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ENGLISH
MATTERS
FOR JAMAICA
Grade 8 Student’s Book
Julia Sander
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Macmillan Education
Between Towns Road, Oxford OX4 3PP
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The author and publishers would like to thank
the following for permission to reproduce their
photographs:
ISBN: 978-0-230-43761-6
Text © Julia Sander 2013
Design and illustration © Macmillan Publishers
Limited 2013
First published 2010.
This edition published 2013
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Cover design by Clare Webber
Picture Research by Catherine Dunn
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Declaration of the Rights of the Child 1959, reproduced
with Permission of The United Nations p168
Printed and bound in Malaysia
2017 2016 2015 2014 2013
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The author and publishers would like to thank the
following for their assistance in compiling this course:
Jason-Lee Daley (Campion College), Andrea Hitchener
(Immaculate Conception High School) and Esther
Tyson (Ardenne High School).
These materials may contain links for third party
websites. We have no control over, and are not
responsible for, the contents of such third party
websites. Please use care when accessing them.
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Table of Contents
Scope and Sequence
Acknowledgements
Preface for the Teacher
iv
viii
ix
Section 1 Theme: Heroes and Heroines
1.Introductions
2.Famous Jamaicans
3.Fictional Heroes
4.Challenges
5.Points of View
6.Assumptions
10
18
26
34
42
50
Revision and Practice A
58
Section 2 Theme: Traditions, Myths, Legends and Folk Tales
7.‘Out of Many, One People’
8.Traditions
9.Myths
10.Legends
11.Celebrations
12.Mysteries
62
70
78
86
94
102
Revision and Practice B
110
Section 3 Theme: The Media
3.Natural Disasters
1
14.Endangered Environment
15.Healthy Living
16.Cinema 17.Drama
18.The School Show
114
122
130
138
146
154
Revision and Practice C
162
Enrichment Section
166
Reference Section
Parts of Speech
Punctuation Guide
Sentence Structure
Composition Review
Grammar Guide
Glossary of Terms Used in Language and Literature
Scripts for Listening Exercises
Index
202
203
205
207
208
213
215
220
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iii
Scope and Sequence
Section 1 Theme: Heroes and Heroines
Units
Listening and Speaking
Reading and Responding
Language Matters
1. Introductions
Listening: Job interview,
record details in a form
Speaking: Present yourself
Pataki Full (Short story
extract)
Genre: Fiction
Skill: Skimming
Parts of speech review
Verb to be: am/is/are
Simple present
Auxiliaries: do/does
2. Famous Jamaicans
Listening: Biography of
Samuel Sharpe
Speaking: Presentation of
famous person
Bob Marley: A Legend for
Our Times
Genre: Biography
Skill: Scanning
Review of simple past
Auxiliary: did
Habitual past: used to
3. Fictional Heroes
Speaking: Role play:
negotiating, reaching a
compromise
Harriet’s Daughter
Genre: Fiction
Skill: Question and answer
relationships
Types of sentences
Sentence punctuation
Transitive/intransitive verbs
4. Challenges
Listening: Complete summary
of radio programme
Speaking: Asking questions to
form a hypothesis
How we communicate
Genre: Expository
Skill: Using prior knowledge
Subject and predicate
Subject–verb agreement
Indefinite pronouns
5. Points of View
Listening: Anti-bullying
campaign, discuss opinions
Speaking: Fact and opinion,
small group discussion
Top Jamaican Sprinters –
A Clean Record
Genre: Newspaper website+
comments
Skill: Using a website
Compound sentences
Punctuation: commas, colons,
semi-colons
6. Assumptions
Speaking: Discuss
assumptions about gender
roles and work
Woman Work
Every Light in the House
Burnin’
Genre: Poem, Fiction
Skill: Predicting
Countable and uncountable
nouns, quantities
Nouns which are always
singular/plural
Self-assessment questionnaire
Parts of speech, subject–verb
agreement, transitive and
intransitive verbs, punctuation
Revision and Practice A
Section 2 Theme: Traditions, Myths, Legends and Folk Tales
iv
Units
Listening and Speaking
Reading and Responding
Language Matters
7. ‘Out of Many, One People’
Speaking: Discuss
information presented in
graphical form
A Unique Population
Genre: Feature article/
expository
Skill: Brainstorming, checking
predictions
Tense sequence: simple past
+past continuous, simple
past+past perfect
Reflexive pronouns
Possessive adjectives
and pronouns
8. Traditions
Listening: Radio interview
about Chinese New Year
Speaking: Short talk about a
tradition
Jonkunnu a’ come
Genre: Newspaper report
Skill: Making notes
Tense sequence:
simple past/present perfect,
present perfect+present
perfect continuous, simple past
+past perfect continuous
9. Myths
Listening: Listen to a talk on
myths. Identify key words
Speaking: Discuss
superstitions.
