Edubest Secondary English Programme SE Module€¦ · quick action of their next-door neighbour, 53-year-old Martin Giles, who climbed up a ladder to rescue the children and their

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Edubest Secondary English Programme

SE4

Module 6

Name : ___________________________

COMPREHENSION

A. Reading

A city fire nearly ended in terrible tragedy for a city family last night. A

woman and her three young children were asleep upstairs in their home at 5

Woodview Terrace when a fire broke out in the kitchen and spread like wildfire.

According to firefighters, the family would all have perished, had it not been for the

quick action of their next-door neighbour, 53-year-old Martin Giles, who climbed up

a ladder to rescue the children and their mother, 36-year-old Margaret Redwood.

One of the children, five-year-old Becky, was suffering from severe smoke

inhalation and had to be taken to hospital. At first, there were fears for her safety but

doctors have declared that she is now out of the woods and will be able to leave

hospital tomorrow. Miraculously, the other two children escaped without a scratch.

Mrs Redwood sustained minor burns and is still in a state of shock.

The children and their mother owe their lives to Mr Giles, who threw caution

to the winds and risked his life to save the family. 'I didn't stop to think. I was on

automatic pilot. I just saw the flames, heard the children scream and raced to get my

ladder. Anyone else would have done the same. I got them out just in the nick of

time. The whole house went up like a light just as Mrs Redwood got out.'

Mrs Giles called the fire brigade as soon as they saw the flames, but despite

responding instantly to the call, the firefighters arrived too late. The house was a

blazing inferno when they arrived and there was little they could do. Said fireman

Jack Lauder, 'Usually we advise members of the public to leave rescue work to the

professional, but those children would have died if it had not been for Mr Giles. He is

being too modest. He really laid his own life on the line to save the kids. For us, that

kind of rescue goes with the territory and we're trained and equipped for it. It's all

in a day's work. But Martin Giles is a real hero. He deserves a medal.'

The cause of the fire appears to have been faulty electric wiring. Said fire

investigator Paul Jennings, 'From what I can see the wiring was in a terrible state.

The whole house was a death trap. It's amazing that no lives were lost.'

B. Recalling Information

1. Who did Martin Giles rescue from the fire?

_______________________________________________________________

2. Where and when did the fire start?

_______________________________________________________________

_______________________________________________________________

3. How did Mr Giles save the family?

_______________________________________________________________

Edubest English Programme SE406 3

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4. Describe the injuries of Mrs Redwood and her children.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

5. What alerted Mr Giles to the fire?

_______________________________________________________________

6. What appeared to have caused the fire?

_______________________________________________________________

_______________________________________________________________

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C. Understanding Information

1. If you were Mrs Margaret Redwood, how would you thank Mr Martin Giles?

_______________________________________________________________

_______________________________________________________________

2. Think of at least five adjectives to describe Mr Martin Giles.

_______________________________________________________________

3. Explain, in your own words, what fireman Jack Lauder said.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

4. Match each of the sentences in column A with a follow-up comment in column

B. Write the letter of the correct follow-up comment in the box that

corresponds with the sentence.

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Column A Column B

1 John threw caution to the winds. A The awning broke her fall.

2 The news spread like wildfire. B The heat wave was the cause.

3 In the nick of time, the driver

swerved left.

C The whole neighbourhood

heard of his heroic act.

4 It was miraculous that the

toddler didn’t even have a

scratch.

D He recklessly plunged into

the water.

5 The undergrowth became a

blazing inferno.

E A second later, the cars

would have collided.


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D Summarize the account of the rescue in 80 words. To guide you, think of these

words: where, when, who, how, what and why.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

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PHRASAL VERB

Theme : Problems

deal with : do what is necessary

get on : to grow older, to be aged

keep on at : nag

keep up : stay with

lie behind : cause

loaf around : to waste time

loom ahead : be imminent

nod off : fall asleep

pass off as : to pretend that something is different from what it really is


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pipe down : make less noise

play up : misbehave

puzzle out : solve

ram down : tell forcefully

ramble on : talk boringly and at length

rattle though : deal with quickly

reach out to : offer support

read up on : read a lot about

resort to : to turn to something that is not the first choice, to apply

*Phrasal Verb Exercise: Please proceed to the laboratory for the quiz.

