly knew ! —— anyone. 2 What do Stella and her friend say about his appearance? 2. The man who was to become the great- est influence in my life, William Morrison, was introduced to me by my boss. 3 The oddest person I have ever known was Jack Simpson.N Unit 1 Describing People 20 Read the model below and compare it with the composi 1 was late on a cold January night two years ago when | first laid eyes on Chris Martin, after hearing a removal van in front of the vacant house next door. Curious to see who my new neighbour was going to be, | peered out from between the curtains. Under the street lamp there appeared to be a multi-coloured clown-like figure gestic- ulating wildly and shouting, “Be careful with that box! That's a ten-thousand-pound amp you've got there!” ‘When Chris came round to introduce himself the follow- ing day, | was rather taken aback to discover that his curi ous guise the previous night had not been a trick of the light, but that it was, in fact his “normal” appearance. His slender body was adorned in a comic book, super hero catsuit, cape and mask and his rainbow hair looked as if it had been styled with the aid of an electric socket and a wet finger, He introduced himself with a low bow then took my hand and gently kissed it before murmuring in a deep, husky voice, “Chris Martin, at your service, Madam.” INTERPRETING THE TOPIC nin exercise 17, Which writing techniques have been used? In the months that followed, I soon realised that Chris, ‘was one of the politest, friendliest and most genuinely car- ing people I've ever met — although he has a strange way of showing this. For instance, on my birthday, he rang my doorbell, greeted me with a bow when I opened the door, said "This is for you,” and handed me a photograph of a bouquet of flowers. He brings me chicken soup and Japanese tea when I'm ill, and | know he’s always ready to listen to my problems and cheer me up. Once, when I was feeling a bit low, he said, “I know! Let’s go to the 200 — there's nothing like a nice elephant to make you fee! better!” Although Chris could never be described as ordinary, | enjoy having him as a neighbour. Just the other day he ‘came round unexpectedly with an entire Thai meal beauti- fully laid out on a tray. When 1 thanked him, he merely shrugged and said, “What else are neighbours for?” I's this sort of thing that makes him such a valuable and unpredic- table friend, 21. Read the following composition task and underline the key words. Whe fe Various composition tasks in examinations ask you to describe a person or people; however, this description may be only one part of the composition Composition tasks often ask you to describe a person and explain something about them, In order to complete such a composition task successfully, you should not describe every aspect of appearance, personality, etc. You should choose the aspects which are most relevant to the particular question. .g. “Describe a person who has done a great deal for others, and ‘explain how he or she has managed to achieve so much.” In answering this question, itis not as relevant to describe appearance .9."He is 2 tal, well-built man with pale biue eyes ...” as it is to describe the person's character, achievements and soon. e.g. “She is strong-willed, outgoing, and dedicated to...” © tis important to interpret the instructions carefully. The instructions contain certain key words and phrases which you must not ignore; for instance, i the instructions say "Describe a famous person ..” you cannot describe someone who is unknown to the general public @ The instructions may also ask you to explain the reasons for your im- pressionsireactions, for somebody's success, etc. 0.9. Describe a person Who has Influenced you greatly and explain the reasons for this, Influence. You should state each reason in a separate paragraph with a clear topic sentence which summarises the main idea of each paragraph, and supports this wth examples andor justification ‘2.9. The main reason | found him eccantric was the way he dressed. [Topic sentence] For instance, he often wore strange, enormous hats that seemed to belong to some ather period in history. Furthermore, [Examples/Justification] information will you include in eac paragraph? How would you adapt th paragraph plan to organise you ‘composition? 1 Describe a person whom you associat with a particular place and explain we you make this connection.” 2 Describe a famous person from histor whom you admire, Give reasons fc your choice 3 Describe a person you know well an say how he/she has changed since ye first met hinvher. 4 Describe two people you know well an say how their hobbies reveal their di ferent personalities. 