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MODULE 2 WORKBOOKCreative Writing, Punctuation
and Sentences
Commissioned by GCSEPod.This resource is strictly for the use of subscribing schools for as long as they remain subscribers This resource is strictly for the use of subscribing schools for as long as they remain subscribers of GCSEPod. It may not be copied, sold, or transferred to a third party or used by the school after subscription ceases. Until such time it may be freely used within the subscribing school. All opinions and contributions are those of the authors. The contents of this resource are not connected with, or endorsed by, any other company, organisation or institution. GCSEPod will endeavour to trace and contact copyright owners. If there are any inadvertent omissions or errors in the acknowledgements or usage, this is unintended and GCSEPod will remedy these on written notification.
7 May 2019
Contents
1. Questions p 3
Lesson 1 p 3
Lesson 2 p 8
Lesson 3 p 12
Lesson 4 p 21
2. Notes on using this PDF p 30
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Module 2
Creative Writing, Punctuation and Sentences
PODS Before continuing, make sure you have watched and have access to the following Pods. To find these, simply log in to GCSEPod and enter the codes given into the search bar (or click on the titles below).
1. Punctuation 1: Full Stops, Question Marks, Exclamation Marks and Capital Letters | ENG-77-0032. Sentences: The Basics | ENG-77-0013. Descriptive Writing: The Basics | ENG-152-0014. Narrative Writing: The Basics | ENG-152-003
Module 2, Lesson 1
Punctuation
POD:
Punctuation 1: Full Stops, Question Marks, Exclamation Marks and Capital Letters | ENG-77-003
Quiz
Watch the pod and answer True (T) or False (F) to the questions below.
Statement T / F
1. You should use a full stop at the end of a sentence.
2. You should use full stops between letters or initials.
3. There is only one occasion when you need to use a question mark.
4. Exclamation marks shouldn’t be overused.
5. Exclamation marks are used to emphasise weak emotions.
6. You should use a capital letter at the start of a sentence.
7. The pronoun ‘I’ doesn’t need to be a capital.
8. Initials should be in capitals.
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Statement T / F
9. You should use a capital letter at the start of speech.
10. Names or proper nouns should begin with capital letters
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Practise
Choose the right punctuation to end each of the sentences below.
1. Give the orange juice to your sister, nowa. !b. …c. ?
2. Do you want peanut butter on your toasta. !b. .c. ?
3. Help me with the dishesa. !b. .c. …
4. Tell Quentin that it’s time to get upa. !b. .c. ?
5. You are in trouble againa. !b. .c. ?
6. Why won’t you drive me to schoola. !b. .c. ?
7. How many times do I have to ask youa. !b. .c. ?
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8. Amazing newsa. !b. .c. ?
9. Don’t forget to calla. !b. .c. ?
10. Oh no, my tyre is flata. !b. .c. ?
Rewrite these sentences adding capital letters in the correct places.
1. jack had forgotten his text book again!
2. he loved sports such as cricket.
3. soon after i saw theo, i started to feel ill.
4. manchester united would be playing chelsea in the fa cup.
5. the nurse asked, ‘have you eaten anything unusual?’
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Apply
For this section, a teacher should preferably review your work.
1. Write the opening paragraph to a story with the title ‘A Day to Remember’.Try to use a range of punctuation and put all capital letters in the correct place.
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Module 2, Lesson 2
Sentences
POD:
Sentences: The Basics | ENG-77-001
Quiz
Watch the Pod and answer the questions below. Circle your chosen answers.
1. Which of the below are types of sentences? Choose two:a. A statementb. A paragraphc. A poemd. An exclamation
2. What type of sentence is this: ‘Would you like a cup of tea?’a. Statementb. Questionc. Request or demandd. Exclamation
3. What type of sentence is this: ‘Make me a cup of tea.’a. Statementb. Questionc. Request or demandd. Exclamation
4. What type of sentence is this: ‘I don’t like sugar in my tea.’a. Statementb. Questionc. Request or demandd. Exclamation
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5. What type of sentence is this: ‘This tea is disgusting!’a. Statementb. Questionc. Request or demandd. Exclamation
6. A statement sentence must containa. a noun and an adjectiveb. an adverb and a verbc. a subject and a verbd. a subject and a noun
7. The subject of the statement sentence is (choose two)a. describing the actionb. who or what the sentence is aboutc. usually placed before the verb in the sentenced. used to hook the reader in
8. The verb in the statement sentence is (choose two)a. information about an actionb. who or what the sentence is aboutc. usually placed after the subject in the sentenced. used to hook the reader in
9. A verb can be useda. to describeb. instead of a namec. to compared. to give information about a state or condition
10. A verb can also be useda. to link the subject to the rest of the sentenceb. instead of a namec. to compared. to describe
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Practise
1. A verb is an action or 'doing' word, sometimes linking the subject to the rest of thesentence. Highlight the verb(s) in the sentences below:
a. Rich sprinted to the bus stop.b. Abdi was tired after a long day at college.c. Tia left her umbrella on the train.d. Cora loved a warm bubble bath.