GRAMMAR

Continuous tenses

To describe a continuing action in English we use continuous (also known as

progressive) tenses. There are three of these: present, past, and future. They’re

respectively formed with the present, past, or future of the verb to be but, no matter

when the action happened, are always followed by the present participle (the form of

a verb that ends in –ing), for example:

I’m thinking of you.

We were standing at the bar waiting to be served.

She’ll be singing in the choir tonight.

Future Continuous Tense

Future Continuous has two different forms: "will be doing " and "be going to be

doing." Unlike Simple Future forms, Future Continuous forms are usually

interchangeable.

FORM Future Continuous with "Will"

[will be + present participle]

Examples:

You will be waiting for her when her plane arrives tonight.


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Will you be waiting for her when her plane arrives tonight?

You will not be waiting for her when her plane arrives tonight.

FORM Future Continuous with "Be Going To "

[am/is/are + going to be + present participle]

Examples:

You are going to be waiting for her when her plane arrives tonight.

Are you going to be waiting for her when her plane arrives tonight?

You are not going to be waiting for her when her plane arrives tonight.

It is possible to use either "will" or "be going to" to create the Future Continuous with

little difference in meaning.

In the Simple Future, a specific time is used to show the time an action will begin or

end. In the Future Continuous, a specific time interrupts the action.

Examples:

Tonight at 6 pm, I am going to eat dinner.

I am going to start eating at 6 pm.

Tonight at 6 pm, I am going to be eating dinner.

I am going to start earlier and I will be in the process of eating dinner at 6 pm.

When you use the Future Continuous with two actions in the same sentence, it

expresses the idea that both actions will be happening at the same time. The actions

are parallel.

Examples:

I am going to be studying and he is going to be making dinner.

Tonight, they will be eating dinner, discussing their plans, and having a good

time.

While Ellen is reading, Tim will be watching television.

Notice "is reading" because of the time clause containing "while."

Present Perfect Continuous

FORM [has/have + been + present participle]

Examples:

You have been waiting here for two hours.

Have you been waiting here for two hours?

You have not been waiting here for two hours.


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IMPORTANT

Remember that the Present Perfect Continuous has the meaning of "lately" or

"recently." If you use the Present Perfect Continuous in a question such as "Have you

been feeling alright?", it can suggest that the person looks sick or unhealthy. A

question such as "Have you been smoking?" can suggest that you smell the smoke on

the person. Using this tense in a question suggests you can see, smell, hear or feel the

results of the action. It is possible to insult someone by using this tense incorrectly.

Past Perfect Continuous

FORM [had been + present participle]

Examples:

You had been waiting there for more than two hours when she finally arrived.

Had you been waiting there for more than two hours when she finally arrived?

You had not been waiting there for more than two hours when she finally

arrived.

We use the Past Perfect Continuous to show that something started in the past and

continued up until another time in the past. "For five minutes" and "for two weeks"

are both durations which can be used with the Past Perfect Continuous. Notice that

this is related to the Present Perfect Continuous; however, the duration does not

continue until now, it stops before something else in the past.

Examples:

They had been talking for over an hour before Tony arrived.

She had been working at that company for three years when it went out of

business.

How long had you been waiting to get on the bus?

Mike wanted to sit down because he had been standing all day at work.

James had been teaching at the university for more than a year before he left

for Asia.

A: How long had you been studying Turkish before you moved to Ankara? B: I had not been studying Turkish very long.

Using the Past Perfect Continuous before another action in the past is a good way to

show cause and effect.

Examples:

Jason was tired because he had been jogging.

Sam gained weight because he had been overeating. Betty failed the final test because she had not been attending class


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Past Continuous vs. Past Perfect Continuous

If you do not include a duration such as "for five minutes," "for two weeks" or "since

Friday," many English speakers choose to use the Past Continuous rather than the

Past Perfect Continuous. Be careful because this can change the meaning of the

sentence. Past Continuous emphasizes interrupted actions, whereas Past Perfect

Continuous emphasizes a duration of time before something in the past. Study the

examples below to understand the difference.

Examples:

He was tired because he was exercising so hard.