5 Describe someone you knew in the pa and say in what ways you were inth enced by him/her.Unit 1 Describing People 22 Read the model below, underline the topic sentences of each Paragraph, and then complete the outline plan on the right. * Introduction - Gary - fellow stude = Gary ~ fellow student + Main Body DESCRIBE physical appearance Describe a person you admire and explain why you admire 4 Personality/ Behaviour interests EXPLAIN/REASON “why" “Why: e + Conclusion The person | adice most nt famous ata, yet to my mind his achievements are aS important as hase of ny historical sigue Gary Young i fellow student of mie at colege, and fr him this fact sl fsa major achiever ary suites rom cerebral palsy, wich makes it aost imposible for him o conto his moverents. AS 8 result, he spends ease pestoat, cannot wre wth a pen of pen, and speaks so slowly and stangely tat takes patience to undorsind ve es cving, Tis, together with his thin, twisted body and awkward facal expressions, can ofen cause people otal him as ihe were a backward chil. . anew bind hs physical appearance, Gay is @ warm ur-loing, inteligent person, His isablty affects is russes not icing ge personality. He eioys the same things any student does ~ fistering to music, meeting fends, and sO 07 and ete noc only be best student n our class, but aso has @ wonderful sense of humour and genuine intrest notes people Uhabe to express himset easily in conversation he uses a special typewnte towne ltrs to is rend. an beautiful poems aise rows te depth of ris thoughts and character He ives a vary regular, studying every day anc never afowing him- er a bend in is schoolwork, OF course he enjoys gong out as wel, and he Delves that aDalanceof work and play make lite nappy and fufiling ry ae fon Lait him so much s that he is determined to ead a norma ite, inspite of the physical fioutis ne hs | aeaee trough his condition prevented him from going to school, he gave himself an eduction by studying at Rome He poaceee cooking and cleanin with the help of equipment he designed himsel, and he leads afl socal ie wih is many fends including visits to the thea, or even (on one memorable occasion when | was with him) to the untae | er aso | admire Gary, isthe fact that he never fels sory fr himself, He says, fr istance, that being unable to Move saa nply ives him more time to thnk. In fact, he always manages to see the bight se of any stuaton, so a fr from feeding his fends to comtor im, he actualy cheers us up when we are worried or depressed! Terre aie Gay asa person even the ei" have any dsabiy; the fact that he does, ana refuses to et spol is ite, rakes him the most remarkable person | know.Unil 1 Describing People 23 GB You will hear a film star talking about the importance and influence of her grandmother during her child- hood, Listen and complete the notes below. Using the notes write two paragraphs about Liliana’s grand- mother. Took care of me ~ used to + used to take me .. = nursed me during long illness Made me feel safe ©» always there when | .. Taught me everything 4 24 Fill in the topic sentences in the text opposite, then give the paragraph out- line, What information is included in each paragraph? What tenses have been used? Why? a During the years I worked with her, my admiration for Miriam steadily increased. b Her ability to deal with several mat- ters at once seemed almost mirac- ulous. ¢ My first impression of her was one of politeness verging on stiffness. ds Allin all, Miriam is the most admirable person I've ever met. The most striking thing about Miriam, though, was her sensitivity towards others. £ On my first day of work at Acrol ‘Assurance 1 arrived nervous, soaking wet — and nearly half an hour late, 4 Describe a person who has influenced your life and explain why you admire him/her. TT ]I had forgotten to take an umbrella, had missed the bus and was no ready for a good scolding. It was then that I met Miriam Bellings, tk Managing Director, who was to have an enormous influence on my life ar career. TT] she was a small, birdlike woman, her appearance giving the impressic ‘Of anervous, easily-fustered person, [soon learnt, however, that her true cha acter was calm, warm and kind, yet unbendingly professional. After remindit sme that lateness would not be tolerated in the office, she laughingly confess« to me that she had been over an hour late on her first morning because she hi lost her way, which was typical of her sympathetic character. She then pr ceeded to explain the workings of the office to me with such clarity and accur cj, and with such patience to my rather naive question, that I was lft with impression that she was a sort of superwoman of office management. 