Collins Cambridge IGCSE™ ENGLISH STUDENTS BOOK

11. retpahC o9 Tc ip
s elsnpomacpaisssketsrcaatdrenPe

uoY w i l l h a v e t o g i v e a n i n d i v i d ua l p r e s e n t a t io n .ouY
w i l l t h en d i s c u s s t h e t o p i c w i t h you r t e a c h e. r

aPrt 1: Indvidual task
uoY will give a pres entation, a talk, a s p e e c h or a monologue. For
example, you might talk about your r e a c tion to meeting a famous
p e r s o n o r about a rece nt film you have se e n , s u g g e s ting why
others might also leikoitu. cYan use a d i c ti o n a r y to prepare for
t h e t a s k , but you cannot take one into the as s e s s m e n t .

Key skills

For the individual t alk, you will nee dto:
• a r t iculate expe rience and ex p r e s s w h at is thought, felt and

imagi)ne1d (SL
• present fa c t s , ideas and opinions in a cohe sive order w hich

s u s t a i n s the audien ce’s intere s t ( S L 2 )
• communicate clearly and purpos efully usin g fluent

l a n g u a g e ( S L 3)
• use regis ter appropriate to co n t e x t (SL4).

Part 2: Covnersation
The individual talk leads into a convers ation about your chosen
topic. So, for example, you could develop an account of meeting a
famous per son into a discus sion of wider i s s u e s such as the nature
and role of ‘ce l e b r i t y ’ and media intru sion into cele brities’ lives.
uoY could develop a talk about a film into discus sion of wider
i s s u e s s u c h a s c e n s o r s hip, popular culture and the film in d u s t r. y

Key skills

For the conver sation ,youwill need to:
• a r t iculate expe rience and ex p r e s s w h at is thought,

felt and imagi)ne1d (SL
• present fa c t s , ideas and opinions in a cohe sive order w hich

s u s t a i n s the audien ce’s intere s t ( S L 2 )
• communicate clearly and purpos efully usin g

fluent language (SL3)
• use regis ter appropriate to co n t e x t (SL4)
• listen a n d r e s p o n d appropriately in conver sation (SL5).

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Exploring sample responses: Indvidual task

Read this sample e x tr a c t from an individual p resentation entitled
‘My week in I t a,laylo’ ng with the annot ations showing its goo d
and bad points .

M y h o l i d a y w a s w i t h m y b r o t h ,e rm y m o t h e r a n d f a t h .e r That was quite an experien ce, becau se some of appropriate but
W e d e c i d e d t o d o s o m e t h i n g d i f f e r e n t t h i s y e,a rs o w e f l e w unoriginal opening
to Rome. The n we rented a c ar and drove dow n to the bay They said that he adopted someone g i otf ht
of Naples. C h a p t e r 11 : A p p r o a c h i n g s p e a k i n g a n d l i s t e n i n g offers some relevant
t h e d r i v e r s w e r e c r a z.y W h e n m y m o t h e r w a s d r i v i n g , m y . Both of those tow ns were burie d when detail
father ke pt coverin g up his eyes but in fac t s h e was much journey is touched
safer than him. exploded back in Roman time s and you can see jus t upon but lacks
development
When we arrive d at the accommodation, it was great. I t was and you can walk in the building s themselve s .
miles from an y w here on a hill side in a conve r t e d farm. The engaging details
people who ran it had a family of cat s w h o s e e m e d about cats
wtiheachotheratlhetimebutneverbitus .Theyla y n e x t to
us when we were n e x t to the pool and they were waiting sensible organisation of
outside th e d o o r e v e r y morning. My favourite was N ero. He material into sections
followed me eve r y w h ere. including place names
e v e r y w e e k , from the people renting the pro p e r t . y I wonder if adds interest
heliked m e b e c a u se I get up much earlier than my brother so emotvievocabualry
there was more time to pl.aAy l so, I don’t grunt as much as my atlhoughe‘rupted’
b r o t h e r d o e!s woudlbemoreprecsie
appropriate use of details
We went off to see thing s some day s, leik Pompeii and
Herculaneum
Vesu vius
what life was likeback then. They ha d central heating and
wall painting s
I t ’ s v e r y hot though, so you have to taekwater with you, to
stop dehydration…

offers quality of ‘being there’
but ideas put together with-
out fi rm sense of structure

Feedback

The speake r u s e s s o me varied vo c a b u l a r y (including nam es)
and has organise d the pres entation lo gica.llyTh ere are some
engaging touch e s . T h e language is suitably formal most of
the time and the re is some s entence variety. The pres entation
l a c k s m o re imaginative touch e s , s u ch as the us e of anecdote or
e x t e n sion of ideas , and se ntences and vocabular y are accurate
but do not exhibit fl air or great variet . y Howe,vietris clear
(without eve r being exciting).

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11. retpahC o9 Tc ip

1 In addition to the annotated points in this resp o n s e , f i n d:

• an overly casual expres sion
• repetition of a word ver y s o o n a f ter it has

been used once
• t w o s h o r t , simple sentence s that would be b e t t e r

turned into a single complex one
• a g o o d u s e of humour to engag e the liste .n e r

Now read the following sample ex tra c t f r o m a presentation, in
which the speaker talks ab out looking a f ter a grandmothe r with
Alzheimer ’sdi s e a s e .

I imagine most ofyouwillhave some ideaofwhatAlzheim er’s

disease is: it progres sively take s away the me mory, so that

s u f f e r e r s l o s e touch with realit y more and more, until they precise vocabulary
complex sentence
eventually can’t even re cognise their wife, their hus band, or introduces the subject

their children. They jumble th e past an d p r e s e n t . Until there is broken sentences, making
help . it seem disturbing and
no past or p resent for them. They can’t eve n recognise night emphasising ‘Until’
examples to shock and
orday. And my grandmother has Alzheimer’s . emphasise the seriousness
possible pause before
We noticed it s t a r ting when her m e m o r y suddenly got w o r s e . this word for effect
She struggled to cook our special meal on Friday night, which personalised – showing
had always be en her treat for us at the en d of the week. effect on family
Then she was n’t sure what day it was. She didn’t know
what she had don e earlier in the d.aPye ople’s name s were reality of the conversation
f o r g o t t e n even more easily than they had be en before. makes situation clear and
She needed – tragic

W e actually thought that w e n e e d e d help too, but as time
goes on, you discover that the early st ages were nothing.
It is a dege nerative di sease, which can only ge t worse. She
takes t a b l e t s and somehow manages to s tillive alone, but
now it is as if sh e is in a different kind of world altoget.h e r
C o n v e r s ations are alway s the same:

‘ W h a t dayisit? ’

‘ W e dnesda’y.