2. An adverb is used to describe the verb. For example, in ‘He ran quickly,’ ran is the verband quickly is the adverb. Highlight the adverb(s) in the sentences below:
a. Lucy looked around nervously.b. He swims well.c. Dexter strode confidently into the interview.d. Sara knitted the jumper expertly.
3. The subject of the sentence is who or what the sentence is about. Highlight the subjectin the sentences below:
a. Lucy looked around nervously.b. Jon felt anxious about the performance.c. Ahmed strode confidently into the interview.d. She knitted the jumper expertly.
4. A noun is the word in a sentence that names a person, place or thing, e.g. in ‘Lucylooked around nervously,’ Lucy is the noun in this sentence. Highlight the noun(s) in thesentences below:
a. Daisy loved to watch soap operas.b. The cat snoozed by the fire.c. The table wobbled under the weight of the food.d. London is a great holiday destination.
5. Adjectives are words that describe a noun. For example, in ‘The lazy cat hadn’t movedall day,’ lazy is the adjective in this sentence. Highlight the adjective(s) in the sentencesbelow:
a. Liam was angry with everyone today.b. The kitchen table was dirty.c. The clock was taller than the door.d. It had been a lazy morning.
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Apply
For this section, a teacher should preferably review your work.
1. Write a paragraph describing your favourite meal.Try to use a range of different word and sentence types.
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Module 2, Lesson 3
Descriptive Writing
POD:
Descriptive Writing: The Basics | ENG-152-001
Quiz
Watch the pod and answer the following questions. Circle your chosen answer.
1. Descriptive writing is likea. telling a storyb. painting an image with wordsc. narrative writingd. the texts you have to read for the exam
2. Writers use description to build an image of (choose two)a. place or settingb. characterc. dialogue or speechd. structure
3. Describing what a character is wearing helps the readera. read the textb. imagine the settingc. imagine the characterd. understand what’s going on
4. Descriptive writing is also used to convey an atmosphere, such as (choose two)a. what a character is wearingb. what is being talked aboutc. the tension between two peopled. the sinister environment of a haunted house
5. Descriptive writing relies on the reader using his/her sense of (choose two)a. hearingb. sentence constructionc. sightd. punctuation
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6. We often tend to write too much on what we see and not enough abouta. all the other sensesb. what we hearc. what we tasted. the atmosphere
7. Adjectives area. prefixesb. names of thingsc. doing wordsd. describing words
8. Most verbs area. prefixesb. names of thingsc. doing wordsd. describing words
9. A simile is when the writera. compares something using ‘as’ or ‘like’b. compares one thing to another without using ‘as’ or ‘like’c. uses similar sounding wordsd. uses words that sound like what they’re describing
10. Onomatopoeia is when the writera. compares something using ‘as’ or ‘like’b. compares one thing to another without using ‘as’ or ‘like’c. uses similar sounding wordsd. uses words that sound like their meaning
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Practise
Remember: use interesting words that help your reader build an image in their mind.
Looking at the sentences below, choose and circle the most interesting word or phrase to fill in the blank. Consider how your choices change the meaning of the sentence:
1.
1a. Richard ………………………. to catch the bus to college, worried he would be late again.
a. ranb. rushed
c. bolted at lightning speedd. strolled
1b. Ahmed ………………………. pushed open the door to his boss’s office.
a. slowlyb. carefully
c. confidentlyd. boldly
1c. Kia felt ………………………. every time she thought about her holiday. a. goodb. happy
c. a rush of excitementd. like a kid at Christmas
1d. The door slammed behind him and Ben was left alone and ……………………….
a. feeling scared.b. terrified.
c. quivering like a leaf.d. upset.