The Discovery of the Earth
Genre: Myth
Skill: Directed reading and
thinking activity
Conditional sentences
(1st, 2nd and 3rd conditional)
Perfect infinitives: must have
been, should have been
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Words Matter
Writing
Enrichment
Use of dictionary
Words used as different parts of speech
Autobiographical writing
Prewriting strategies: Graphic organisers
IT: Record and update personal goals
Personality test: How Do Others See You
Write letter to editor giving opinion
Poem: One by James Berry
Word building using root words, e.g.
apply/applicant/application
Write a biography
Prewriting strategies: discussion,
webbing, note taking
IT: Conduct research for a biography
UN Declaration of Rights of the Child
Design a notice
IT: Research: Find out more about UN
Idioms and proverbs
Informal letters
Write a letter of apology
IT: Type an email letter using correct
layout
Further extract from Harriet’s Daughter
Write instructions
Poem: An Odd Kettle of Fish
Jamaican Creole and Standard English
Making notes: main idea, headings,
numbering/lettering, bullet points
IT: Find out more about a person in
reading text, make notes
Learning styles: questionnaire
Make notes on personal learning style
Poem: Checking Out Me History (John
Agard)
Suffixes: -ous, -ious,
-ance, -ence, -ant, -ent
Paragraphing: topic sentence,
supporting detail
Write different paragraph types:
chronological, giving opinion
IT: Write own newspaper article
Poem: The New Boy (Timothy Callender)
Rewrite poem as a narrative
IT: Rewrite story from different
perspective
Sound effects in poetry: rhyme, metre,
alliteration, onomatopoeia
Post writing strategies: peer editing,
revising and publishing
IT: Edit and revise paragraphs
Newspaper article: Whatever Happened
to New Man?
Irony, rhetorical questions
Letter to editor expressing viewpoint
IT: Email letters to other students
Writing process: pre-writing,
note taking, paragraphing, revising
Words Matter
Writing
Enrichment
Research skills:
Evaluate information sources
Feature article
Conduct a survey to gather information
Magazine article: The World Population
is Getting Bigger – and Older
Summarise graphic material
IT: Edit summary
Prefixes: pre-, co-, en-, ex-
Simple report about a local tradition
Structure and planning
Editing and proofreading
IT: Create display about different
traditions
Dub Poem: De Magic Poem (Benjamin
Zephaniah)
Limericks
Write own dub poem and limericks
IT: Find more poems on the Internet
Sequence markers: afterwards, before,
earlier, finally, first, meanwhile, then,
next
Narrative writing
Retell a well-known story
Introductory and concluding paragraphs
Sequence of events
IT: Edit story
Two versions of The Ant and the
Grasshopper (Aesop, Jean de la
Fontaine)
Compare and contrast different versions
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v
10. Legends
Speaking: Panel discussion.
Theseus and the Minotaur
Brave Boy Rap
Genre: Picture story, poem
Skill: Venn diagram showing
similarities and differences
Simple, compound, complex
sentences
Subordinate clauses
Conjunctions
11. Celebrations
Listening: Note details about
Sumfest
Speaking: Make arrangements
to attend an event
Fiction: The Dragon Can’t
Dance (Earl Lovelace)
Poem: Jouvert Morning
(Dave Calder)
Skill: ‘telling’ and ‘showing’
descriptions
Future time: simple future,
future continuous, future
perfect, simple or continuous
present to express future
12. Mysteries
Listening: Complete story table I like to stay up (Grace
Speaking: Retell a story.