‘Do I have meal s on wheels to morrow? ’

e‘ s Y, they l’ be here.’

‘Do I have to pay for th?em’

‘No, they r ’ e all pa’id. for

‘ W h a t dayisit? ’

‘ W e dnesda’y.

‘Do I have meal s on wheels to morrow’…

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9.

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Feedback

This speake r engages the audience and o f f e rs a varie t y

of information, presente d in interes ting way s. Sente nces

are varied, th ere is some excellent voc a b u l a r y and the

grandmothers’situation is brought to life with the examples

and convers ation. St andard Engli sh is used with great

confi dence.

2 In addition to the annotated points in this resp o n s e , f i n d:

• a s h o r t sentence u sed as the dramatic cilmax to a
paragraph

• simple sentence s u s e d a s dramatic examples of the
conditionwor sening

• s o p h i s t i c ated voc a b u l a r y showing that the sp eaker has
researched the subject

• dialogue us ed to show the tragic realit y of the
situation.

Exploring sample responses: Covnersation

Noor has already delivered a pres entation o n the fundraising she
carried out f o r v i c tims of Hurrican e M a t t h ew in Haiti. She t alked
about her spo nsored silence, baking cakes for sale and a 20 km
sponsored walk she under took with her friends . Read this sample
e x t r a c t f r o m her conve r s a t i o n with her teach, e r along with the
annotations.

aeT c h e r : That was all v e r y i m p r e s sive, eN.oTor ll me: did
Noor: you reach your target for the funds you hope d to
ra?ise
aeT c h e r :
Noor: Y e s , I did. In f a c t , I colle c t e d more than I was clear and appropriate
aeT c h e r : e x p e c t in g , b e c a u se people were so generou s . a,nosfwfereirng a reason
And they were worried about the people who
w e r e s u f fering, obviously. possibly doesn’t quite
understand the intention
seY , we all we re. So, do you think its’right that of the question
we should have to tr yto raise moneylike?hsti

We try to give money to the p eople who need it
so badly.

O f c o u r s e – but might it not be bet ter if all the

m o n e y n e e d e d c ame straight from governm ents?

A f ter all, you raised a good deal, but they could

give so much more, b e c a u s e they have so much

more, haven’t they?

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301

1.1retpahC o9 Tc ip
Noor:
aeT c h e r : I suppose so. The governme nts do sen d money to responds to new idea
Noor: help, don’t they? honest a,nswer
recognising a good
aeT c h e r : seY , i n d e e d. But do you think it’s enou?gh new idea
Noor: shows she has taken idea
I haven’t really ever thought about that – but on board
I suppose th ey give as much as they can, j u s tlike
e v e r y b o d y e l s e , b e c a u s e they have other thin g s makes signifi cant,
they need to spend money on too. I know what relevant points
you mean, though. It would be go od if they gave
some more. sensitive response

Do you think rich countries give enou gh in foreign
aid gener?yall

I t would always b e b e t ter if they gave so me more,

e s p e c i ally when the re has bee n a volcano or an

e a r t h quake or fl o o d s . P e o p le living in vilages

can’t help t h e m s e l v e s if they have no home s

and no jobs and they’ve lost eve r y thing. I think

governments should give more.

Feedback

T h e s t u d entmake s signifi c a nt points throughout, li s t e n s
carefully and re s p o n d s t o what is obviously an idea she had
not thought of befo re. She mostl y r e s p o n d s to what is asked ,
but does al so challeng e the teacher in an appropriateway. She
s p e a k s in formal Engli sh and pres ents her ideas in sent e n c e s .

3 Find examples in this resp onse of th e s t u d e n t doing the
following:

• challenging and encouraging a r e s p o n s e
• developing an idea and, in doing so, showing s he is

listening well.

Nowerxahsdti artctfromanothesarmpceolnhvtenisrIonait.s
caseS,hanekatigwlechsaitebrioWuhteofrlodbalCtup,
ndiowlvsdnohifglupalresenatoinaboeurctonturnaments.

aeT c h e r : World Cupsmakea lot of money. I s n ’ t it true,
Shane: though, that the ho st countries make relatively
lit?tle D o e s n ’ t the organisation, FAIF ,makean
absolute fo r t u?n e

I m’ afraid yorue’ right. They eve n demand that
they are not taxed on the profi t s they make,

S e c t i o n 4 : S p e a k i n g a n d l i s t e n i ng
302

9.

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so they can ju st walk away with the pro c e e d s . adding vital and relevant
Countries leikBrazil, who hos ted th e competition details, using well-chosen
in4201, got publicity and built new s tadium s , b u t vocabulary
that was all: i t ’ s so bad that the p eople who had
to build the groun ds were only paid a fraction of intelligent response,
what they des e r v e d e v e r yday. I t ’ s shocking. expressed with balance

aeT c h e r : teY you stil think the Wo rld Cup is wond erful? mature interchange
Shane: with teacher
aeT c h e r : tnialpsllabotofsehvahtouehtedYY.
Shane: urrocehtmowarmefbhniteo…tniyadpctxe takes initiative with
aeT c h e r : a challenge
Shane: Can you do that? Should we do that? new idea, expressed with
conviction
aeT c h e r : I see what your’e saying – bu t if you love football,
:enahS w h a t ’ s the alterna?tive pattern of three used for
effect
Watch te?nnis
sense of conversation,
Wel… you could only watchyourfavourites rather than just
on television mos t of the time, not live; responding to teacher
and, frank,lytennis doesn’ t have the pa ssion.
At football, you can sing and shout and even be
tribal again if you want. It s’ a release fro m the
problemsofthewordluj, stfor90minuteseach
week.Unfor tuny,ealtennisdoesn’tof feryouthat.
Haveyoueverbeentoavilefo?otbaml atch

No, though we all see it on television...