3] 1 No crisis in the office ever caught her off-guard, and on the rare oct Sons when she could not answer a question, she would make sure that she h an answer for you within the hour. ZT 11 remember on one occasion when nearly everyone in the office h gone down withthe flu, Miriam managed to keep the office running smoot ‘without seeming stressed or harassed in the least. We sometimes used to je that if everyone in the office had been absent on the same day, Miriam wor not even have noticed! 3]_] Although she had never married, she seemed to have a deep und ‘Sanding of family relationships, and could always tell when an employee v having problems at home. She was nota "pull-yourslf-together' sort of bos all: If she sensed that something was wrong, she would call you into her of! and encourage you to talk. Not only was she a good listener, but the advice offered was always sound as wel. ST] [lost touch with Miriam after her retirement, but I will always rem Dor er as the "guiding light" in my working life, the woman who — thro: hr example, help and advice — enabled me to be as successful as am tocUnit 1 Describing People | 25 Read the model below and correct the highlighted words. Write S for spel | punctuation or WW for wrong word. Then, fill in the paragraph plan. | Describe an important person from the past and explain } why he/she is of significant importance { inG { Thomas Jefferson, who was born GO1743 in Virginia, USA, } ‘was an extraordinarily able and gifted man who's influence ‘on American politics and culture is still felt to this day. Best known as the author of the Declaration of Independence, (which stated America’s reasons for needing to be free of British rule) and as the third pres- ident of the United States, Jefferson was a highly } educated and multi-talented man which left his mark not only on politics but on agriculture, architecture, lin- uisties and philosophy, as wel | Paragraph 1 | who the person is Jefferson was a tal, well-built man with striking features and | a memorable physical presence. He was perceptive and sensitive Paragraph 2 } in personal relations and, although was he involved in many political con- troversies, he did not bear grudges against his opponents. Despite the fact that he was a public figure, and often had as much as fifty people staying in his home, he was a very private person who kept his private life to himself. He was a linguistically learned man who at least knew six languages, had a keen interest in developing new varieties of food plants, instigated the first systematic study of American { Indian dialects and designed his own home, Monticello, an outstanding example of 18th century neo- | \ ) | | classical architecture. ‘Admirable in many ways, this man was most to be respected for his belief in the freedom of the indi- \ Paragraph 3 vidal, which he spent all of his life fighting for. His more fundamental belief was that every pesson has the right to be economically independent and to decide his or her own destiny, and this philosophy \ formed the basis of American thought which still today survives. He was scandalised by proposals to establish a dictatorship in the United states, and declared that "the very thought alone was treason ( \ against the people’. Jefferson believed in the importance of education for whole people. He held the belie that no coun- try could function properly if its citizens were uneducated, and he fought hardly forthe establishment of schools and also founded the University of Virginia, even designing the buildings and supervising their construction himself. He refered to this act as "The last service I can render my country’, and it | was indeed a valuable one. { \ j | Allin all, Thomas Jefferson was a person who he earned esteem and affection while his lifetime, and who deserves our respect for hs influence on politcal thought and for the long-lasting effects of all } that he accomplished during his long and fruitful career. { eR an ee ae Paragraph 4 Paragraph 5 1Unit a 1 Describing People 26 Descriptions of people can be found in stories, letters of recommen- dation, police reports, newspaper articles etc. Read the following extracts and decide: ‘a. where each extract is taken from. b. who the writer of each extract is. c. who each extract is addressed to, 4. which extracts are written in formal/informal style, ‘To whom it may concer: Paul Webster has been in our employ- ment for the last five years, During that time, Thave found him to be honest, rei- able and trustworthy. He has proven himself to be a dedicated and highly- motivated member of our