This sentence emphasizes that he was tired because he was exercising at that

exact moment.

He was tired because he had been exercising so hard.

This sentence emphasizes that he was tired because he had been exercising

over a period of time. It is possible that he was still exercising at that moment OR that he had just finished.

Exercise 1

Use the future continuous tense of the verbs in brackets to complete the sentences

below. Use contractions where you can.

1. I __________ (send) invitations for the concert to all your parents.

2. I expect I’ ___________ (have) a party for my birthday.

3. We certainly _______________ (not, go) back to that restaurant!

4. You _______________ (work) hard next week while I'm on leave.

5. The new supermarket _____________ (open) soon.

6. ________ you ____________ (stay) with your cousins during the holidays? Yes,

I __________

7. _________ you ___________ (meet) Maggie at the weekend? No, I _________.

8. You _____________(not, need) your laptop for the next few hours, will you?

9. You’ ______________ (want) your video back soon, I suppose, _________

you?

10. What __________ we ____________ (do) this time next year?

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Exercise 2

Use the present perfect continuous tense of the verbs in brackets to complete the

sentences below. Use contractions where indicated.

1. Sue _________ (chat) on the phone for half an hour.


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2. I see Harry’ _________ (perform) his magic tricks again.

3. The train’ _________ (stand) in the station for a whole hour.

4. I’ _____________ (try) to do this puzzle all morning.

5. The police ________________ (hunt) the murderer for more than a week.

6. We’__________ (read) A Tale of Two Citiessince the beginning of term.

7. ______________ you _________ (watch) the dinosaur programmes on

television?

8. __________ the weather _____________ (keep) fine recently?

9. This place is in a terrible mess! What’____________ (go) on here?

10. Where ____________ you __________ (hide)? I haven’t seen you for ages.

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Exercise 3

Use the past perfect continuous tense to complete the sentences below. Use

contractions where you can.

1. I’ _____________ (wonder) whether to phone you when you phoned me

yourself.

2. Ken ____________ (work) at the hospital for three years when the trouble

began.

3. We ________________ (try) to install the program for ages, and suddenly it

worked OK.

4. They _______________ (hope) for a research grant, but there wasn't enough

money.

5. Miss Lee mentioned that she ________________ (plan) a class expedition to the

museum.

6. The Outdoor Club members ______________ (walk) for about an hour when the

storm broke.

7. _____________ they _____________ (behave) stupidly when the computer was

damaged? Yes, the __________

8. _____________ the old lady __________ (not, eat) enough while her daughter

was away? No. she _________________.


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9. Karen ________________ (fry) potatoes when she burnt herself,

_____________she?

10. Who ________________ Jim ____________ (talk) to on the phone when he

suddenly put it down?

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Exercise 4

Change the verbs in brackets into the correct future progressive form.

1. Tomorrow morning we ______________ (work).

2. This time next week we __________________ (have) a party.

3. At midnight I ___________________ (sleep).

4. This evening we ________________ (watch) a talk show.

5. They _____________ (not , do) their homework this afternoon.

6. He ____________________ (listen) to music.

7. I ________________ (read) a book this evening.

8. _________________ (walk , you) home this afternoon?

9. He __________________ (not , draw) tomorrow morning?

10. They ____________________ (argue) again

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Revision:

Exercise 5

Change the verbs in brackets into the correct future progressive form.

1. Peggy __________________ (come) to the party on Saturday.

2. We _______________ (meet) him tomorrow.

3. This time next week he _______________ (fly) to South Africa.

4. At 6 o'clock on Friday they __________________ (sing) the new song.

5. It _______ probably _____________ (rain) when I reach Bangkok.

6. Tomorrow at nine I _______________ (write) a test.

7. Andy __________________ (watch) a video when I arrive tonight.

8. You ________________ (eat) pizza soon.

9. She ________________ (sleep) when you telephone her.

10. They ________________________ (arrive)in Budapest just about now.

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Exercise 6

Change the verbs in brackets into correct present perfect continuous tense.