P eki l yeyhayatlspnatcnuaoibehwalposerg
weh-criwhbel–denvgasunoehdibivabephke

ub – odmeyethticwoxnektaerhelnteglatned
ootmIao.tgnirezhmhastmodnamsyhcitka

l .wloubni lteb,sytltuigolenraIerhcsvaesogt
a ti fomaarardeerhehtTwaytw.pbesymnlayelsai

l labtosofwirhestgrneihwifthgtndnaeacn
toedtayncoliltathpemoutrrftruobtocantro
ssneorpeirl tolieomislpodtetrdanfouhsftne
…dlrwoeht dnuora

Feedback

T h e s t u d ent interac t s with the teacher in a mature fashion, listens sensitively, uses formal standard

English and o f fers a ran ge of ideas that move the conve r s a t ion on as he pre s e n t s an d e x p r e s s e s

his ideas and arguments clearly. He has knowled ge of the subjec t an d s u s t ains the conve r s a t i o n

intelligeny.lt

4 Findfourexamplesof effe c t ivespeakinginShane’sfi nal
speech. Lookespecialyforhisus eoflanguage,howhe
reallyengage sinaconver sationwiththeteacher–quickly
respondingtowhattheteacher says,andhowheconcul d e s .

C h a p t e r 11 : A p p r o a c h i n g s p e a k i n g a n d l i s t e n i n g

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Checkyour progress

Sound progress

• I can use varied voc a b u l a.r y
• I can communicate clearly and engage the liste .n e r
• I can organise my prese ntation to engage the inte r e s t o f the liste .n e r
• I can choose a topic that I can t alk about adequately, and do some research on it .
• I can work out a basic order in whichtomake my points .
• I can engage th e interest of the audience with some language devices .
• I can anticipate q u e s t ions on my subjec t .
• I can prepare to answer qu e s t i o n s and respo nd appropriately.
• I can show a readiness to listen to my teacher and to respo nd appropriately.
• I can respo nd to prompt s .

Excelent progress

• I can use an appropriate st yle co nsistently,with varied se n t e n c e s , vocabular y and
expression.

• I can speak co nfidently for a given purpos e.
• I can use s t a n d a r d English co nfidently in an appropriate regi.srte
• I can choose a topic that allows me to resp ond with autho r i t y and enthusia sm,

and research i t e f fe c t iveyl.
• I can organise my content well for the given purpo se.
• I can selec t an d use a wide range of languag e devices .
• I can prepare to discus s i s s u e s that might arise.
• I can acknowled ge points in a convers ation and develop them.
• I can show that I und e r s t a n d implied meanin g s .
• I can listen carefully and take the initiative.

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304

Practice papers
and guidance

Links to other chapters: Key reading skills T h i s s e c tion of the boo k will taekyou through 21
Chapter 1: t h e t y pe of tas ks that you will be aske d to
Chapter 5: Comprehension complete for fo r m a l a s s e s sment, to o f fer you a 305
Chapter 6: realistic rehears al under examination conditions
Chapter 7: Summary writing of the skills you have learned throughout your
Chapter 8: course.
Analysing language
W h e n u s i n g these pra c t ic e a s s e s s m e n t s , it is
E x t e n d e d r e s p o n s e to i m p o r t ant that you complete them with an eye
reading and direc ted writing to the timings required to complete a whole
examination. For example, the most sensible
way to approa ch a set of comprehension or
short- answer qu estions is to use the marks
allocated for each one to work out what
p r o p o r tion of the total marks available this
r e p r e s e n tosu.cYan divide the time available by
these propo r t i o ns to work out how much time to
spend on each one.

S a m p l e a s s e s s m e n t s p r ovide a valuable
o p p o r t unity to a s s e s s your own strengths and
w e a k n e s s eosu. cYan then adju st your revision
plans accordin gy.l For example, if you realise that
you need fur ther clarificatio n of how to write a
summary, you might revisit Chapter 6 to brus h
up your skillosu. mY ight also add another five
minutes to your time alloc ation for the s u m m a r y
when doing you r n e x t p r a c tice asse s s m e n t .

Approaching examinations is demanding
b e c a u s e e xamination ques tions require cer tain
techniques – you need to apply the appro priate
skills and knowledge to answer each q u e s t io n ,
remembering to look out for co mmand words
and precise instru c t i o n s . U s e these pra c t i c e
a s s e s s m e n t s and the marking pro cess to see
which areas you are weakeron and focus on
those key areas the nex ttime. This should help to
improve your exam technique.

Chapter12 . o1 Tc ip
Anintroduoctin to PracticPeaper 1

T h e e x a m -s t yle que s t io n s t h at f o l l o w o n p ag e s 3 07–313 a r e b a s e d o n t h e m o d el o f
t h e 2 0 2 0 C a m b r id g e I G C S E e x a m i n at io n . T h e y h a v e b e e n w r i t t e n b y t e ac h e r s , n ot b y
t h e e x a m i nation board.

Which skills should I be using? a s k s y ou to show only rea ding skill s .

Question 1 (a)to()e skimming , scanning and selecting o(11p.3–iTcasn1.d

• explicit and implicit meanings
uoY will need to use th ekey skills of
Chapter 5). In addition, you will nee d to use your unders tanding of summary writing skil so p( ciT1. 4 and Chapte r6).
o( piTcs1. 5 7.1a–nd Chapter 5). implicit meanings
a s k s y ou to show only rea ding skill s . skimming , scanning and selecting , and your abilit y t o
• explicit implicit meanings
Q u e s t i o nf1( ) a s k s you to show both reading and writing skill s . and o7(.11pa–iTcnsd1.Chapter 7).

• a s k s y ou to show reading and writing s kills. skimming , scanning and selecting , and your abilit y t o
uoY will need to use the explicit
and o(piTcs1.6 )7.1 –
Question 2

•
uoY will need to use th ekey skills of
understand

•
uoY will need to show the skils of identif y ing language choice s a n d u n d e r s tanding how writers
achieve effe c t s o( piTcs1. 8 9.1 –and Chapter 7).

Question 3

•
uoY will need to use th ekey skills of
understand

•
uoY will need to write clearly and accurately u sing your ex tend e d r e s p o n s e to writing skills
o( piTc1s– 8 . 8 . 4.)

