= CAMBRIDGE mina tna td Marian Cox Cambridge IGCSE® irst Language English Coursebook Fifth editionernie oes anaes carn Contents Skills grid Overview of the Cambridge IGCSE First Language English assessments How to use this book Keyskils Readings Part Ca Kae Seanad Travel and sport Reading __PaTagraph topics scanning Selecting summary Comping text points ‘ice Summary technique Inference Summary writing Identifying relevant snformation ‘Unit? | Writingstyles Comparing text Directed Comparingtexts tvs Writing Targeting the Comparing wae information| Units The language of Composition deseription ‘Using imagery Planning and seeucturing Part2 Unité Reading for Explicit and Work and Reading information implicit education Inferring writers’ understanding atutudes Selecting key Sequencingidess points Explaining writers eects Units Using sangeof Comparing text irae eee stylet Wating — Anaiysinggence _Selectngrelevant Heancfarting ene) ‘units Comparing text ‘Composition Chronological styles framework Style analysis 1g details ‘writing skills Parageaphing Paraphrasing. Describing Writing persuasively Considering audience ‘Understanding the effect of style choices Using adjectives Planning, compositions ‘Sequencing ‘Transforming information Adopting appropriate sty land structure Descriptive language Structuring. Reading text types Guidebook Travel writing Journal Book review Journal “Manisine stele Blog Leaflet “Autobiography Advertisement Formal eter Novel Hails ‘Autobiography Poem Blog biography Tntornative ante Poem Magazine article Letter Novel ‘Web article News report Memoir Novel Informative sceount ‘A day inthe Wife. ‘Magazinearticle Writing text types ‘Summary ‘Description Informative leaflet Blurb Journal Script fora [presentation [informal eter Formal letter Blog Imaginative description Interview ‘Summary Instructions Synopsis ‘Magazine article Interview Formal report [News report Dialogue Appeal liter Informative ‘account Imaginative ‘account Commentary Formal report ‘News report Description |Key skills Reading skills Writingskils _-Readingtext Writing text types types Part 3: People and {Gatt7jii Expanding kes (ConipaAia@ UH SEmieNee HRuERAR)[Begraphy NNN Summary society Summary style styles Complex sentences Obituary Comparing styleand_ Style analysis Vocabulary Newspaper fiers Winter ect balling article Understanding analysis Memoir Unt Emotive vocabulary. Styleanalysis ‘Targeting Brochure CComplaineter Directed choices = audiences Menu “Appeal letter Winting Persuasive devices Sequencing avicle oes, ‘Evoking sympathy ‘Writing in role ‘Short story Dialogues ending Hyer Tmerview Journal Chastyleter Appeal script Gut Engaging the reader Writer effect Plt setingand___ Autobiography Autobiography Composition Adaptinga ext aay atmosphere Novel Mini-saga Planning natrauves Comparingtext Structuring Shortstory Summary fa Poem Narrative composition Parté:ideas and Uniti —_Lookingatstyle —Comparingtest Vocabulary Magarineartcle Magarin article technology Reading Summary practice _ styles ‘extension Web article “Text analysis Vocabulary range Style analysis. Advertisement — Summary Collating Guidebook Editorial woes eee ‘Travel writing Broadcast script o Unit Writingnon-Bction Collating Expressingand Newsreport_Blogartide Directed Adopting « position Evaluating claims supportingaview Blog post Argumentative Writing Spelling Stacaring — Ingrenaive |_| Composition vases spelling articles Editorial Rhetoric techniques ‘Newspaper Leticr Discourse markers Sauer ey et Analpingand Dacursvesyle rua refutingan argument Rrameweane. Eitri devices Unit12 Narrative dialogue Speech Fairytale Fairytale : Composition Viewpoint and punctuation ‘Short story Short story character Creating character Novela eee Adopting a voice ape Using dslogue ey skills Speakingskills Listeningskils Speakingtext Receptive text types types Parts: Speaking Unit") kar eeplnatio’ | Praia) (vaHiinga a Raley tice andlistening —_[Givingatalle Appropristereuister | Paying par Dislogue Interview andengaging. diiogue pees nil H°7" [DistinguBbing ects [tanning speech Evaluatinga | Gioupdlzcusion| Article Grow and opinions Scripting dialogue speech ‘Speech Blog iscussion —_ Expressing and ‘Switching registers: Presentation Political speech andimaking | supporting opinions Cosrauingto ene zi aspeech "Publicapeaking _ Geeteeon Glossary of rubric terms 165 lossary of language terms 166 Ackni ledgements 169ei ace aa gee Skills grid READING inference & 5 s Unies unite explaining effects style analysis [hummarising | [collating | Lparaphras WRITING FUNCTIONS {[explainin informing —_ [linstructing I [ persmading | VVNN0N0 4444 4 4 4 44 1 440 4 HN) 00 t | rhetorical devices register/style oi sentence structurin I alee | punctuation! _TEXT: STRUCTURE penings/endings eae oo Ae ae ) ' " 40 | sequencing DESCRIPTION descriptive structre figurative langage NARRATIVE plot/pace character [ setting/atmosphere [woiceviewpoint narrative dialogue SSPEAKING/LISTENING [eenpaclemonaege [answering questions [giving instructions dialogue [interview => | delivering a speech assessing aspeech Scriptinga speech [roe play — [group disc class discussion y WT vN"i MH | TTT ah m4 Hh HNN NN HO | i) " 1 WNIT) A | Wnet ean a entra Overview of the Cambridge IGCSE First Language English assessments ‘The information in this section is taken from the Cambridge Assessment International Education syllabus. You should refer to the appropriate syllabus document for the year you are entering for examination to confirm the details and for more detailed information, The syllabus documents are available online at www.cambridgeinternational org, Reading and Writing | All students will ake two papers: Paper 1, and either Paper or Component 3 Paper 1 (Reading) ~ 2 hours ~ 80 marks in total Students will take either: Paper 2 (Directed Writing and Composition) - 2 hours ~ 80 marks, ‘or Component 3 (Coursework Portfolio) ~ 80 marks Paper 1 - Reading Crenntns ee cee ene 1 ‘Short answer Students read Text A and complete a set of sub-questions on the 15 questions content of the tox, Poe 1 Comprehension and | Summary task Students read Text 8 and write a summary of up to 120 words of an 5 summary task informative or other non-fiction text. Short a Students read Text Cand complete aset of sub-questions on the 10 riter’s use of language, anne) Writers’ effects task | Students re-read Text C and write about 200-300 words on the 15 and language task meaning and effects of three selected phrases per paragraph. —_ Extended response to | Genre Students re-read Text Cand write about 250-350 wordsin one ofthe 25 coding ansformation tsk | olowingtextypes eter, news report formal epot,jouel, speech Paper 2 - Directed Writing and Composition Senne ee cane ions Section Directed writing | Students write about jordson one or twottexts, using, 40 developing and evaluating the information inthe text(s) to cr discursive/argumentative/persuasive speech, lette [Secon ‘Composition Students answer ene question from a choice of four titles: two ry descriptive and two narrative, Students write a composition of about ih 350-450 words, Component 3 - Coursework Portfolio Students submit a portfolio of three assignments, which may be completed in any order. Each assignment should be about 500-800 words and clearly demonstrate the different writing purposes and styles. ees e | Brief description on ‘Assignment Discuss, argue ‘Students write apiece of directed writing int 80 i and/or persuade in | Students give an overview of the argument and evaluate the id responsetotext) | opinions presented in the text | Assignment2 Virting to describe | Students write apiece of descriptive wiking, developing idees end ising images to create convincing, wall defined picture with avariety irting ta narrate | Students wiltea plece of narrative wring, ensuring the plots developed and includes well-dfined features of fiction writ characterisation, setting and atmosphere along with conv ‘AssignmentsON e its cl en gens cy cCD Speaking and Listening ‘Students can also take the optional Component 4. Marks for the Speaking and Listening component do not contribute to the overall grade. Instead, students will be marked from 1 (high) to 5 (low). ‘Component 4 - Speaking and Listening Test ~ Approximately 10-12 minutes ~ 40 marks in total atin Sn cance ann PartL Individual Talk ‘Students talkfor3-4 minutes on ato Students are encoura may also include afew il sen prior tothetest 20 to make presentations that ae ively and tive materials Part2 Conversation ‘Students wil take partin a discussion lasting 7-8 minutes with 2 the teacher, allowing on from the individual Talk. Students are encoureged to consider how a conversation might develop arov topic and be prepared ta supply additional information, Weighting for qualification Assessment objective ‘AOL: Reading 50% ‘AQ2: Writing 50% AOS: Speaking and Listening Separately endorsed ‘AOL Reading, 1 demonstrate understanding of exolict meanings R2 demonstrate understanding ofimplicit meanings an Ra analyse, attitudes priate support from the tent luate and develop facts, ideas and opinions, using app 4 demonstrate