workforce. ‘Always professional in his appearance ‘and approach to his responsibilities, Mr Webster has been a great asset to our company and Ihave no hesitation in recommending him for any related post. Although a career-girl through and through, Sonya claims motherhood hasn't changed her fe very much. "was lucky to be able to work from home,’ says the bright, 25-year-old publicity agent. Her short brown hair swept behind her ears and minimal use of make-up are signs that she has to be practical about combining the joint responsibilities of work and parenthood. But her trim figure and professional clothes help ensure that (7 she maintains her dynamic business- 4 ae Ib 2 Meryl Streep may be successful and talented, but she is not entirely satisfied that she is doing her best in either of her roles, as an actress or as @ parent. Each job takes time and energy from the ‘other, and she feels that if she had ded- icated herself to one career she would have had greater satisfaction. But when ‘we asked her what she would do if she had to choose between her glamorous acting career and motherhood she ‘Matthew Robbins was reported miss- ing on the night of Saturday 22nd August. He is of African origin, aged thiny-two, and of medium height (6 feet 10). He has a muscular frame and his black hair is cropped short. He ‘also has a small moustache and a goatee. Robbins was last seen in the ‘Maxwell Park area and was wearing replied, “I cannot lve without either! ‘a grey vest-type T-shirt and black jeans at the time. Robbin’s farni- ly are appealing for any information on his whereabouts. woman appearance. 5. Shewasa lively child with long, gold enhair and tight curls. She had inher- ited her mother’s big blue eyes but when she smiled, I could see that she was the image of her father. There vas such a directness in the way that: she looked at you, while her thin lips gave away the insecurity that Michael had shown all those years before. She was so much his daugh- ter and, while I played with her, all the old, painful memories came flooding backUnit 1 Describing People 27 Read the extracts and write appropriate topic sentences for them, Where do you think the extracts are (aken from? L U 28 Look at the following composition task instructions and answer the nian questions below. This snot immediately apparent asshe tll 4) peseribe a person from your past you Jooks very much the same. Her youthful face would like to see again, and r and slim figure remain unchanged, and her wy. 2 a clothes are as elegant as ever. However, 0 1 What are the key words in the task people who know her well the change is instructions? obvious. She was once a carefree and even 2. What do the phrases “your past” and frivolous person, but the difficult circum: ‘see again” suggest? stances of her life have made her a more seri- 3 Could you choose to describe someone ‘ous, compassionate and understanding person. ei ae P ening P 4 Which features/aspects of description will you include? : 5. What reasons can you think of in answer to the “explain” part? 6 What examples justification could you = include? There is nothing he cannot succeed in once he 7 What would a suitable paragraph plan sets his mind to it. As a student at university, he for this composition task be? worked at weekends in order to help pay his vay while completing his degree in business b) Describe a person you dislike, and studies, He started out at the bottom of the ‘explain why you feel this way about ‘company, but his dedication and determination > ‘him or her. have meant that after just ten years he is now a 1 What tre the keywords in the task director. Over the years his positive qualities fave brought him success repeatedly, and he ‘has earned the admiration of all who know him. 2 Should you describe someone you know personally? Why (not)? 3. Should all of your description emphasise negative features? 3 o 4 Which features/aspects of description will you include? . —— 5. What reasons can you think of in answer It’s not that he's ever done anything to me to the “explain” part? or to any of our colleagues, but there's some- 6 What examples justification could you thing about the way he looks at you that include? makes you feel uneasy. He is quite good-look- ing, but there is a rather sly, agey look in his small brown eyes that makes you distrust him from the moment you meet him. He tends to 29 Choose ONE of the composition be obsequious as well, telling everyone exact- tasks above, and write a complete ly what they want to hear and over-compli- paragraph plan with notes. Then write ‘mentary to anyone in a higher position than the composition in about 350 words. his. There may be no real basis for my dislike, but he is a person I simply cannot trust. 