Tipsfor success use your own wor d s if you are told to explain .
use your own wor d s
• wherever po ssible,
Manage your time well. Spend slightly longe ronhigher- marking que s t i o n s .
ideas and details from the t e x t , although it is
•
Makesure that you

•
F o r Q u e s t ion 1 (f) you must write in continuous pros e and

basing your summar y on your notes.

•
F o r Q u e s t ion 2 (d) it i s i m p o r t ant that you us e quotation s in your ans wer and explain effe c t s by

referring to the meaning and ass ociation s of words .

•
I t i s i m p o r t ant that you show detailed knowledge of the text in your answer to Ques tion 3.

This means that you must base your ow n ideas on

usually be st to use your ow n words to present the s e .

S e c t i o n 5: E x a m p r a c t ic e
306

PracticePaper1R:eangdi 1.
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Reading all q u e s t i o n s .
Answer 2 hours
The number of marks is given in bracekt s [ ] at the end of each q u e s ti o n o r p a r t q u e s t io n .
Reaedx T t A and then answe r Q u e s tions1()ato.()e xeT tA

Brady Barr h a s a T V series on the Geographic Channel. Here is an ex trac t from a n a r ticle that
he wrote for the channel ’s website about fi lming a particularly dangerous episode.

The cave wa sliteraly a chamber of h o r r o r s , probably the wo r s t p l a ceIhaveworke d in the
ten years I have been at Geographic. The c ave was fi led with the usual custo m e r s (scorpions ,
5
r o a c h e s , m a g g o t s , s p i d e r s , millions of bats ,liz a r d s , and snake s,)but it was th e unbelievable
amount of bat guano that made it unbearable. There were places where you had to wade
through ches-t d eep liquefi e d bat guano. The stu f f w a slike quicks and, almo st sucking you
down and making pro g r e s s ve r y slow and cautio u s . T h i s bat guano soup along with low
o x y g en levels eventually prevented our expe dition from going deepe r into the cave.

01
On day three, ab o u t 2 0 0 feet (60 m e t e r)sinto the cave, walking along the right- side wal
where the fec al soup was the shallowes t, I spied a large p y th o n p a r tially expo sed in a crack in
t h e l e f t wall, on the op posite side of the cave acro ss the dee p e s t p a r t of the fecal r.iver

[ W i t h cameras rolling]I frantically waded across the mid d l e d e e p e s t p o r tion of the fec al river
(waist deep on me) and to the other side of the cave , where I was s u c c e s s ful in grabbing the
51
last few feet of the s nakes’tail before it es c a p e d i ntothewall.

By this time Dr Mark Auliya, a p y th o n e x p e r t working with me on this projec t , arrived to
a s s i s t m e in pulling this large snake out of the wall. I handed ove r the tail to Mark while I
a t t e m p t e d to free mo re of the large snakes’ b o d y from the crevice as Mark pulled.

A f ter a brief power struggle , t h e p y th o n p o p p e d out of the crack in a blur of coils and quickly
20

s t a r t e d to wrap u s up. In the wai st- d e e p fecal soup, the darkness of the cave and myriad of
coils, it was dif fi cult to locate the head, w hich was our major concern. W ith Mark still holding
the tail, the bigsnake w r a p p e d its powe rful coils around Marks’ b o d y once and around b oth
of my legs down low at leas t once, an d maybe two coils. The snake ’s head was h o r r i f yingly
all over the place, popping in and out of the fe cal soup an d making securing it almos t
25
impossible. Before we could formulate a plan to get out of the quicks a n d - l ike fecal soup,
where drowning was a serious issu e while tr yin g to subdue a giantsnake , it bit me.

I felt the snake a t t ach to my leg right below my lef t b u t t o c k , which s ent me lite rally through
the roof with pain. T h e s e g u y s are armed with dozen s of stro n g l y r e c u r ved raz-ors harp teeth.
A f ter securin g its hold, it threw the weight and power of its muscular b ody into the bite and
s t a r t e d ripping dow nward. The power of these snakes is beyond co mprehension… r e m e m b, e r
30
they are constr i c t o r s , a n d power is the name of their game.

Chapter 12 : P r a c t ice pap e r s a n d g u i da n c e

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Chapter12 . o1 Tc ip

Question 1

a() Give t w o reasons why the cave was an unpleasant pla ce to be, according to the tex t .
]2[
(b) Why was it so impor tant to get out of the quicks and in paragraph 2? ]1[

(c) Why do you think Brady de scribe d himself as ‘frantically’ wading af ter thesnake ]2[
w h e n h e s e e s it in paragraph4?

(d) Reread paragraphAf6 (t‘er abrief… bit me’). a blur of coils (line9)1
(i) Explain, using your ow n w o r d s , what the write r means by the wo rds in itailcs in the
following phrases: h o r r i f y ingly all over the place (line 23) ]2[
• of the fecal soup (line 24) ]2[
t h e p y th o n p o p p e d out of the crack in ]2[

•
the snakes’ head was

•
popping in and out

(ii) Give two reasons why catching the py tho n was a dangero u s a c ti v i .t y

]2[

e)( Explain w hythesnake wound was par ticularly painful forBrady.

2][

o[ t Tal:15]

S e c t i o n 5: E x a m p r a c t ic e
308

1.
21

Reaedx T t B , a transcript of a blog p o s t e d o n a forum for viewer s of Th e Nature Channel,
and then annsw1 e( rf.) Q u e s tio

xeT t B

J u s t f l ick on the television on any given night of the week and you wil be faced with a mind- a They were
boggling array of docum entaries focusing o n all manner of exotic beast s from eve r y c o rner kid’s T V show.
of the globe – an d they’re j u s t the prese nters! No, seriously, I now have acces s to vir tually any
creature, in any loc ation from Pole to Pole. continuous writin g (notnoteform)and useyourownwords as far as po ssible.
o[ t Tal:15]
5 Progress in d e e d , y oumaysay. In my childhood we were luck y if we s aw the occ asional lemur
peeling a grape or a rogue elephant knocking down the se t on
glamorous strangers i m p o r ted for our viewing pleasure and usually accompanied by a zoo
keepe r in a smart uniform. How we lau ghed at their s trange features anada‘h ed’ at their
cute habits when they were let out of their boxes fo r a few minutesofair-time...