understanding of how writers achieve effects and influence readers 5 selectand use information fr specific purposes. ‘a2 Writing W1 articulate experience and express whats thought, fetand imagined \W2 erganise and structure ideas and opinions for deliberate eect \W3 use a range of vocabulary and sentence structures appropriate to context, | Wa use register appropriate to context | ate use of spelling, punctuation and grammar and express whatis thought, feltand imagined Listening ive order which sustains the, itlanguage \d opinions ina coh L3 communicate clearly and purposefully using ‘SL¢ use register appropriate to context SLS listen and respond appropriately in conversationear a etag Rae tL Bank opposite the city, We are driven past fields of sugar cane and alongside an rigation canal franced by the Russians in 1960. “The greenery ends abruptly as we climb @ winding road up into barren, rubles ‘desert, Then we are into the Valley ofthe Kings, which resembles a gigantic quary with rock debris, beached white by the sun. We leave the bx Kup towards the tombs in dry and scorching heat, Peter estimates the temperat.re at 40° Celsius, 104° Fahrenheit This vast necropolis contains the remains of 62 Pharaohs of the New Kingdom, established in Thabes between 2000 and 2500 years ago. It was disco rediscovered’, as Peter corrects me — in 1892, Only 40 of the tombs have been ind, and all, bar one, had been emptied by robbers, fnsec We wak down into the tomb of Rameses il covered in rich paintings and complex inscriptions ilustrating the [progress of the Pharach on his joumey through the underwori, filed v ppents, crocodiles and other creatures waiting to devour hm, Because of the cry desert ai, they are wi preserved, an extraordinary historical docurnent The S.nis setting behind the Valley of the Kinga when we return (on the ferry. At this indescribably beaut time of day, when the rich golden brown of the lower sky soils onto the surface of the Nile, turning it an intense amber, and the palm treés along the: bank glow for a few precious rrinutes in the reflection, it's not dificult to imagine the power and spectacle of a funeral procession bearing the God:-King’s body across this same river, three and a half thousand years ago, at the beginning of his last and most important journey: Adapted from Pole to Pole, by Michael Palin, BBC Publish London, 1995; 1 \2__ Five words in the passage are underlined. Can you guess their meaning by looking at their context (the other wards ay then write synonyms for the und them)? Use a dictionary to check your guesses, whens eee lary list timed conditions, you probably won'thave timetowriteadraft for your summary, so five words in your personal voca ases in the est e the 3\.Which words and pt assagi ppearance of 'a the West Bank and the Valley of the Kings (paragraph 5 and 6)? b the tomb of Rameses lll (paragraph 8)? group and order your 7 ‘material before you € the Nile at sunset (paragraph 9} ere ‘or each of your choices, explain why they are effective best way to structure 4 Scan the passage for the information given about Luxor and identify the key phrases. Geena bybracketing and ses and paraphrase them, ‘numbering yourlistof points. (Do not confuse summary witha commentary; you are not required to present information in the same order asin the passage, 6 Discuss how the content, style and structure ofthe Luxor passage clfes fram the other two, ‘0 to give your own Gh views on the material.) 5, Make a grid as shown List the key p! 7 Useyouransiersto Tasks, identifying topics, and Task Ba to summerise the charactenstesot @ Teneni b Luxor inabour 150 wards Use.one paragraph foreach place ‘Try to paraphrase the information in texts when gathering points together, and to make your Phrases shorter than those in the text (see the example in Task BS). fyou are not sure what ‘word means, itis safermot to changeit, although you can still change other wordsin the Phrase, Technical terms often do not have synonyms, arit would take too many words to Paraphrase them (e-,solar heating, irrigation canal) so you may use them,Cambridge IGCSE First Language English The skill of understanding implicit aswell as explicit ‘meanings and attitudes isanimportantoneto be able to demonstrate when responding, toa tent. implicit meanings are those which you can infer from the text which areimplied rather than actually stated (which areexplici, ‘One af the ways you ‘can demonstrate an ality to infer ideas from passage, and so showa deeper level of understanding fit, is by predicting what may