7 What would a suitable paragraph plan for this composition task be? 7UNIT 5 Narratives 1 Look at the two photographs which show the beginning and end of a story, as well as the list of words below, and guess what the story is about. lawyer, office security guard, moonlit sky, chily, cashmere coat, grab, grow worried, police chief, reward, organising fund-raising events, shelter, homeles, hostel, counsellor, ragged clothes, tramp, frown 2 FI Read the questions below, then listen to the cassette and answer them. Finally, looking at your answers, retell the story. 1 Whois the story about? —-S_ What happens to 2 Where is John? 6 How does Miriam feel 3. What is the weather like? 7 What does Miriam do? What time of year is it? 8 How does she find John? 4 ‘Anarrative presents a connected series of events, either imaginary or based on your own experience, ina vivid descriptive style. it may be writen in the fist person (Uwe) oF third person (heishe.etc), and offen includes the thoughts, reactions, etc of the main character(s), describing the action as it would be seen through their eyes. © A good narrative should consist of ‘) an introduction which sets the scene (place, time, character(s), etc), creates ‘an interesting moodiatmosphere to make the reader want fo continue reading, andlor begins dramatically to capture the reader's attention by a main body which develops the sories of events clearly, gives vivid SPrse/anae dust and cobwebs off his shirt and sighed, "But when I moved out I forgot, and I didn’t 6 embarrassment know if you would let me have them. What else could | do?" Set the scene {© The beginning of a narrative story should usually give the reader a clear picture of what is happening, and may include descriptions ot: setting: place, time (time of dayiyear, historical period), weather, ot; = people: name, appearance, feelings, etc ofthe character(s) involved, © Vivid description is important when beginning stories. To describe the setting, you may use details involving the senses to suggest a particular atmosphere (e.g. lapping waves, soft sand = peaceful scene). When describing people/actions, you may use vivid description of emotions, ‘mannerisms, etc to suggest a particular mood (e.g. “Stunned, she sat down shakily and buried her face in her hands.” = shock, grief) © A dramatic beginning to a narrative helps to capture the reader's. attention and makes them want to continue reading. Sudden or exciting action, description of strong emotions, the use of direct speech and a Variety of adjectives, adverbs and verbs may all be used to make the beginning more dramatic. ‘When and where is the story set? | 2 What is the weather like? | | Who are the people involved, | | and how do they feel? | | 4° What would you see, hear, etc if | | | © You may create an atmosphere of mystery and/or suspense by describing a strange character, a dangerous situation, ete . . you were physically present at 4 Look at the photograph on the right which shows the scene introducing the scene? a story, and answer the questions about how you imagine the story 5 How might the story continue? might begin. - _ ee40 Unit 5 Narratives 5 Read the paragraph below about the photograph in Ex. 4 to see whether. the story is as you had predicted. Underline all references to the sens- €s, and the words/phrases describing emotions, Then answer the questions from Ex. 4 again, based on what you have read. Tre cool of he orig tad que to sceching eat shes rose higher and Began to eat down lees. Doct: MLitock to arin wien an ist companions cotusdo tude pth Spe towards . ne sel of parched earth and ey scrub ld the dctr'snstis, and he 5 heat ofthe try track bred the sos of is et hough is hn shoes. Apa om 'S occasional call of a bird and the strained breathing of the three men there was absolute silence. Oporessed by the monotony of the barren African landscape, the doctor turned tc sighed, "sch futher” Ten he looked at Gideon are Michael's anxious faces and ede gen, “Tm suresh be al ht" 6 Describe the photograph below using the words/phrases given, then write a paragraph setting the scene for a story. — —" Tom crouched — staring dense undergrowth sweat cuts on cheek flies buzzing ‘motionless humility heart pounding holding breath rustle of branches Techniques for beginning or ending stories, fe A.good beginning is as important as a good ending, A good beginning should make you reader want o go on wih yout story. A good ending wil make yout reader oe salisies @ You can start your story by: © You can end your story by a. describing the weather, place, a.using direct