01 A f ter our bed -time our parents watched their once - a - w e ek dose of some excee dingly dull
programme wi t h c l o s e - up fi lm of insec t s co n s t r u c tin g elaborate de ns and birds jumping off
cliff s . T h e voice over was fa c t ua l , o f te n v e r y knowledgeable, b u t a w fully sensible… frankly I
didn’t mind that I wasn’t allowed to st ay up.

Nowadays young and old can se e a n y thing, any w h e r e , doing ever y t hing – includin g quite a
51

few things that frankly put me of f my dinner! We see animals in their natural environme n t s ,
living, dying, jus t as nature intended. It can be tough to watch bu t it is realit . y Modern nature
programmes o f ten tell a sto r. Wye get involved with a famliy or a charac . tReercently we had
to delay dinner j u s t to check wh ether a lit tle m eerkat live d or died!

O f c o u r s e, the pres enters are a bit more high profi le thanI’m used to. They see m to be as
20 much on show as the animals but they really know what they’re talking about and they

c e r t a inly have a gift when it come s to making thin gs interes ting. I d o wish they wouldn’t do
stupid thing s though: pu t t i n g your hand in so mething’s mouth does n ’ t s trikeme a s s e t ting
a great example! I think I preferre d it when th e presente r j u s t kept a polite dis tance and
whispered to the camera .

uoY know we ought to think ou r s e l v e s lucky. From the comfor t of our sofa we can s hare the
25

lives of all s o r t sofamazin g creatures in a way that generations past could not even imagine.
Perhaps soon we won’t even need zo os at all – now that would be progress!

( f ) Accordingetox T t B, what changes in wildlife-themed T V shows has the writer exp erienced
since their childho od?

uoY must u se

uoY r s u m m a r y should not be morethan15 0 w o r d s .

Up to 10 marks are available for the content of your answer and up to 5 marks for the
quality of your writing.

Chapter 12 : P r a c t ice pap e r s a n d g u i da n c e

309

Chapter12 . o1 Tc ip
Reaedx T t C , an e x tr a c t from
My Family and Other Animals , then answe r Q u e s tions2()a – d( .)

xeT t C

This tex t istaken from a longer nar rative. It describes the ex periences of a young boy, Gerald,
and his family on theislandofCor f u . In this ex trac t Gerald describes one of his regular v i s i t s
to a local naturalis t .

5 Theodore would welcome me in his stu dy, a room that met with my full approval. It was , in
01 my opinion, ju s t w h a t a room should b e. The wall s were lined with tall bo o k s h e l v e s fi le d
51 with volumes on freshwater biology, botany, a s t r o nomy, medicine, folk-lore, and similar
20 fascinating and sensib l e s u b j e c t s. Inte r s p e r s e d with these were s e l e c tions of ghos t and crim e
25 stories . Thus Sherlock Holm e s r u b b e d s h o u l d e r s with Darwin, and Le Fanu with Fabre, in what
30 I considered to be a thoroughly well-balanced lib r a .rAty one window of the room s tood
35 Theodore’s telescop e, its no se to the sk ylike a howling dog , while th e sills of ever y window
bore a parade of jars and b o t t les containing minute fre shwater fauna, whirlin g a n d t witching
among the delicate fronds of green weed. On one side of the room was a massive de sk, piled
high with scrapb o o k s , mi c r o - photographs, X- rayplat e s , d ia r i e s , a n d n o t e - b o o k s . On the
opposite side of the room was the microsco pe table, with its power ful lamp on the jointed
stem leanin glike a lily over the fl at boxes that housed T heodore’s collection of slides . The
microscope s themselve s, gleaminglike m a g p i e s , were housed under a series of bee h i v e - keil
domes of gl a s s .

‘How are ?you’ Theodore would inquire, as if I were a complete strang,re and give me his
c h a r a c teristic handshake – a sharp downward tug, leika man testing a knot in a rope. The
formalities being o,vwere could then turn our minds to mo r e i m p o r t ant topics .

‘ I w a s ...yeoruknow... looking throu gh my slides j u s t before your arrival, and I came across
one which may inte rest you. It is a slide of the mouth - p a r t s of the rat fl ea ... ceratop hyllus
fasciatu s , youknow. Now, Il’l jus t adju st the microscop e.... The re I... you s?e e Very curious.
I mean to sa, you could almost imagine it was a human face, couldn’ t?yoNuow I had
anot..h..eesrlride here.. . T h a ts’fun.nAy h I got it. Now this one is of the spinne rets of the
garden or cros s spi..d..eerpr eira fa sciata’.

S o , a b s o r b e d and happy, we would pore over the microsco pe. Fille d with enthusiasm, we
would tack from s u b j e c t to subject , and if Th eodore could not answer my ceaseles s fl ow of
q u e s t i o ns himse,lfhe had b o o k s that could. Gaps would appear in the b ookc ase as volume
a f t e r volume was e x tr a c ted to be co nsulted, and by our side would beanever- growing pile
of volumes .

‘Now this o ne is a cyclops… c yclops viridis… which I caught out near Govino the other day. It
is a female with eg g - s a c s ... Now, Il’l jus t adju s t . . . you’ll be able to se e the eggs quite clea.rly
… I’ll ju s t p ut her in th e live box ... herum... there are s everal sp ecies o f c yclops found here
in Corfu’.

Into the brililant circle of white light a weird creature would app,eaaprear- s h a p e d body,
long antennae that t witche d indignant,lya tailke sprigs of heath, aenrd on each side of it
(slunglike s a c k s of onions on a d onkey) the two large sac s bulging with pink beads .

S e c t i o n 5: E x a m p r a c t ic e
013

1.
21

. . ‘ . called c y cl o p s b e c a u s e , a s you can s ee, it has a single eye situated in the centre of it s T h a ts’to sa, iyn the centre of what would be its forehead if a c yclops had one. In
40

forehead.
Ancient Gree k m y thology, as you know, a c yclops was one of a group of giant s... re .. each of
whom had one eye. Their ta sk was to fo rge iron for H e p h a e s t u s’ .

O u t s i d e , t h e warm wind would shoulder the shut t e r s , making them creak, and the rain- drop s
would chase each other down the wi n d o w - p anelike transparent t a d p o l e s .