hhappen inthe future Your predictions must bebased on material actually contained in the passage. You may be asked 10 select and comment ‘on words froma passage which givea particularimpression tothereader.ttests the sis of close reading and sensitivity tolanguage. Select and quote a range of short phrases (usually rot more than two.or three words each), and ‘make clear that you understand both their ‘meaningand their effect which means how it makes you think or feel). In Further Practice Task, your reasons for preferring ‘a destination should belinked tothe descriptive phrases wibich make itseem attractive, and the respanse each one evokesin youasa C Summary technique Fictional journal entry 1 lass, discuss what y a Robinson Crusoe b ce ¢ books, film d sunvi 2. Read the text’below abo des journal entries, television seri niques. Robinson Crusoe September 30, 1659, |, poor miserable Robinson Crusoe, beng shipwrecked, during a dreadful ston, cane (on shore on this cismal unfortunate island, which I caled the Island of Despair, al the rest of the ship's company being crowned, ‘and myself almost dead All the rest of that day I spent in afficting ‘myself at the dismal crcumstances | was brought to, viz. had neither fo c Penn ea piene tof teiand a despair of any eis, saw nothing but death before me; either that | should be devoured by wild beasts, murdered by savages, or starved to death for want of food. At the approach of night, I leptin a tree for fear of wid ceatures, but slept soundly, though it rained al right From the ist of October to the 24th Allthese days entirely spent in many several voyages to get al | could out of the ship, which | brought con shore, every tide ‘of flood, upon rats. Much rain aso in these days, though with some intervals of fair weather but, it seems, this vas the rainy season. Robinson Crusoe, w h is an extract from a novel writte October 26, | walked about the shore amost all day to find out a place to fix my habitation, ‘really concemed to secure myself from ‘an attack in the night, either from wid, beasts or men. Towards night | fixed upon. 2 proper place under a rock, and marked out a semicircle for my encampment, which | resolved to strengthen with a work, fortfication, The 3ist. Inthe morning, | went out into the isar with my gun to see for some food, and iscover the country; when | kiled a she. 3nd her kid followed me home, which | afterwards kiled also, because it would not food. November 1 | set up my tent under a rock, and lay there for the fist right, making it as large as | ‘could, with stakes drven info swing my > hammock upon, November 17. This day | bogan to dig behind my tent into the rock. Note, three things | wan ‘exceedingly for this work, viz.a pick-axe, ichovwe,, and a wheelbarrow or basket; co | ceased my work, and began to consider how to supaly that want and make me some tools, A spade was So absolutely n¢ that indeed | could do netting effectually without it but what kind of one to mek, | knew noteel 4 Qs wi January 1 Very hot sil, ut | went abroad early and late with my gun, and lay sili the midclo ofthe day. Tis evening, going farther into the valeys which lay towards the centre of the isfand, | found there was plenty of goats, though exceeding shy, and hard to core at However, | resolved to try if could not bring ‘my dog to hunt them down, January 2, ‘Accordingly. the next day, I went out with my dog, and set him upon the goats: but | was rmistaken, for they all faced bout upon the dog; and he knew his danger too well, for he ‘would not come near them, January 3 Ibegan my fence or wall: which being stil Inne sentence, describe the situation of Robinson Crusoe on the [sland of Despair by answering these questions i any order = Whois he? = Where is he? hat happened to him? = When did it happen? \4%ou are going to write a summary of Robinson Crusoe's situation which includes his: = needs = fears = difficulties = disappointments. First, make brief notes under each heading, Then, write a one-paragraph summary, in fern English, using all your notes. later in the novel, based on evider with your class, th your partner, list future incidents or problems which in the extrac {earful of my being attacked by somebody, resolved to make very thick and strong, All this time I worked very hard, the rains hindering me many days, nay, sometimes weeks together; but I thought | should never be perfectly secure tl this wall was finished, And its scarce credible what inexpressible labour everything was done with, especialy the bringing piles out of the woods, and