speech people, etc, using the senses ©. referring to feelings or moods using direct speech co. describing people's reactions ©. asking a rhetorical question to the events developed in the 4. creating mystery or suspense main body €. refering to feolngs or moods creating mystery or suspense f addressing the reader directly . asking a rhetorical question ‘@ Note that more than one technique can be used in the beginning or ending of a story 7 Match the following beginnings a endings, then say which te have been used in each paragraph mee ANI ES OTH OG 1 Brightly coloued fsh_ swam among th coral and bbons of seaweed reache Upward tothe sunight on te surface the se. | gazed with happiness an wor der at he underwater world around me ‘Tena sudden movement caught my ey and | tuned to 560 2 huge, sleek shep hurtling toward me. 2 “Don't movel” a voice hissed. Steve froze, peering atthe shape of a thin figur in a long coat, standing in the shadows. dustbin clattered in the alley outside, an the figure tumed sharply, dim light glint off the barrel of a gun. Steven launche himself at the figure, asthe flash and crac cof gunshot filed the bare concrete roon 3, Have you ever had one of those days whe everything goes wrong? When your alart clock doesn't ring, and you race out of th house in a panic, desperately putting 0 your jacket, only to find that the car won slart and the bus drivers are on strike? Le ‘me assure you that such minor inconver jences pale into insignificance beside th catastrophes | endured yesterday. cod PTOI [A Air sucha terrible day, 1was Fappier tha ever to reach the safety of my home. AS poured myself a strong coffee, | closed m eyes for a moment and asked mysel Why did this have to happen to me? B When | awoke, | was lying in a hospital be with medical staff peering down at me. felt exhausted but relieved, and all real remember was one of the doctors saying “You're lucky to be alive.” © The sunlight hurt his eyes as he reache the end of the tunnel. He stopped, li tened, and breathed a sigh of relief whe there was no sound of footsteps behin him. Then, as he crept out ofthe tunnel figure stepped forward to bar his way: thin figure in a long coat, laughing sotUnit 5 Narratives Before you start writing, you must think of a basic story outline for a story which is both ') appropriate to the tillelinstructions for the task; and {i) manageable — that is, does not need specialised knowledge andjor vocabulary which is too advanced for you, and does not contain too many events for you to write about fully in 350 words. 8 Answer the following questions about the three suggested story outlines on the right, 1 Which basic story outline is not appropriate to the title/instructions given? Why not? eg. 8 - because the "act" is not really “heroic” 2 Which story outline, when written as a full narrative, would need very advanced or specialised vocabulary? ised knowledge of a particular subject? 350 words? 3 Which would need spe 4 Which contains too many events to write about fully 5 Which story outline, therefore, is both appropriate and manageable? Past Tenses and Time Words PAST HABITS are not described using Past Continuous. Instead, use Past Simple, “used to" or “would”. with an appropriate adverb of frequency. e.g. When | was a child, my father often (etc) told/sometimes used to tel would always tell me stories to get me to fll asleep. ‘Adverbs of Frequency: always - usually - frequently/often -sometimes! ‘occasionally - seldom/rarely - never © PAST CONTINUOUS is used to talk about an action in the past which ‘was going on a the same time as another action ‘was interrupted by another action happened at an exact ime 2.9. Iwas watching TV while he was tying to phone. when there was @ knock on the door. at 3 o'clock yesterday. Time Words/Phrases: (tthe same time) as - meanwhile - when - white @ PAST PERFECT is used to talk about an action which happened before ‘another past action. 9. By the time | arrived, my friends had already lett. Time Words/Phrases: after - as soon as - before - by the time - ‘no sooner - not until - once - (only) when Write a story with the title “A Heroic Act”, A « Two boys are playing by a canal, One falls in. ¢ An exepoliceman sees them, dives inand rescues the drowning boy. » The boy Suavives and is now learning to swim, B + When you were at university you had an important exam. For three days you studied day and night; you hardly slept or ate, and went nowhere. » You took the ‘exam and passed C + During World War i, a young partisan goes behind enemy fines to blow up a key bridge. He impersonates an enemy officer to gel access to enemy information, ® He establishes a system for