45 hA‘ ha! It is curious that you should mentio n that. Th e peasant s in Salonika have a ver y
sim....ilaesrru p e r s tition.... No, no, me rely a super s t i tion. I have a bo ok here that gives a
most inte r e s t ing account of vampires in... um... Bosnia. I t s e e m s that the local people there’.

aeT would arrive, the cakes s q u a t ting on cushions of cream, toast in a melting shawl of
b u t t, ecurps agleam, and a faint wisp of steam risin g from the teapot s p o u t .

50
…‘ b u t , o n the other hand, it is impos sible to say that there is no life on Mars . I t i s , in my
opinion, quite possible that some form of life will be found.... edriscovered there, should we
ever succee d in get tin g there. But th ere is no reas on to suppo se that any form of life found
there would be id entica’l…

Sittin g there, neat and c o r r e c t in his twe e d s u i t , Theodore would chew his toas t slowly and
5

methodicaly,his beard bri stlin g, his eye s kindling with enthusia sm at each new su b j e c t that
swam into our co n v e r s atioonm. Te his knowled g e s e e m e d in e x h a u s tible. He was a rich vein
of information, and I mined him a ssiduously. N o m a t ter what the subjec t , T heodore could
contribute so mething int e r e s t ing to it. At last I would hear Spiro honking his horn in the
s t r e e t b elow, and I would rise relu c t a n tly to go.

Question 2

a)( rfpeahwsroareodxtmrhytfedeinIt liked the appearan ce and content s of The odore’s study. whnuteidoa:rdlmsehiateuwseghsctesi
(i) Gerald fascinate d ]1 [
(ii) Gerald beileved that the col e c tion of book s cont ained a
n o n - f i c t io n , f a c t and fantas. y good range of fi c t io n ,
(iii) Theodore was quite ]1 [
(iv) Gerald was
formal and dist ant towards Gerald, des pite knowing him well. ]1 [
(b) Using your own words, and wanted to know about ever y t hing.
]1 [
explain what th e writer mean s by each of the word s underlin e d
Sittin g there, neat and c o r r e c t in his twe e d s u i t , Theodore would chew his toas t methodically enthusiasm :
slowly and . He was a rich vein of information and I min ed him as siduously. , his beard bri stlin g, his eye s kindlin g with at
each new subjec t that swam into our co n v e r s atioonm. Te his knowled g e s e e m e d
i n e x h a u s tible

(i) methodicaly ]1 [
(ii) enthusiasm
(iii) i n e x h a u s tible ]1[
]1[

Chapter 12 : P r a c t ice pap e r s a n d g u i da n c e

113

Chapter12 . o1 Tc ip

(c) U sing your own words , explain how the phrases underlined are used by the writer to
s u g g e s t w h at Theodore i slike.

Sittin g there, neat and c o r r e c t in his twe e d s u i t , Theodore would chew his toas t eyes kindling with enthusia s m at
slowly and metho dical,lyhis beard bris tling , his .
each new subjec t that swam into our co n v e r s atioonm. Te his knowled g e s e e m e d . He was a rich vein of information and I min ed him assiduously
i n e x h a u s tible

3][

(d) Reread the des cription s of:

•
Theodore’s laborator y in paragraph, 1b e ginning ‘T heodore would welcome me’…

•
Geralds’feelin g s a b o u t Theodore in paragrap2h, 1beginning ‘ S i t ting there, neat and

c o r r e c t’…

Select four p o w e r ful words or p hrases from e a c h paragrapohu.rYchoices should include
i m a g e .r yE x plain how each wo rd or phras e s e l e c te d i s u s e d e f fe c t ively in the contex t .

Write about 20 0 to 3 0 0 wo r d s .

Upto15 marks are available for th e content of your answer.

] 51 [

o[ t Tal: 25]

Rereaedx T t C , an e x tr a c t from My Family and Other Animals , then answe r Q u e s t ion 3.

Question 3
uoY are Gerald Durrell. Many years af ter the events describ ed in thi s e x tr a c t , you are as ked to give a
speech to a group of interes ted pare n t s a b o u t t h e i m p o r t ance of introducing children to the natural
world. The inte r v i e we r a s k s you three ques tions:
•

What do you re m e m b e r s e e i n g and feeling o n your visits with Theodo? re
•

What do you re m e m b e r a b o u t Theodore, hi s behaviour and the way he treated ?you
•

Why do you think that this kind of ex perience is valua?ble

Write the wodrs of the interv.iew
Base your inte r v i e w on what you have readeinx T t C , b ut be careful to use your own words . Addres s
each of the three bullet point s .

Begin your inter view with the fi r s t q u e s t io n .

Write about 25 0 to 350 word s .

Upto15 marks are available for th e content of your answer, and up to 10 mark s for the quality of
your writing.

[25]

o[ t Tal: 25]

S e c t i o n 5: E x a m p r a c t ic e
213

2 1 2.

Annit odructionto PraccetPiaper2

T h e p r a c t i c e q ue s t io n s t h at f o l l o w o n p ag e s 341 –316 a r e b a s e d o n t he m o d e l o f t h e
2 0 2 0 C a m b r id g e I G C S E e x a m i n at io n . T h e se que s t i o n s h a v e b e e n w r i t t e n b y t e ac h e r s ,
n o t b y t he examinat i o n b oa r d .

Which skills should I be using?
Section A

requires you to show both reading and writing skills .

• skimming , scanning , selecting and synthesising
uoY will need to use th ekey skills of explicit
and
o(14.1p).–iTcIsn 1a. ddition, you wlil need to use your ability to unders t a n d
o(piTcs1. 5ou)7.1wY–ill also use the abiil t y to analyse and e)valu1ate1o( p.ciT1.
implicit meanings
t a s ko p( iTc s 8 . 5 – 8.7.)
•
uoY will need to use the skills contained in Chapter 8, which take s you through the proce ss of

responding to a direc ted writing

•
uoY will also n eed to und e r s t a n d the conventions of three dif ferent writing form s outlin ed in

Chapter 3: a sp e e c h , a r ticle or let . ter

•
Finaly, you must be able to unde r s t a n d and incorporate the techniques of writing for dif ferent

p u r p o s e s , either to per suade, argue or explore an idea, as ex plored in Chapter 4.