riving tHlem into the ground; for | made them much bigger than I need to have done. In the next place, | wes at a great loss for cande; 50 that as soon as ever it was dark, which was generally by seven o'clock, | was obliged to go to bed. Adapted from Robinson Crusoe, by Daniel Detoe. = How did he get there? Robinson Crusoe may face {f= Youhave become stranded on a desert island! Wnte a description of the imagnaryisiand Think aboutits landscape, climate, vegetation, wildlife, food and water sources. Youcan use information ftom the sland passages in Sections A and C10 give you ideas Yb _Lstthe main atures of your hometown or rural ree. Use the list towritean information leatlet for tourists, using bullet points. Group the points, divide them into sections, and Bive atopic heading o each section (eg. Things to see). The passage in Selecting Summary Prints, Task B6, wil help you with ideas. € Fromwhatyouhavereadinthis unit, would you rather vist Tenerife, Cape Town orLuxar? Write the reasons for your preference, using detalls rom the texts. jare and support your predictions TASKTIPCE Rather than using fone short simple sentence for each point, tryto combine ‘material into longer and more complex sentences to save words. Avoid beginning each sentence the same way or repeating the same structure (eg. don'tstart every sentence with He) and avoid the overuse of ‘and. Before youwaite each sentence, planits structure in your head. ‘Check your summary for ‘omissions, repetitions and inaccuracies of fact. FACTUAL ACCURACYLearning objectives 1n this unit, you will have the opportunity to: read a book review, ajournal entry, 2 magazine article, a blog post, a leaflet, an advertisement and a formal etter write a blurb, a journal entry, a script for a presentation, an informal letter, a formal letter and a blogpost practise changing genres, givinga talk, maintaining focus and writing persuasivel By the end of this unit, you should be able to: understand the effect of writing style choices. make comparisons between different types of text v_ demonstrate audience awarene:ie relics A Writing style choices Book review @1 Discuss a b scan you think of? € What kind of people participa What makes these sports attractive? €¢ Which ones would you consider doing or refuse tb do? ‘Arctic expiorers are a breed apart, inevitably drawn, it would seem, by tragedy end the postry of ‘good end’. Consider Shackleton. Having narrowly survived the loss of his ship, the Endurance, when it was crushed by ice in the Weddel Sea, he later died aboard the Quest, ‘another Antarctic no-hoper, in 1922. Scott, of course, perished ten years earler just a few miles from his base camp, having failed by a whisker to be the frst to reach the South Pole. Amundsen, who beat hs rival by just a couple of days, went on to die in an Avctic air crash. Good chaps, each and every one of them. Sut what wast al about? In The loe Master, an approprately chiling account of the voyage of the Karl, lead-ship of a doomed Arctic expedition in 1913-14, the motivation of those taking pat seams to have been footyardy at best. Vihjalmur Stefansson, a Canadian of Noraic extraction, was an antrropologist and ethnologist wo, for reasons best known to himsetf, beteved that under the Arctic ice there lay @ Lost Continent, a kind of wintry Alanls, the discovery of which would make him famous, in realty, of course, there is no missing landmass; the Arctic Ocean is just what its name implies. But to the impatient Stefansson, the fact that there was, literally, no sold ground for his belief was defeats talk Hiring a steely skioper, Captain Bob Bartlet, Stefansson ordered the Kariuk to soa from Victoria in Bitish Columbia on June 17th 1913, Few of his men had real Arctic experience. The ‘scientists’ on board knew very ito ofthe ‘rials ahead. The ship itself was rec whaler, made of wood, staggeringly unsuited tots new purpose. The crew, it transpires, had an eerie premonition of their fate, Stuck fast n the Alaskan floes, they wore ‘transfxed" by the diaries of George Washington Ds Long, another of herr breed, who had cied, ‘along with all ris men, in 1881. De Long's ship, the Jeanette, had been crushed by ioe in almost exactly the same reach ofthe Arctic Ocean as the Kariuk (One hundred and forty days passed betore cold and starvation claimed the last of the expediion’s victims, Jennifer Niven, formerty a screenwmiter, assembles her Characters with all the skil of an experienced novelist. wwspaper review of a non-fiction book about In an Extended Responseto Reading task, youmay