1e. The ………………………. sea stretched out for miles.
a. glisteningb. blue
c. endlessd. salty
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2. Rewrite each of the sentences below as a simile using as or like to comparesomething to something else.For example:
The weather was very cold.Simile: It was so cold it felt like the inside of a freezer.
a. The weather was very hot.
Simile:
b. My brother is very tall.
Simile:
c. I slept really well last night.
Simile:
d. My bike doesn’t weigh very much.
Simile:
e. I drank a lot of water after playing football.
Simile:
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3. Using the five senses (sight, smell, taste, touch and hearing) is one of the best ways toengage your reader in the setting and atmosphere of your writing.
Using the grid below, describe somewhere you have been on holiday. You can make up a place if you like. Remember, it doesn’t have to be positive.
Sight
(What can you see?)
Smell
(What smells are in the air?)
Taste
(Have you eaten anything?)
Touch
(What can you feel?)
Hearing
(What sounds are around you?)
4. If your descriptive writing is a picture you don’t have to describe only what you can seein the image, but it might help to get you started.Write out three descriptive sentences inspired by the wind turbine image below.
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5. Another way to approach your descriptive writing is to use ‘big to small’ to plan your fourparagraphs. Start by describing the scene as if you’re looking at it from far away, thenmove closer until you’re describing a small detail. Think of films, when they start with awide shot and end with a close-up.
Example: Describing a sporting event:
Plan out a “big to small” of your holiday:
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Apply
For this section, a teacher should preferably review your work.
1. Write a brief description suggested by this image:
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2. Write a brief description suggested by this image:
(Photo “High Park Traffic Jam’ by Nayuki, via Flickr, under license CC BY 2.0. Work available at: https://www.flickr.com/photos/nayukim/5704436996/)
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3. Describe a holiday you have been on. Feel free to make one up if you need to. Use aseparate sheet of paper for this exercise.
4. Describe a car journey. Feel free to make one up if you need to. Use a separate sheet ofpaper for this exercise.
Tips for Success
Content
• The choice of language and style is matched to the audience.
• It is also generally matched to the purpose of the task.
• The vocabulary is chosen for effect and makes use of appropriate language devices.
Organisation
• The text should have an effective structure.
• The writing is engaging with a few connected ideas.
• The piece overall is written in paragraphs with good organisation.
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Module 2, Lesson 4
Narrative Writing
POD:
Narrative Writing: The Basics | ENG-152-003
Quiz
Watch the pod and answer True (T) or False (F) to the questions below.
Statement T / F
1. Narrative writing is story writing.
2. You should have five-six characters in your story.
3. You need to plan in advance and decide what type of story you want to write.
4. It doesn’t matter about the setting of your story.
5. You need to decide whether to write in first or third person.
6. For third-person narrative, you should use ‘he’, ‘she’ or ‘they’, or call thecharacter by their name.
7. You will get more marks if you develop a really complicated structure for yourstory.
8. You need to introduce your main character and set the scene in the openingparagraphs.
9. You will gain marks for introducing your main character in an interesting way.
10. The complication happens at the end of the story.
11. The crisis is the most dramatic point of your story.
12. The resolution at the end of the story should always be a happy one.
13. You get marks for making your character believable and interesting.
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Statement T / F
14. To help your reader imagine a character you should include information aboutwhat they look like.
15. You should never use dialogue or speech in your writing.
16. It’s important to grab your reader from the very beginning with an interestingopening sentence.
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Practise Remember: You are writing a story, so it needs to have a clear structure of beginning, middle, and end.
1. Before you start writing it’s important to choose whether you are going to write in first orthird person and then stick to the one you’ve chosen throughout. Read the passagesbelow and say whether they are in first or third person.
a. Looking up, an image of the window beneath the gable flashed into Sam’s mind. Nextto him, the garden breathed summer through the open window, and Sam could hearthe faint click of the gardener’s spade as he dug a new bed next to the greenhouses.
b. Looking up, an image of the window beneath the gable flashed into my mind. Nextto me, the garden breathed summer through the open window, and I could hear thefaint click of the gardener’s spade as he dug a new bed next to the greenhouses.
By planning your story before you start writing, you will put yourself on the road to success. One way to plan is to use a ‘story line’ and plot out the key events. The story line below was created for the exam question: ‘Write the story of a school trip’. Each box is the topic of one paragraph in the story.
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Alternatively, you could plan using a list:
2. Choose one of these methods and plan a story for the exam question:Write a story about an empty house.Use a separate sheet of paper for this task.