1. She ____________ (work) here for five years.

2. You ________________ (eat) a lot recently.

3. It _______________ (rain); the pavement is wet.

4. He __________________ (not , play) football for five years.

5. I ________________ (not , sleep) I was reading.

6. They___________________ (not , watch) TV much recently.

7. He ___________________ (play) football, so he's tired.

8. They ___________________ (learn) English for two years.

9. She ____________________ (go) to the cinema every weekend for years.

10. We ______________________ (not , exercise) enough.

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Exercise 7

Change the verbs in brackets into past perfect continuous tense.

1. She _____________ (work) here for over 2 years before you started working

here

2. They _____________ (sleep) for an hour before I went to bed.

3. Tom ________________ (watch) TV for two hours when I arrived.

4. She _______________ (play) trumpet for 3 years before she joined a band.

5. He was confident because he _________________ (rehearse) hard for the show.

6. How long _____________ (she , learn) English with EC before she went

abroad?

7. They took their baby to the doctor because she _________________ (cry) all

night.

8. The workers _____________________ (work) for about 2 hours when

electrician went to a workshop.

9. I had a headache because I __________________ (not , sleep) well at night.

10. She __________________ (walk) all morning long before she came to the office

that day.

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Listening and Speaking

My Honey (Tapestry Listening & Speaking2, CD 2of 3,SE3 & SE4 Track 15)

An author, Robert Rand (a public radio producer and editor), talks about affectionate

nicknames that his parents used for each other and ones that he and his wife, Eriko

use for each other. (Note : Rand uses many new words in addition to the ones that

you’ve seen. However, you don’t need to know them in order to understand the main

ideas of the passage.) Listen for the answers to these questions:

1. What’s similar about the way that Robert and Eriko use nicknames and the way

Robert’s parents used them?

_________________________________________________________________

_________________________________________________________________

2. Which nickname does Robert refuse to use for his wife? Why?

_________________________________________________________________

_________________________________________________________________

Listening for Names

Listen to the passage again. Which real names do you hear? Which affectionate

nicknames do you hear? Write them in the following table.

Real Names Affectionate Nicknames

Bonus : Language Learning Strategy (Open Discussion)

Make inferences in English, as in your first language, by paying attention to the entire

context. In this way, you can often understand people when they don’t explicitly say

what they mean. Robert Rand tells us about the first time Eriko casually called him

“Honey.” He says, “I could not dismiss the fact that Eriko, in one word, had turned

my legs into noodles and my heart into chocolate pudding.” What you think he

means? Did he like it when she called him “Honey”?

____________________________________________________________________

____________________________________________________________________


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Writing

Report Writing Writing a report can seem daunting at first, but with a solid understanding of the

fundamental structure and style used in constructing clear and concise reports, it can

be achieved. The standard report format is as follows: Title, Summary, Introduction,

Body, Conclusions, Recommendations, Appendix, References and Table of Contents.

We will first look at how to prepare a report before the writing begins. At the end of

the session, students will be able to:

• Write with a specific purpose and audience in mind

• Structure sentences, paragraphs and reports

• Write clearly and concisely

Purpose and audience

Before writing a report you should first identify some key factors, which will help

you plan your approach and write with clarity. The first question you should ask

yourself is, “what is the purpose of the report?”

Purpose

“What is it about, and what is it for?”

It is beneficial to establish the purpose of your report before you start writing, so that

you can think clearly on the subject, and produce a report styled to fit the needs of

your purpose. Recognize what your report is for, (informing, instructing, guiding)

and focus your writing on explaining the details. If for example, you want to write an

instructional report for a team of colleagues, you know that you must focus your

writing on providing clear concise instructions, which will allow your reader to

comprehend the processes that you are describing.

Audience

“Who are you writing for?”

The second question you should ask yourself is, “who is going to read this report and

why?” Knowing your audience will help you determine how long your report should

be, how it should be presented, and what level of terminology you should use to best

attract and maintain the interest of your reader. If for example, you are writing a

report to inform policy makers, you would want to focus on presenting your evidence

clearly and concisely.

The sentence


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Now that we know how to identify our audience and define a purpose, we will look at

how to write clearly and succinctly. Understanding how to structure a sentence is

essential to conveying meaning clearly. Following are a few rules of thumb to help

avoid ambiguous sentences:

• Keep it short and to the point. Many people have trouble with run-on

sentences, creating ambiguity by attaching many ideas together with large

combinations of commas, semicolons and dashes. Complete one thought and

close out your sentence with end punctuation.