Nichols)
Evaluate storytelling
The Listeners (Walter de
la Mare)
Genre: Poetry
Skill: Deducing implied
meaning
Revision and Practice B
Phrases: adjectival, adverbial,
noun, prepositional
Self-assessment questionnaire
Sequence of tenses,
conditional sentences,
joining sentences
Section 3 Theme: The Media
Units
Listening and Speaking
Reading and Responding
Language Matters
13. Natural Disasters
Listening: Summarise a news
report
Speaking: Make an
emergency telephone call
Floods Wreak Havoc in
Dominican Republic
Genre: Newspaper report
Skill: Prioritising actions
Adverbial and adjectival
clauses
14. Endangered
Environment
Listening: Summarise views
expressed in discussion
Speaking: Short speeches for
and against an issue
Have Your Say
Genre: Television debate
Skill: Recognise subjective
and objective language
Noun clauses
Punctuation: hyphens
15. Healthy Living
Listening and speaking:
Give instructions for recovery
position
Compare layout and impact
of posters
You are what you eat!
Genre: Leaflet
Skill: Identify persuasive
language
Passive voice
Double negatives
16. Cinema
Listening: Film review
Fill in missing information on
posters
Speaking: Arrange to go to
movies with friend
Craig Griffith: Sci-fi Fanatic
Genre: Magazine interview
Skill: Identify realism and
fantasy
Gerunds and infinitives
Punctuation: brackets, dash
17. Drama
Speaking: Discuss different
forms of non-verbal
communication
The Model Student
Genre: Drama
Skill: Identify features of
a play
Quotation marks
Reported speech
18. The School Show
Speaking: Discuss characters
in plays and movies
Present a character
The Audition (Everard
Palmer)
Genre: Fiction
Skill: Identify language
relating to drama
Reported questions,
instructions, requests
and advice
Self-assessment questionnaire
Passive voice, clauses,
reported speech, quotation
marks, hyphens
Revision and Practice C
vi
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Reporting events
Write a newspaper story
Write from a different perspective
IT: Write and publish a news story
Legend: Jamaica’s True Queen
Distinguish between fact and fiction
Prepare a storyboard
Using a thesaurus
Descriptive writing
Setting the scene and choosing the right
words
Description of a festival or celebration
IT: Edit description
Brochure: Jazz it up in the Caribbean
Persuasive writing
Design brochure and make a radio
announcement
IT: Design a brochure
Review of literary terms
Hyperbole
Writing a review
Write a poetry review
Subject of the poem, way it is written,
own opinion
The Three Witches (extract from
Macbeth)
Old Higue (Martin Carter)
Write a poem or story
IT: Find out more about Shakespeare
Sequence markers
Using a thesaurus
Summarising, planning, writing story
openings
Words Matter
Writing
Enrichment
Problem words
Using a spellchecker
Formal letters
Write a letter of complaint
Extract from a novel: Faces of Love
(John Hearne)
Write factual and personal accounts
IT: Edit eyewitness account
Jargon
Subject specific vocabulary
Argumentative writing
Essay planning: points for and against
Introduction and conclusion
Newsletter of Environmental group
Poem: Poisoned Talk
Write a song or poem or design poster
with environmental message
Adverbs of frequency
Persuasive writing
Design a poster and a leaflet on the
benefits of exercise
IT: Design a poster
Young people and HIV/AIDS, leaflet and
real-life story
Plan group entry for a competition; hold
meeting and take minutes
IT: Prepare agenda and minutes of
meeting
Prepositions used with adjectives
Prepositional phrases instead of,
except for
Writing a review
Write a film review
Determine evaluation criteria
First draft, revise and publish
IT: Create a movie magazine
A Close Encounter (poem by Adrian
Rumble)
Website comments on UFOs
Write text of an email
IT: Email friends about UFOs
Phrasal verbs
Character study
Plot characteristics and motives onto
graphic organiser
Write about actions and motives of
characters in plays, films or books