need to use materialinatext inaspecific way. You need tobe familiar with the following response {genres and anarect theirpurpose: formal letter news report, formal report, journal, magazine article, speech, interview. When approaching task, pay attention toinstructions about the audience and specificcontent. Your response might require modification ofthe structureand style of the original passage, so youneed to change vocabulary, sentence structuresand text structure, rather than simply reuse points from the passage in the same order or nthe same words, Questions sometimes ask youto change voice and viewpoint, nd to writeas ifyounerea ‘character referred to in the passage.eT ie aa ela eae) | Thestieafapieceot | vitingis determined byits: = aim—whatis the purpose ofthe voting? voice = what kind ot enaracte isthe speaker/persona? audience — what do we know about theirage, intrest and expectations? = Vocabary- how formal s the situation, relationship or subiect? + tone isthe emotion and mood Sppropriate? sentence structure- shoul sentences be simple, compound srcomples, ora tide? These are all asoects to-eonsider when you are asked to write or %o comment ona piece owing Both of the princioals are carefully drawn. There is Bartiett, an energetic, skful mariner, big in every way, with a booming voice and a love for lterature and women. Stefansson, by Contrast, comes across as an egotist of monstrous proportions, Charming, siver tonguad ‘and handsome, he cared ite for those under his command, Locked together on the ciinutive shi, the crew of the Karluk watched and fstened in horror a the frozen sea ciosed in around them. The staff and officers gathered righty in the saloon for Vietrola concerts, choosing from among more than 200 records. As the gloom grew ever deeper, the lure ofthe lorary, wth itstertble account othe fate of the Jeanette, increased by the day. Stefansson cracked frst, Loading up a dog-sledge, he and several others headed off int the right, ostensibly to hunt for food. Others would go to pieces later. Matters came to a head ‘on January 10th when, witha thunderous roar, the ice broke through the ship's hut forcing, the captain to give the order to abandon ship, Inall, 16 men were to die, but Bartlet! emerged as the tr2e hero of the hour. Niven's acoount ~ always alive to the nuances of human strength as well as weakness — is at its strongest as she recounts his ghastly journey through the Actic winter in search of help, and his equally determined quest for his lost crewmen when he at last found sanctuary in Siberia. Those who survived long enough for him to find therm numbered a lucky 13, including two Eskimo gis and one ofthe solentists, McKinay, who ever after regarcied his captain as ‘honest, fearless, reiabe, loyal, everything a man should be’ Stefansson, needless to say, survived as well. Having spectacu hho went on to map and discover several Arctic islands, Collecting a medal for his achievements, he made no mention of the Karu, its crew or the men who were lost ‘Adapted from an article by Weiter Elis, The Sunday Times, 19th November 2000. he following questions asa class think book reviews are published in newspapers? bb Who do you think writes book reviews, and why ¢ Who do you think reads ther, and why? 4. Who do you think benefits fro vie Who do you think would be interested in reading The ic Publishers promote their new books by printing blurbs (brief descriptions of the type and content of the book) on their back covers. Its a rule that a blurb must not reveal what happens in the end, as this would deter readers, Write a blurb using three short paragraphs. Your aim is to appeal to your audience and them to buy the book: t= Referto the background of the exped ticipants 1 Describe the crisis situati i= Referto specific incidents which make the book sound exciting. Find all the dates and time references in the article. Then list the events in chronological o°d der in which they 0 together with their duration, in a grid like the one shown below. This will give you a sense of the overall time scheme, which will help you later. An example has been given.ier crac Mt Journal entry xplorer Robert Falcon Although the terms i Task A2).On 16 January 1912, he discovered sary andiourl wundsen had beaten him to the South Pol acres are notte same genre. Adiay soften a puielypersonal and private recor writen inacollogual style oreven in note form, and often consi of veryshon entries {journals tel 0 be ‘formal record of journey or significant ‘experienc, sometimes intended fora wider audience