3. It’s important you use interesting language to engage your reader in the setting.
Select the most interesting sentence from each pair below.
a. Ivy covered the step to the front door like a blanket.b. There was ivy on the step.
a. The front door was big and heavy.b. It took all my strength to push the gigantic front door open.
a. The house was filled with the smell of damp.b. The stench of damp attacked my nostrils.
a. I couldn’t help but think the house wasn’t as empty as my parents thought, and Ishuddered.
b. I think there’s a ghost in the house.
a. Swallowing hard, I stepped inside and let the door bang behind me.b. I decided to be brave and walk inside.
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4. Equally, you need to make your characters believable and interesting. Create profilesfor the characters below. Focus on more than just what they look like and createpersonalities for them.
Name: Ebenezer Scrooge
Personality:
Words to describe them:
Name: John Agard
Personality:
Words to describe them:
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Name: Beatrice Garland
Personality:
Words to describe them:
Old woman
Name:
Personality:
Words to describe them:
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Young man
Name:
Personality:
Words to describe them:
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Apply
For this section, a teacher should preferably review your work.
Answer at least two of the questions below and check your response against the Tips for Success. Use a separate sheet of paper for this task.
1. Write a story about a child who goes to stay with a distant relative.
2. Write a story with the title “Anger”.
3. Write a story set in a city at night, as suggested by this picture:
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4. Write the opening of a story set in the countryside, as suggested by this picture:
Tips for Success
Content
• The choice of language and style is matched to the audience.
• It is also generally matched to the purpose of the task.
• The vocabulary is chosen for effect and makes use of appropriate language devices.
Organisation
• The text should have an effective structure.
• The writing is engaging with a few connected ideas.
• The piece overall is written in paragraphs with good organisation.
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Notes on Using this Interactive PDF
To help you save on printing costs we’ve made our Pass4 English workbooks interactive, which means you can fill them in on your computer. We’ve prepared a quick guide for how to do so.
Firstly, we recommend using Adobe Acrobat Reader, the free global standard for reliably viewing, printing, and commenting on PDF documents. You can download it at https://get.adobe.com/uk/reader/
Other programs or browsers can interact with PDFs as well, but the tools may be unreliable or different to those documented here.
1. Multiple choice questions
The Quiz sections of Pass4 content are always multiple-choice questions based on the Pod or Pods you have just been instructed to watch. Answering these is easy on an interactive PDF. You simply click the button next to the answer you’ve chosen:
To change your answer, click on another button. To clear your answers, use the “Clear Quiz” button next to the Quiz heading:
2. Free text questions
Many questions ask the user to identify phrases or information from passages of text, and give space for these to be written down. These areas appear as blue-highlighted boxes.
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To complete these questions, simply click on the highlighted area and begin typing.
You can delete or alter text in the same way as you would in a word-processor, but if you want to clear all answers at once you can use the “Clear Practise” button found at the beginning of each new section.
3. Drop-down boxes
Some questions have pre-set options to choose from to fill in certain fields. By default, these are left blank. To use them, click on the downwards arrow and choose your preferred option. Click again to change your answer, or to reset to blank. To clear all answers at once, again use the “Clear Practise” button - although be mindful that this will reset all answers in that section, not just the individual question.
4. Highlighting
A number of questions ask the user to highlight words and phrases in sentences or longerpassages of text. This is entirely possible in Acrobat Reader using the Highlighter tool found in the toolbar.
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When clicked it will appear highlighted, and can be used to click and drag a highlight across text in the PDF:
Highlights cannot be cleared using the “Clear Practise” buttons, as they are added by the user. To get rid of them, right click on each one and select “Delete”. Alternatively, select using the left-click, and use the backspace key on your keyboard.
5. Longer-form questions
In some of the Apply sections, and more frequently in later modules, questions will require the user to complete their own tables, draft paragraph plans, and write out longer answers.
There is occasionally space left in the PDFs for these answers, but we recommend using your own word-processing software or even a notepad and paper to keep longer-form notes and to write out full responses to these questions.
Always be mindful of good folder organisation and remember to follow the structure of the Pass4 workbook for your file-naming conventions. There are 10 Modules. Each Module contains multiple Lessons, each of which is broken down into Quiz, Practise, and Apply sections. These each have numbered questions within them.
Doing this will make it easier to match answers to the workbook content at a later date.
6. Other guidance
For more general advice on using Acrobat Reader and the many features it offers, visit https://helpx.adobe.com/uk/reader.html
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