IT: Record details in table
When My Father Comes Home (play by
Shirley Warde)
Write stage directions
Role play a police interview
Write a report
IT: Write a newspaper article
Connectives:
Adding information
Emphasising
Giving examples
Plan and write about a school show
Design a programme for a show and
write a press release
Write a letter describing the show
IT: Design programme and send email
Expository text: Drama Round the World
Classify information
IT: Research drama forms on internet
Phrasal verbs
Order of paragraphs, checking for
spelling mistakes
Planning essays, proofreading
Connectives:
Cause and effect
Comparing and contrasting
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vii
Acknowledgements
The author and publishers are grateful for
permission to reprint the following copyright
material:
Extract from A Time to Say Goodbye by C Everard
Palmer © C Everard Palmer, ISBN 978 1405 075398
2006, reprinted by permission of Macmillan
Education;
Extract from ‘To the New World’ in Pataki Full by
Colville Young reproduced by permission of Cubola
Productions;
Extract from Harriet’s Daughter by Marlene
Nourbese Philip reprinted by permission of Pearson
Education Limited;
Extract from the Convention on the Rights of the
Child reprinted by permission;
Extract from ‘Woman Work’ in The Complete
Collected Poems reprinted by permission of Little,
Brown and Random House Inc.;
‘Checking Out Me History’ © 1996 by John Agard
reproduced by kind permission of John Agard c/o
Caroline Sheldon Literary Agency Limited;
Extract from Every Light in the House Burnin’ by
Andrea Levy Headline Review, 1995, reprinted by
permission of David Grossman Literary Agency;
‘De Magic Poem’ by Benjamin Zephaniah
(©, 1996) is reproduced by permission of United
Agents (www.unitedagents.co.uk) on behalf of
Benjamin Zephaniah;
Extract from ‘The Warau People discover the Earth’
from Tales from the West Indies retold by Philip
Sherlock (OUP, 2000) © Philip Sherlock 1966,
reprinted by permission of Oxford University Press;
‘Brave Boy Rap’ from Groovy Greek Hero Raps
by Tony Mitton reprinted by permission of David
Higham Associates;
Poem ‘Jouvert Morning’ from Let’s Celebrate by
Dave Calder © Dave Calder 1989, reprinted by
permission of the author;
Extract from Chutney Power and Other Stories
by Willi Chen, © Willi Chen 2006, reprinted by
permission of Macmillan Education;
Extract from ‘The Listeners’ from The Travellers
by Walter De la Mare reprinted by permission of
the Literary Trustees of Walter de la Mare and The
Society of Authors as their representative;
viii
‘One’ from When I Dance by James Berry reprinted
by permission of Peters Fraser & Dunlop (www.
petersfraserdunlop.com) on behalf of James Berry;
Extract from ‘The Ant and the Grasshopper’
retold by John Long reprinted by permission
of the author;
Extract from Faces of Love by John Hearne,
Faber & Faber 1957, © John Hearne reprinted
by permission of David Higham Literary, Film
and TV Agents;
Extract from ‘When My Father Comes Home’
from Ping Wing Juk Me, Six Belizean Plays by
Shirley Warde reprinted by permission of Cubola
Productions.
These materials may contain links for third party
websites. We have no control over, and are not
responsible for, the contents of such third party
websites. Please use care when accessing them.
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Preface for the Teacher
English Matters for Jamaica is a new four-book
course which incorporates the requirements of the
Jamaican teaching syllabus.
are provided with each new grammar point and a
fuller explanation is given in the Reference Section
at the back of the book.
The Grade 8 Student’s Book is divided into three
sections of six units. Each section covers one of
the themes of the Jamaican English syllabus and is
followed by a revision unit to be used at the teacher’s
discretion. Language skills are closely integrated and
a flexible approach to the activities is recommended.