and possibly for publication. eis therfore writin fullsentences and with some consideration gen tostyle 6 Rea that Fe Tih Jan: Great God! This is an awful place and terible enough for us to have laboured © ic it wthou the renacd of prority Well itis something 10 ave got here, and the wind } may be our friend tomorrow J} 8th Tan: well, we hove tuened our back now on te goal of our ambition wah sore feelings and must face 200 mils of solid dragging - and goodbye to the daydreams! F Bard Tan: | dort ike the Looe of te the J. ate breaking up? 0 God help us, wh he ‘remendous summit journey and scant food Lath Feb: Pray God we get beter traveling ase are not 80 ft 26 we were an the geason advances apoce Sh Mar: Cod help us, we cant keep up this pulling, that is certain. Among oureelies we ae J unending cheerful, bu what each ena fels in his heart | cen ony gues, | 2ath Mar: tt seems a pity, but | do not think P gan weit more vf AR. ScotteT ceca eee 7 With your journal: and C]. They are obviously written in the fir say about the following: rtner, list the comm: s of the style of init 1, Summary person o remember the ions nat can you ournal ex! a b register? © vocabulary level d sentence len e sentence type? Bartlettin the passage in S \with dates, forthe winter periad of 1913-14, from the freezing ofthe sea to wtien you abandon ship. Use the time gid from Task Sto help you, Donat simply retell the story - adapt the material \yhite about 300 words, nan appropriate style, and reler tothe folowing nd original goal ofthe expedition preeournal entries, f= Siefansson's character and behaviour fs the mood of the = how the crew passed the time ‘= what happened tothe Karluk sand thelr fears ‘= the journey you are about to face ‘= yourthoughts and é tings about the future B Comparing texts Magazine article and blog post 1 Thenext pa nese questions with age concerns mountaineering, Discuss a How feel about mountains? b What makes some people determined ta get to t © What can go wrong during a climbing expedition? dd What do you think the title‘A rack and a hard pi Ww, from a Suni death of a mountain climber on the Himalayan mountain df Kanchenjunga (42).Unit 2: Directed Writing ay Neta Wits = Pee eee eee ge a fot Ieee rn) already failed in two summit bids. Now, should she stay and give it one more try? Or call it a day and go home? eet ee eet OES Be we ieee) fe emeetc eaiet sett terse acy Glacier, Towering 12,000 ft (3657.6 metres) above was K2 ee ee en en Cicily ere Coa) eee ts Dye See Un ere aaa eas Cie eee cemetery Ce ineur han cats ett Co meu Ou ete eta ee gs summits. And she desperately wanted to be back with her children, Tom, six, and Kate, four. eee eee Tac aL Geen oN ea tae) ‘goodbye to the climbers who were staying. Her porters ere ee ee Cen et es ee ene ets a a ee eee STS eet But early that morning, Alison reopened the question once Pe etna eration cr eet) tutned it over and over in her mind, twas a very emotional thing for her She really went through a lot of Ripe eet RE Seen Reece hte te ot) Cee nee ae eats Petrone tea Chee ore cs Poet says Celsi ‘Alison hugged Gelsi and thanked him profusely for his help. In some haste, her equipment was retrieved. Celsi Dn ee ae ieee] a fax saying she had decided to give K2 ‘one more try’, As fee eeermuer eee kta tees Ree ea etreeeT it ace eae ee Se eae on oo eee ea eet tees ae ee ee et ea ee ecg y had reached " Pee sey te ray her death repre Pen) Crna ea ke erate at een eee en eae a een ee cae ee ete use ee nd final met! ean ea) eer een eater) tT Peele) mea Pete art Sey a ose ad . Ue aan eee etn ee Oa ee [ca fete) ue racked with doubt. She could be plucked from the ridge by the wind and hus o Bee Neer ain int, yet ardent for approval a | ee eee een enc ecu cee herself oe Buc ce Breads ey ere ee See he 3. With a partner, make lstof the similarities and differences of those on board the Korluk and those of the K2 climbers. periences 4 With your partner, work on the fol a Think cha! lowing tasks: and list adjectives of your o} ld use to describe the acter of Alison Hargreaves, yn which you b Agree on and list the charact: istics of the style commonly used for informal letters torelatives and close friends. 5-‘Virite Alison Hargreaves’ astleter to her parents after deciding to stay. Use an appropriate style, and write about 300 words. Begin Dear Mum and Dad. Mention the following: = herdifficult decision and how she made it = conditions on K2 = heran ind expectations = her feelings about climbing wm herfeeling about her fellow climbers m= herfeelings about her family