• Words for words sake. Avoid extraneous words, and parentheses that do not

add to your point.

• Don’t leave it hanging. Sentence fragments can be just as confusing as run-on

sentences. Make sure that you have completed your sentence and that it makes

sense, before closing it out.

We will now look over some common errors that can convolute sentences and

obscure meaning.

Sentence Fragment

“Mark has finished his work on time. Since he started planning ahead.”

The second sentence is a fragment here, because it does not contain enough

information to complete a thought. Most sentence fragments are phrases that belong

to the previous thought. To correct the problem in this instance, we simply remove

the period.

Correct

“Mark has finished his work on time since he started planning ahead.”

Run-on sentence

“Jane loves Tom he is a good friend.”

A run-on sentence occurs when you have two complete sentences that are not

separated by correct punctuation. In this case we can correct it with a comma and a

linking word, or by using a period.

Correct

“Jane loves Tom, because he is a good friend.”

“Jane loves Tom. He is a good friend.”


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Structuring Sentences, Paragraphs and Reports

“Tell them what you’re going to tell them, tell them, and then tell them what you told

them.”

The diagram below is an excellent example on how to write clearly and logically. We

will now look at each part of this “map” and then see how the pieces come together.

1. Introduction

Introductory paragraph

The introduction should explain the general ideas to come, as well as your thesis

statement, which tells the reader what to expect from the rest of the report. The rest of

the report should gather evidence and organize a case around your thesis statement.

Topic sentences

A topic sentence is like a mini introduction to the body of your paragraph. Your topic

sentence should explain what the body of the paragraph will cover, (just like your

introduction explains what to expect in the report). It is a good idea to “map” out

your report, by first writing topic sentences for each of the different paragraphs or

sections of your report.


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2. Body

Support sentences

Support sentences are the body of paragraphs. This is the section of your report that

serves to provide evidence and examples that reinforce your thesis statement. Support

sentences are also used to clearly explain and underpin main ideas.

3. Conclusion

Concluding sentences

The concluding sentence is used to reiterate the main points developed by the support

sentences, and signal the end of a paragraph. They are also useful for adding

emphasis to certain key points, through repetition.

We will now look at how to create the different parts of a report outside of the

general writing, which are: Title, Summary, Recommendations, Appendix,

References, and Table of Contents.

Title

The title is your first contact with the reader, and should inform them succinctly

about what they are about to read.

Summary

The purpose of a summary is to provide an overview of the report. It is not necessary

to give detailed information in the summary, but rather to provide an indication of the

type of information that the report contains. Average summaries are between 100-150

words, and are generally written after the report has been completed, so that you

know exactly what you are summarizing.

Recommendations

Recommendations are not an essential part of a report; however, if you are including

one, it should follow from your conclusion. A brief statement clearly declaring your

recommendations will suffice.

Appendix

An appendix contains materials that are peripheral, but relevant to your report.

For example you may wish to include a glossary of terms in your appendix if you are

writing a technical report for those who are not experts on the subject. You may also

include copies of research tools such as questionnaires and manuals, as well as tables

and diagrams that you feel would disrupt the flow of your report by breaking it up. If

your appendix does contain tables, diagrams etc., make sure to label them properly,

so that the can easily be found when referenced.


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Sample Writing


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Writer’s Corner Tips for Good Writing Here are a few tips for good writing.

Keep it simple. Do not try to impress, rather try to communicate. Keep the

sentences short and to the point. Do not go into a lot of details unless it is

needed. Make sure every word needs to be there, that it contributes to the

purpose of the report.

Use an active voice rather than passive. Active voice makes the writing move

smoothly and easily. It also uses fewer words than the passive voice and gives

impact to the writing by emphasizing the person or thing responsible for an

action. Here is an example: Bad customer service decreases repeat business.

Good grammar and punctuation is important. Having someone proofread is a

good idea. Remember that the computer cannot catch all the mistakes,

especially with words like “red, read” or “there, their.”


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http://grammar.yourdictionary.com/style-and-usage/active-voice-adds-impact-to-your-writing.html

Exercise

Mind Map

You have just participated in a charity walk. Write an event report.