Interactive activities such as pairwork and
groupwork are frequently suggested, but teachers can
of course adapt these to the needs of their students
and the constraints of their teaching situation.
Words Matter
Listening and Speaking
Each unit begins with a section which introduces
the topic and practises aural and oral skills.
Listening passages practise the skills of listening
for a purpose, listening for gist and for detail,
and distinguishing between what is relevant
and irrelevant. Downloadable recordings of
the listening passages are available online,
and transcripts can be found at the back of the
Student’s Book and in the Teacher’s Book.
Speaking exercises draw on students’ prior
knowledge and practise essential skills, for
example: summarising, agreeing and disagreeing,
negotiating with others.
Reading and Responding
English Matters Grade 8 includes a very wide
range of texts. A variety of reading strategies
such as skimming, scanning and predicting are
practised. Higher order comprehension questions
are included from the start. The study of literary
aspects of texts is included, for example: elements
of poems, imagery and story structure, to enable
students to appreciate the texts they read in
literature classes.
Language Matters
Each unit includes a range of exercises which
practise grammar in a systematic way. Brief notes
This section includes exercises which help students
to develop their vocabulary such as finding
synonyms, adding prefixes and suffixes, using a
dictionary and a thesaurus. Students are encouraged
to keep their own vocabulary notebooks.
Writing
This section focuses on the writing process and
provides a wide range of tasks. Students practise key
skills such as planning, making notes, summarising,
paragraphing, writing and proofreading a first draft,
and producing a final copy. They are encouraged to
develop a writing portfolio.
Enrichment
Two supplementary pages for each unit are
provided at the end of the book. These include a
range of texts which consider the theme of the unit
from a different angle. They also include a range of
more extended writing tasks. They are intended as
a resource for teachers, and can be used not only
to stimulate more-able learners, but also to provide
interesting additional material for the whole class.
IT
Suggestions for using Information Technology are
given in the majority of units.
Reference Section
Students should be encouraged to use this section
for themselves to support their learning.
Teacher’s Book and Workbook
A Teacher’s Book which contains useful advice on
how to use the Student’s Book is available online
and in hard copy. A Workbook which gives extra
practice in the skills covered in the Student’s Book
is also available.
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ix
Unit
1
Introductions
In this section of English Matters Grade 8 you will study materials relating to the theme of
Heroes and Heroines.
Listening and Speaking | Presenting yourself
Focus on Skills: Listening for information
Before you listen: Check carefully what you need to find out.
While you are listening: Make a few notes, but don’t spend too much time writing.
When you have finished listening: Check your notes and fill in any missing details.
1
Listen to the interview between an employer and a student applying for a part-time job.
Complete the table.
Application for position as sales assistant
Surname
Haynes
First name
Date of birth
Schools attended
Qualifications
Positions of responsibility
Work experience
Plans for the future
2
Copy the diagram and complete it with details about yourself.
Use it to give a short presentation about yourself to your group.
Presenting yourself
Tell your audience some basic facts about yourself, for example,
your age and where you live. Don’t spend too long on this. Your
listeners will be interested in learning about the kind of person
you are and the things you like to do. Remember to give plenty
of examples. Compare these two statements.
•• I am very energetic.
•• I like to be active. I go outside whenever I can and kick a
ball around with my friends.
Which do you think gives us a clearer picture of the person
speaking?
10
Unit 1
My personality
Facts
about me
My future
plans
Me
Things
I like
*Teacher’s Note: Listening scripts are provided
the Reference Section and in the Teacher’s Book.
Sign-off in
proofs
My goals
for this year
Reading and Responding | Short story extract
The extract you are about to read is taken from ‘To the New World’ which is included in Pataki
Full, a collection of short stories set in Belize. In this story, Cristobal, a simple Belizean farmer,
is planning to travel abroad for the first time.
Before you read
Skim the extract to find out:
•• where this part of the story is set
•• which three characters appear
•• why Cristobal wishes to travel
Skimming means looking over a
text quickly to find out what it is
about. It is helpful to look out for
the names of people and places.