passing this infor mation to Aled Headquarters, with the Cooperation of @ beautiful woman who is later captured. + He succeeds in disrupting the enemy’s supply line, but he is injured in an explosion and loses his memory for sev eral months, 9 Read the following short text and fil in the gaps using words/phrases from the list below, then identify the tense of each verb in bold type and explair ‘why this tense has been used. after, before, by the time, meanwhile, sometimes, when, while, until Iwas a child. | would 2) soomnennnnn DE Heft at home alone One day, 3) I was playing with my dolls, I decided to cook a proper meal for my “children. had watehed my mother making chips 4). . and so, 5) Thad put pan ol il on the gas ring to heat up. 1 began tc peel potatoes carefully 6) there was a huge pile. 7) the oil was getting hotter and hotter, and 8) son Thad finished. clouds of smoke were rising from the pan. Trying tc lift the red-hot pan, I spilt the oil, and huge flames instantly leapt upward. setting fire to the kitchen curtains. D..Unit 5 Narratives Inversion '® Some words, especially adverbs of frequency and time words/phrases, are followed by inversion when they are used at the beginning of a sentence. 0.g. Jamie had never imagined that he would nd hineolin euch @ vation, ‘Never had Jamie imagined that he would find himself n sucha situation. (© Thewordsiphrase folowed by inversion are negative in meaning: [Never (beforelagain), No sooner, No longer; Nowhere ‘Not often, Not always; Not only (but aso) ‘Seldom/Rarely = “not ate’; Hardly everianywhvere = “aknst nverinowhwr” * Not untl, Not before * Only when = “not untilbefore", Only if = “not unless” ‘2,g.No sooner had /stenped under the shower than the doorbell rang. ‘Not only was | exhausted, but also extremely hurry. (© * Notice that "Not unti/before” and “Only wren” ere followed by inversion {In the socond part ofthe sentence. €.g.* Not unt it grew dark did they top seerching forthe missing dog. 10 Look at the following ‘skeleton’ sentences and, using the appropriate tenses, write a complete sentence from each skeleton as in the example, ‘Then rewrite each sentence beginning with the word(s) in bold type. €g- 1 no sooner {sit down | my seat | curtain rise | play begin ‘had mo Sooner sat down in my seat than the curtain rose and the play began "No sooner had 1 sat down in my sect than the curtain rose and the pay began 1. Lights /be /rarely/ on /in / museum | midnight, /so I realise | something strange / happen / that night 2 It/be/ mot until he / tll Linda / his name / she / recognise / Eric, / who / use /be /schoolfriend | hers 3 Rollercoaster / no sooner / start / move / I know / I make / terrible mistake 1 by / agree /get on 4 Cathy's front door /not oly stand wide open / when she/ get / home, but lock / be / also / broken 5. We / seldom / use / enjoy / visit / my grandparents / when I | be / child because / they / be / often / strict / us 11 EE You will hear a woman telling her friend about the time she nearly drowned. Number the following list of events in the chrono- logical order in which you think they happened, then listen to the cassette and check your answers. Finally, retell the story in your own words. c together with the beginningjending of a story on each topic, and decide on a suitable plot for each story. Weite a story entitled “The Birthday Paty”. Ending: Suddenly the lights went on and a chorus of happy voices yelled, “Surprise!” Write a story that begins: “She took the piece of paper out of her pocket and ‘reached for the phone.” Ending: She looked around the luxurious room and smiled at the thought that all her dreams had come true. Write a story that ends: “At last he was free.” Beginning: Joe sat on the crowded train, rehearsing his speech one lat te. Descriptive vocabulary Avoid using simplistic adjectives or ‘adverbs (6.9. good, bad, nice, well te) as these will make your composition sound uninteresting. Instead, ty to use more sophisticated vocabulary (0.9. ‘uurious, extravagant, threatening, tt) ‘which willmake your mpostion mare ‘exciting to read. A variety of verbs (ag. ‘murmur, whisper, mutter instead ot “sa/’) wil ake your story mor lively ‘€.