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Enrichment

In order to strengthen your writing skill, you may attempt this composition below. Hand it in to you teacher and redeem 20 points. (Plagiarism is prohibited but you are allowed to refer to any source for extra information.) Film Review : Write 7 paragraphs on the following topic in essay paper.


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Language Arts

Revising for an exam

get on top of something manage to control or deal with something.

Synonym : get to grips with something.

get into the habit of doing something develop a particular habit.

go through something look or study notes, papers, etc.

get bogged down (in something) become so involved with the details of

something that you can’t make any progress.

work something out solve a problem by considering the facts.

come up to be selected and appear somewhere.

keep your fingers crossed hope for good luck or success.

it’s not the end of the world it’s not the worst thing that could happen.

get down to something begin to do something and give serious

attention to it.

stay up go to bed later than usual.

steer/stay clear of somebody/ take care to avoid somebody/ something.

something

keep/have one eye on something look at or watch something while doing

something else.

run out of something use all of something and have no more left.

stick to something talk or write about one particular thing only.

get stuck (on something) not be able to continue with something because

it is too hard.

miss something out not include something, or fail to include

something.

go blank your mind unable to remember anything.

breathe in take air into your lungs.

read through something read something to check details and look for

mistakes.

make sense have a clear meaning, be logical and easy to understand.


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Exercise 1

Cross out one wrong word in each sentence.

1. I must get to the grips with this. 4. I did it up to the best of my ability.

2. You can only do to your best. 5. He works it out answers to problems.

3. Keep both your fingers crossed.

( %)

Exercise 2

Complete the questions.

1. Do you find it easy to _________ down to studying in the evening?

2. Do you always do things to the best of your _________?

3. Does Alice ever get ________down in details when she’s working?

4. Shall we go _______ our notes when revising for an exam?

5. Is it a good idea to get into the _________ of studying regularly?

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Exercise 3 Circle the correct answer(s). Both words may be correct.

1. I stayed / continued up late last night to finish an essay.

2. Most candidates fail because they don’t keep / stick to the questions.

3. I was in such a panic my mind just went completely black / blank.

4. Try to keep an ear / eye on the time during a test so that you finish every question.

5. I finished the letter and then I went / read it through carefully to check the

spelling.

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Glossary

inferno, a blazing inferno (cliché)

literally a brightly burning dangerous fire which is out of control, but often used in

journalese, particularly in headlines, as an exaggerated way of describing any fire in a

building, as well as being used to describe a large and dangerous fire.

light, go up like a light (cliché)

to catch fire very quickly and strongly. The cliché go out like a light means to fall

asleep very quickly and very soundly.

line, lay your life on the line (idiom / cliché)

to put your life at risk.


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pilot, on automatic pilot (cliché)

to act without thinking about what you are doing, often when doing something which

you have done many times before.

scratch, without a scratch (cliché)

without being damaged or hurt in any way. The word 'unscathed' has a similar

meaning.

territory, go with the territory (cliché)

used to describe something that often occurs in a particular situation and so has to be

accepted and dealt with; used in fairly informal contexts.

time, in the nick of time (cliché)

just in time; at the last moment.

trap, a death trap (cliché)

a dangerous place; used in rather informal contexts or in journalese.

wildfire, spread like wildfire (cliché)

to spread extremely quickly. The origin of this expression is uncertain, but it has been

suggested that 'wildfire' might originally have been used of a fiercely burning fire

caused by lightning.

wind, throw caution to the winds (cliché)

to act in an impulsive, reckless way.

wood, out of the woods (idiom/cliché)

no longer in danger or serious trouble. The word 'woods' here is used as a metaphor

for danger or difficulty because a wood or forest is full of obstacles, unlike clear,

unwooded ground.

work, all in a day's work (cliché)

used to describe something that is not considered unusual or difficult for someone,

because it is something which they often experience, frequently as part of their job;

used in fairly informal contexts.


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Pelan Lokasi

@ Pusat Tuisyen Didikan Genius

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Documents

Edubest Secondary English Programme SE Module€¦ · quick action of their next-door neighbour, 53-year-old Martin Giles, who climbed up a ladder to rescue the children and their