Section B

requires you to show only writing skill s .

•
uoY will need to be able to u se all th ekeywriting guidance co ntained in Chapter 2 and th e

guidance on des criptive an d narrative writing contained in Chapte rs 3 and 4 . R e m e m b e r that

some of the guidance about the way that writer s write in Chapter 1 will also be h elpful to you in

your own writing.

•
uoY should draw on th e detailed guidance given in Chapter 9 for th e t y p e of composition that

you choose.

Tipsfor success evaluation of the text in your answer in Sec tio n A . This means that

• ideas and details from the t e x t , as well as givin g your own views . Planning
It is vital that you manage your time effe c t ively and do not spe nd too long o n o n e s e c tion at the
for both tas k s , b u t e s p e c ially so for the compositio n t a s k .
expense of the ot.her
select language and makest r u c t u r a l choices consciously to fit each ta sk, considering
•
I t i s i m p o r t ant to show show

you must consider the

is vital

•
Remember to

your form, viewp oint and audien ce.

313

Chapter 12 : P r a c t ice pap e r s a n d g u i dance

Chapter12 . o2 Tc ip

PracticePaper 2:Directed writ nig
andc ompoositn

Directed writing and composition t w o q u e s t i o ns in total: 2 hours
Answer xeT tA
S e c t i o n A: answer Question 1 .
S e c t i o n B: answer o n e q u e s t io n .

Section A: Diercted writing
Reaedx T t A , then answer S e c t io n A , Q u e s t ion1.

The follow ingistaken from a blog by a mother(w ho is also a dietician) a f t er she learned that
local schools were checking the food that s t u d e n t s had b rought in from home, and removing
items that they considered t o be unhealt.hy

My child’s lunchbag is a cri m e - scene!

5
A s a parent you might exp e c t the odd schoolpick- up to en d in tears . Frien dship issu e s ,

f o r g o t t e n homework, l o s t s p o r t s clothes – I’v e m o p p e d up the miser y of them all, but holding

your sobbing child bec ause they havea‘naugh t y l unch bag’ sticker on their polo shir t was a

if r s t for me.

Apparent,lythis h o r r i f ying idea is all the rage nowaday s . A s the governme n t s t a r t s to panic

01
over child nutrition, the foo d - h a l has beco m e a b a t tleground. Now don’t get me wrong – I m’

all for healthy eating and I takemyre s p o n s i b liities as a parent seriously but makin g a child

feel judged and embarras s e d a b o u t what they have be en given to eat i s just wrong!

F i r s tly,c an we remember that mos t food given to stu d e n t s i s provided by parents . If there i s a

problem then how about sending a discree t note home rather than humiliating the innocent
51

recipient? Kids are incre dibly sensitive. They hate being single d out at the b e s t o f times – bu t

for something that they are not in co ntrol of? No!

N o w l e ts’ look a bit clos er at the whole ‘name and shame’ p r o c e s s . Apparently our

government has decided that they will check what ever y s c h o o l - a g e s t u d e n t eats whil s t o n

the school site. Well- quailfi e d as the st a f f are in our local school I doub t that ever y s chool has

20
a n o n - site nutritioni s t . C an Mrs MurrayfromK4 tell the difference bet ween a nice bit of local

cheese and a well- d r e s s e d p i e ce of plastic mixed with pre s e r v atives masquerading as a cheese

if n g?re Does she know how much sugar th ere is in the ave rage ‘health bar’? For that mat,te r

is she aware that fruit juice is a sure - f i re way to raise our little ones’ blo od sugar to a nice

frenzied playground peak and then drop it again in time for a p ost- lunch slee p.

S e c t i o n 5: E x a m p r a c t ic e
413

2.
21

Butokay. L e ts’ say the food police manage to identif y a rogue bit of foo d. Then wha?tIf they

25 remove it then that is on e less ite m for that of fender (s o r r, ychild) to eat that daAy. re they

going to offer replaceme nts or doe s the criminal (s orry, child) jus t go hungr ? y G o o d - l u ck

eliciting high -level analysis from my son when h e’s hungr!y

Iamnotdefendingthetypeofmealorsnackthatburs tswithenumbersandspo21rt s do getthrons5akuc-‘ezgihs1d’chocolatebiscuitsperweekonthe
brgihtylwrappeditemseachwithacar tooncharacetrand300caloriesmnimi umaI.mnot
3 0 theknidofparentwhopassesfastfoodthroughtheschoolfenceorthinksthatafamyli-ezis
barofchocoalteisasuitablesnackforasxi-yeaor-dlchdliH.,Ihoawvevbeerenknownto
poptheoddcanofi zz ydnriknitotheolngnileouflnchboxefsiI ll everymorning.(It s ’ hard
thinkingofdiferentideaseve r y day–thereare195schooldayasyeayromukn)goI’woni!gto
confessrgihtherethatwe
35
‘produc.Buotittnhileas’atl’ongside30piecesofreshfruit,endlesshome - g orwntomatoes ,
cucumbersandotherveggiesandwholemeablreadniabundance.salIbt’outbalance–and
actualytlhoselunchboxesareonlyabout20%ofwhatmykdindaesiaty.Wherewtileinld?
Wmliychldirensoonhavetocompelteafooddair ywhentheyarvieatschool,confessingto
thefoodcrime scommitetdathomeandrunnnigalpsunltiheyv’eshedtheexcess?c alories
4 0 Whatwwli edowiththestudentswhohavenothadenougeotha?Whatabouttheschools
whichprovideunhealthyfoodorhostvendnigmachniepsackedwth?i

I do unders tand that as educators the s chools want to send out the right mess a g e s a b o u t
healthy eating. Bu t how about d oing something more positive than lunch- box pocnilg?
Healthy cooking ‘parent and child’ se ssions… me nu cards fo r parents… o ne of our local
45
schools had an‘eating for exams’ coo k book on sale recent.lyThose are approaches that
tackle the pro blem at its grass roots – parent al respo nsibilit y – and if need ed, even provide
healthy food for stud ents who c annot access it at home, rather than encouraging young,
malleable minds to asso ciate cer tain foods with m i s e r y and embarras s m e n t .