Cristobal Applies for a Visa
‘Cristobal Santa María. Cristobal Santa María.’
His name at last! He rose hastily from his seat and hustled to the window where the tall
blond man waited behind the glass partition to interview him. His wife went behind him.
‘Only one applicant at a time is permitted at a service window,’ pronounced the tall
blond man. His eyes were like icebergs reflecting a blue sky.
‘My wife,’ Cristobal smiled. ‘My wife Bella. We come together.’
‘Do you understand English?’ was the first question Cristobal had to deal with. He found
it puzzling: hadn’t he just mentioned, and in English, that he and his wife were at the
embassy together?
‘Do you understand English, Mr Santa María?’ came the question again.
‘Yes, yes,’ Cristobal said hastily. ‘I know English good.’
‘Only one applicant at a time is permitted at a service window.’
There was the sound of Isabella noisily sucking her teeth and going back to her seat.
What the man behind the glass did not know was that shortly afterwards she began edging
back to the window, positioning herself where she could hear every word of the interview
while remaining invisible to the man behind the counter.
‘Why do you wish to travel to the United States of America?’
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Unit 1
11
‘My brother Benito he dead. I going for the burying.’
‘You have evidence to substantiate the reason you give for the visit to the United States
of America?’
Cristobal had been forewarned and was forearmed. He pushed the telegram from Alfredo
through the hole in the glass.
‘You have in your possession a return airfare ticket to the United States of America?’
Again, Cristobal had been well advised. He pushed the airline ticket in the bright blue
TACA1 folder towards the man with the iceberg blue eyes.
‘Do you have a steady job to return to when you come back from the United States of
America, Mr Santa María?’
‘Yes,’ said Cristobal. ‘I am a farmer.
Some years dat’s good money, I can tell
you.’
‘And what is the name of the farmer you
work for?’
‘Work for? I’m a farmer. I work for
myself. I own my farm.’
‘I regret to have to inform you’ (he
neither looked nor sounded regretful)
‘that I am unable, for several reasons, to
grant you a visa. For example, the size of
your farm indicates you are what could
be termed as a subsistence farmer. Which
hardly qualifies as steady employment
– like a teacher or policeman, say. And
furthermore, the very occasion of your trip, the supposed or let us say alleged death of your
brother in New York –’
The smooth flow was interrupted by a howl of such intensity that the man behind the
glass, his impassive pose completely forgotten, leapt back two full feet. It was Isabella,
sobbing, screaming and speaking all at once.
Cristobal passed his land title through to the official, who studied the papers for a few
moments before coming to a decision.
‘Lady,’ said the iceberg urgently, his aplomb partly recovered. ‘If you do not comport
yourself properly, the security guard will be obliged to put you –’
‘We put you an’ de embassy in every newspaper in Belize, how de poor man bredda
dead an’ ’e can’t even atten’ de funeral even dough all his papers in proper order.’ Once
again she split the air with a howl, this time a few more decibels higher than before.
‘Listen lady,’ the man spoke up more urgently than ever, ‘come back tomorrow and I will
give you my decision.’
‘An’ de visa?’ demanded Isabella, her mouth open to howl again.
‘Have no fear, the decision will be favourable. Come back tomorrow at nine and ask the
lady at the counter for the passport. The visa will be stamped in it.’
Adapted from ‘To the New World’ by Colville Young
TACA: Central American airline
Biographical note: The author, Sir Colville Young, was born in Belize in 1932. He was the founding
president of the University of Belize, and became the country’s second Governor-General in 1993.
12
Unit 1
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1
Answer these questions.
1. What do you learn about the physical appearance of the official?
2. How did Isabella manage to hear what was said in the interview?
3. Which documents did Cristobal give to the official?
4. Explain in your own words: ‘Cristobal had been forewarned and was forearmed’.
5. Does the official believe the reason Cristobal gives for wishing to travel to the USA?
Give reasons to justify your answer.