“0h, don’t bother!" he growled, and stormed out ofthe room. (insteed of ‘eal’, wont’) 6.9, Jack strode up to me and thrust uthis hand (instead of ‘walked’, put)Unit 5 Narratives 13 FEI Look at the two photographs below, and try to imagine what you ‘would hear ifyou were physically present at each scene, then look at the following list of words. Which photograph do you think each word is related to, and which of the three verbs in brackets describes most accurately the sound you would expect to hear? Finally, listen to the cassette and check your answers. Liseaguiis (twitter/chirp/ery) [jbreeze (howihwhistle/roar) [thunder (rumble/crashibang) [_]sails _(clap/fiap/rip) Tiwaves — (hammer/splash’smash) []tyres _(squeal/shout/hiss) [Drain (plash/dripftrickie) [J wood (creak/snap/crack) Dlengines (moanithrob/grow!) [_|siren _(screechiwailMwhistie) |) 14 Look at the words below dealing with sensory details of sight and touch, Which photograph is each related to, and which of the three words in brackets best ‘matches what you can see in or imagine about each? oun [lepray (freezing/hot/salty) [iightning (spark/flash/bang) —["] breeze (gentle/stifiviolent) (waves — (sparing/sharp/damp) [_] tarmac (cracked/hot/sof}) [wet street (gleam/steam/gitter) [] clouds (heavy/darksfutty) [lights (pritiant/binding/dim) [_] fumes (cloud/trai/putf (blazingvarm/dull) 15 Look at the description below of Photograph A; then, using your notes from Exs. 13-14, write a similar deseription of Photograph B. We barely moved under the warm sun, until a. stiff breeze began to. whistle through the rigging, filling the flapping sails and sending us surging forward. ‘The sparkling waves splashed against the creaking wood of our yacht, flinging salty spray over the deck, while seagulls cried ovethead, silhouetted against the fluffy clouds. 16 Look at the photograph below, and try to imagine the scene as if you were physically present. Make notes of the various sensory details you can see or imagine, and the mood/atmosphere which the scene suggests to you. Then list words and phrases which describe these vividly. Finally, write a description of the scene in about 50-75 words,Unit 5 Narratives 17 Read the story below and replace the words in bold type with suitable words from the following list. Para. 1 lingering, rustled, streamed, swirled Para, 2 evaporated, a flurry, frenzied, an uproar Para.3 gathered, rumours, stumbled, stunned, wailed Para.4 drifting, in ruins, slumped, stared, tossed Para. 5 _ grinning, liting her head, warmly Para.6 admired, autumn, fresh, lit up, radiant, thrilled Write a story which ends with the words: “She mew the events of the day would change her life for ever.” It was a clear, crisp autumn morning, and the wind ‘made Edith’s cheeks tingle pleasantly as she walked briskly to work. Pale sunlight shone through the bare branches of the trees lining the road, and fallen leaves moved and made a noise round her feet, while the smell of bonfires staying in the air brought back nostalgic memories of her childhood haif a century ago. 18 Read the model again, and i Her contentment went away, however, the moment she reached the which techniques for beginning a s office, where she was greeted by the noise of angry voices and a lot of have been used in the first parage: quick activity, Puzzled, she asked innocently what was wrong, Then underline the time words/phre “We've been taken over by another company,” someone said hysteri- Finally, identify the main events caly, “and they've fired everyone!” Eth’ heart sank; she had refused to emotions in each paragraph, believe office stories ofthe takeover, and now she felt lost and afraid. She (€g. Para_t Edith walks to work: 5 had no idea what she could do, or where she should go. Very surprised, wy) she didn’t even take off her coat, but simply took 2 few personal passes- sions from her desk before she tuned and walked blindly out ofthe office. Slowly making her way tothe park, Edith sat dejectedly on a bench and 19 Put the following descriptive ve looked at the ducks moving on the river. After thirty years of loyal service, into the correct categories, and t she told herself bitterly, she had been put aside, and her life was not good. add as many words as you can th No one would hire an elderly secretary who knew nothing about computers. of to each category. Then a familiar voice suddenly interrupted her thoughts: “Cheer up, Edith — It's not the end of the world!” Looking up, she saw her boss, Mr Blake, A glance, glimpse, inspect, nod, pi smiling happily. As soon as he had heard about the takeover, he explained, peer, plod, saunter, signal, step, str he had decided to make other plans, and had bought a small hotel in the squint, trudge, wander south of France. “My wife and | need a housekeeper,” he contin- ued nicely, “and you'd be perfect forthe job.” Edith looked at the beautiful colours of the fallen leaves and realised instinctively that this was the chance of her dreams. She was happy at the idea of making a new startin the later part of her life, and a big smile was seen on her face. She knew the events of that day would change her life for ever.