Question 1
Imagine that your school is consid ering introducing similar c h e c k s on the food that children brin g to
school.

Write a letter to your school in which you give your views abou t whether or not teachers should
check the foo d that stu dents eat at school.

In your let,tre you should:

•
evaluate the views given about th e checking of lun c h e s

•
give your own views , b a s e d on what you have read , about whe ther the checking of food would

benefitstudents .

Baseyourlet terontheblog,but be carefultouseyourownwords .Addres sbothofthebulletpoints.

Begin your let ter: ‘ Dear School Governors’…

uoY should write about 250 to 350 w o r d s .

Upto15 marks are available for th e content of your answer, and up to 25 marks for the quality of
your writing.

[40]

o[ t Tal: 4 0]

Chapter 12 : P r a c t ice pap e r s a n d g u i da n c e

513

Chapter12 . o2 Tc ip
Section B: Composition
A n s w e r o n e qu e s t i o n f r o m S e c tion B. o n e of the following que s t i o n s .
Questions 2 and 3
Write about 35 0 to 450 words on
Up to 16 marks are availabl e for the content and structure of your answ,re and up to 24 mark s for
the style and accuracy of your writing.

EITHER

Descriptive writing
2 D e s c r i b e a scene whe n a group of peo ple meet to celebrate a happy occasio n.

OR

Descriptive writing
3 Describe a quiet garden or park.

OR

Narrative writin g
4 Write a sto r y that include s the words , ‘she s tood in shock as the scene unfolded befo re…’her

OR

5 Write a sto r y that involves a chara c t e r who is dete rmined to win.

[40]

o[ t Tal: 4 0]

S e c t i o n 5: E x a m p r a c t ic e
613

Glossary

adjective: a word that describes a noun connotations: the emotional or sensory
red car’, ‘the
(‘the closed shop’) associations of a word or thing –
a word or phrase for example, a flag can immediately
adverb: describes a verb (usually make someone think ‘my country’
how an author presents
an action)
an adverb that links
, therefore counter-argument: the opposite or

adverbial of time: contrasting viewpoint
expressing when something
happened determiner: a word that specifies a
noun

analogy: a developed comparison

between two ideas dialogue: a conversation between two or

more people in a piece of writing

anecdote: a short story to exemplify or

back up a writer or speaksepr’oint homophone: words spelled differently

but which sound the same

bias: a strong favouring of one side of idiom: a typical phrase common to a
an argument or debate, often without
representing the other side of it language: for example, dead funny
a right laugh
meaning ‘really funny’;

characterisation: meaning ‘a lot of fun’
a particular character

imagery: words or comparisons that

climax: the most interesting or exciting

create a mental picture

point in a story

inferring: reading between the lines
and drawing conclusions from subtle
cohesion: how a paragraph is knitted clues

together and linked to other interview: a conversation in which one
paragraphs aroundoitp.iTc sentences,
connectives and linking phrases all help person asks the other questions on a
to make a text cohesive. topic or aspect of their life

conjugated: when verbs change form,

usually taking on a different ending irregular verb: a verb that does not follow

the standard patterns

conjunction: a word used to join clauses

or words in the same clause or jargon: technical terms that people
sentence, for example
and , but , or unfamiliar with the subject would not
know

conjunctive adverb: main clause: the main part of a sentence
independent clauses in a sentence, or
links ideas between two sentences – for finally , moreover , that could stand as a sentence on its
example, own
to show cause and effect

metaphor: a powerful image in which

on:iuontcj wtwons,doisrjwhatdor two different things or ideas are
enstcaniaeuslcorpesahr compared without using
fingers were tiny splinters of ice as or like ( my
)

connective: a word or phrase used to link

sentences

Glossary

713

monologue: a speech, in role, by one semantic field: vocabulary or set of terms

character without interruption closely linked by subject or usage

noun: a word for a person, thing or simile: a vivid comparison of two things
or ideas using
idea the hoarse voice sounded out like as or like (for example,
sandpaper on a broken brick
paraphrase: a rewording of something

that has been said or written )
we
pathetic fallacy: when a writer reflects slang: very informal use of language (may
or the leaden clouds include dialect words), often common and you
human emotions in natural features to an area, city or group of people rather

or objects: for example, the balloons go )
Should we
swayed happily standard English: the most widely used

hung heavy above the figure crouching form of English that is not specific to
a particular location or region (e.g. in
on the moorland path standard English, you would say
were
personification: when a thing or idea is
)
going not was going
tiff or barney we
described as if it has human qualities would use the word
( the storm bared its teeth and roared than argument
with anger
)

subject: the ‘do-er’ of the verb action in a

perspective: the particular angle or
direction from which something
is seen or experienced; it can also sentence or clause
r e f e r t o s o m e o n es ’ a t t i t u d e t o w a r d s
something subordinate clause: a clause that does not
make sense on its own; not a complete
sentence

preposition: a word that describes the synonym: a word that is identical, or very

relationship between people, things or close in meaning, to another word
places

synthesise: bring two ideas together to

pronoun: a word that takes the place of a make a new one

noun

tense: form a verb takes to show the time
of an action
rebut: to ‘knock down’ a counter-
argument

theme: a recurring idea within a piece of

register: the level of formality in a piece writing

of writing

regular verb: a verb that follows tone: the way you vary your voice and
language to suit your audience and
predictable patterns in forming tenses get your meaning across (e.g. express a
and agreeing with subjects certain emotion or create a particular
mood)

relative clause: part of a sentence that

usually explains or adds detail to a topic sentence: a sentence that introduces
preceding noun
or sums up the overall idea or focus of
a paragraph

rhetorical: designed to have a powerful
)
effect on a reader; rhetorical questions verb: a word that expresses an action ( feel , like )
are intended to create impact rather or a state (
than elicit information (
simply forget the awful suffering
and hardship?

Glossary
813

Text acknowledgement s

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omrf170-1p6o4,n. BTheac if197,Penga,nuGgdihl,oeatAxricpbyl1PB9eno7,guk1ns9i6g,kiVhbieysdpiubltsr
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naidrauG ehT ,el tteKni trMa yb m”elborp eht fo trap l la er ’ew tub – tniop gnippi t a ta s i ms i ruot ssMa“ dna ,9002/90/32 , naidrauG ehT ,

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