6. Which of the following best describes a subsistence farmer?
a. A farmer who receives help from the government to run his farm.
b. A farmer who makes his living from selling his crops.
c. A farmer who grows just enough food for himself and his family to live on.
d.A farmer who makes a good living from farming.
7. Which of these adjectives best describes how Cristobal and his wife feel at the end of
the extract?
a. annoyed
b. worried
c. amused
d. triumphant
8. Which of the following adjectives do you think best describes the tone of this extract?
b. humorous
c. angry
d. sad
a. serious
2
Discuss the answers to these questions.
1. Cristobal claims that he can speak good English. Do you agree? Give reasons for your answer.
2. Why do you think the official changed his mind about the visa?
3. What do you think might happen when Cristobal goes to the USA?
4. Who do you think is the hero or heroine in this story? Why?
3
Choose suitable words from the box to replace the words in bold type.
partition hustled regretful intensity alleged aplomb hastily impassive
1. Cristobal got up very quickly and went to the counter.
2. He hurried to the window where the official was sitting.
3. The official was sitting behind a glass panel.
4. The official claimed that Cristobal was not telling the truth.
5. The expression on the official’s face was completely without feeling.
6. He was startled by the strength of Isabella’s shout of protest.
7. He did not appear to be sorry when he refused to give Cristobal a visa.
8. He was surprised by Isabella’s reaction, but soon regained his confidence.
4
The official uses very formal English. Rewrite these sentences more simply.
Example: ‘You have in your possession a return airfare ticket to the United States of America?’
‘Do you have a return air ticket to the USA?’
1. ‘You have evidence to substantiate the reason you give for the visit to the United States
of America?’
2. ‘The size of your farm indicates you are what could be termed as a subsistence farmer.’
3. ‘If you do not comport yourself properly, the security guard will be obliged to put you –’
4. ‘Have no fear, the decision will be favourable.’
Sign-off proofs
Unit 1
13
Language Matters | Parts of speech review
Look at the Reference Section on page 202 to revise parts of speech.
1
Match the parts of speech to their definitions.
noun
a word which describes a person, place, thing or quality
verb
a short word used to replace a noun
adjective a word which tells you how something is done
adverb
a word which refers to a person, place, thing or quality
pronoun a word or expression which describes actions or states
2
Are the underlined words nouns, verbs, adjectives, adverbs or pronouns?
Example: departure: noun
On the morning of his departure (1), Cristobal began (2) to feel
a little nervous (3). He checked in (4) at the TACA counter (5)
and kissed the rest of his family (6) goodbye. They (7) all waved
furiously (8) as he walked away. A few minutes later, he (9) was
sitting safely (10) in the plane waiting for the take-off (11). It had all
happened more quickly (12) than he had expected (13). He tried to
remember the detailed (14) instructions he had received (15) about
changing planes at Miami International Airport (16).
3
Join the sentences using suitable conjunctions from the box.
but as soon as until because so that and when
conjunctions: words
used to join sentences
or parts of sentences
Example: Miami Airport was very large. Cristobal did not get lost.
Miami Airport was very large but Cristobal did not get lost.
1. I listened carefully. I wanted to know what I had to do.
2. Isabella did not leave the airport. The plane had left.
3. The man sat down in the plane. He fastened his seat belt.
4. We need to leave early. We will arrive on time.
5. Cristobal felt relieved. The plane landed.
6. Everyone got up. The plane stopped moving.
4
Complete this paragraph with suitable prepositions.
off
After I got
the plane, I showed my passport
(1) the immigration officer, then I waited
(2)
my bags. When they arrived, I picked them
(3) and put
them
(4) a trolley. Outside, my cousin was standing
(5) my aunt. They both waved
(6) me. My
aunt ran
(7) me and put her arms
(8) me. My
uncle was waiting outside
(9) his car. I sat in the front
seat
(10) him.
14
Unit 1
Sign-off proofs
prepositions: words
which come before
nouns and pronouns.
They show how
nouns and pronouns
are related to other
parts of sentences.