NLC English 9 Consolidation WB v.1

9
English
Consolidation Learning Camp
Student Workbook
Consolidation Learning Camp
Student Workbook
English Grade 9
Weeks 1 to 3
2024
Table of Contents
Introduction for Students..........................................................................................................................1
The Plan..............................................................................................................................................................1
Time in Class.......................................................................................................................................................1
Mistakes.............................................................................................................................................................1
Practice...............................................................................................................................................................2
English Grade 9 Lesson 1...........................................................................................................................3
Literary Texts – Literary Techniques - Poetry.......................................................................................................3
English Grade 9 Lesson 2...........................................................................................................................9
Literary Texts – Prose: Short Story......................................................................................................................9
English Grade 9 Lesson 3.........................................................................................................................13
Literary Texts – Poetry......................................................................................................................................13
Literary Texts – Prose: Character Description.....................................................................................................19
Literary Texts – Drama script.............................................................................................................................25
Literary Texts – Deliberate Practice...................................................................................................................30
Informational Texts – Factual report.................................................................................................................35
Informational texts – Journalism.......................................................................................................................39
Informational Texts – Journalism: News report.................................................................................................44
English Grade 9 Lesson 10.......................................................................................................................50
Informational Texts - Explanation text...............................................................................................................50
Informational Texts – Biography........................................................................................................................55
Informational Texts – Deliberate Practice..........................................................................................................62
Persuasive Texts – Opinion article.....................................................................................................................69
Persuasive Texts – Reviews 1............................................................................................................................74
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Persuasive Texts – Reviews 2............................................................................................................................78
Persuasive texts – Pros and Cons text................................................................................................................83
Persuasive texts -Brochures..............................................................................................................................89
Persuasive Texts – Deliberate Practice..............................................................................................................96
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Introduction for Learners
Welcome to the National Learning Camp. You are probably aware that this Camp is only open to learners
like you who have just completed Grade 9 or Grade 10 across the country.
You have chosen to be part of this important national program. Our focus this year is on English,
Mathematics, and Science.
The Plan
You are to attend school on three days each week: Tuesday, Wednesday, and Thursday.
You will take part in six special lessons each day. These lessons review the subject content you have
completed. This will help you further strengthen your learning.
There will be opportunities in each lesson for you to practice talking with other students and your teacher,
and applying the knowledge you have gained in:
 understanding (comprehending) what you are reading in English,
 solving Mathematics problems, and
 interpreting the natural world through applying Scientific evidence.
Time in Class
How you use your time in lessons is very important. Every minute is valuable. It is critical that you work
with the teacher and your classmates as closely as you can.
This means you will be expected to:
 start each lesson as quickly as possible,
 recognize the lesson pattern and help the teacher as you move from one part of the lesson to
another,
 pay attention when the teacher or classmates in your class are talking about work, and
 try your best with all the different activities that make up the lesson.
You will have opportunities to write your answers down, explain to the teacher or classmates your reasons
for your responses or thinking. There will be time to work on your own and at other times you will work
with your classmates and report to the class.
Mistakes
One important fact drawn from brain research on learning concerns making mistakes. It might surprise
you!
Making mistakes while learning and trying to improve your skills and understanding is part of the brain’s
process. So, learning from mistakes is an important pathway of our learning journey. When a genuine
mistake is made:
 do not be ashamed or embarrassed,
 do try to learn from your mistake,
 be willing to talk about your mistakes,
 try to understand why you committed a mistake, and
 find out how to correct the mistake.
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Too often learners are embarrassed or feel they have failed because of errors/mistakes. This should not be
the case. Everyone makes mistakes as they learn new material – everyone.
A very famous scientist, Niels Bohr, who won a Nobel Prize for Physics, said:
An expert is a person who has made all the mistakes that can be made in a very narrow field.
Everyone makes mistakes, even experts. It is a vital part of learning. If you make mistakes, it is a sign that
you are moving your learning forward. You may need to return to earlier learning and fill in some gaps.
Mistakes and/or errors tell you and your teacher about your thinking and where you need help or practice
(we call it deliberate practice) to do better. The teacher and you should celebrate finding the mistake as it
will help you both know what new learning is needed.
You might be surprised, but if you do not make genuine mistakes and fix them, your learning will not move
forward efficiently.
Practice
If you want to be good at something you must practice it. Practice alerts the brain that the information
needs to be known and to store the information in your head.
This is the way the brain works; this is the way the brain learns. Learning, anything from sports, about your
peers, and to learning subjects in school, requires effort and that means practice.
Effort requires persistence, but it is not supposed to be difficult and punishing. It may be continued until
one learns. There are no tricks. This is what the brain needs to learn.
It is important that you try and try again
Learning is a competition with yourself, not others. It is recognizing how your effort results in showing you
where and how you are doing better. To be as good as you can be will only be known if you try.
The Extensive Team of Educators and Teachers involved in the National Learning Camp wish you the very
best in your education future. For the Learning Camp and your work when you return to school, our hope
is for you to take any new knowledge, skills, and understandings you have acquired to learn more, and to
use this knowledge to want to learn more.
Best Wishes
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English Grade 9 Lesson 1
Literary Texts – Literary Techniques - Poetry
Component 1 Short review
Top Six Literary Techniques
Match each technique to its correct definition.
N Literary Technique N Definition

1 Descriptive Writing When authors use objects, people, or ideas to stand for
(Imagery) bigger things. For example, a heart might symbolize love, or a
dark storm might symbolize trouble.
2 Comparing Things When something unexpected or opposite to what you think
(Metaphor and Simile) will happen occurs. It could be something funny or when
someone says the opposite of what they mean, like calling a
big person "Tiny."
3 Symbolism When authors choose combinations of words that have the
same or similar sounds - for example ‘The wind whistled
wildly through the trees’ - or when the sound of the word
matches its meaning – for example ‘boom’, ‘crack’, ‘pop’,
‘crunch.’.
4 Sound devices (Alliteration Using words to create pictures in your mind by describing
and Onomatopoeia things using words that appeal to your senses, like what you
see, hear, taste, touch, and smell.
5 Irony When something is too good to be true and is not meant to
be taken literally but to emphasise a point or create a vivid
image – for example, “I will love you until the end of time.’.
6 Hyperbole (Exaggeration) When writers say one thing is like another thing to help you
understand it better - – for example, ‘He ran like the wind’;
‘Love is a battlefield.’
Component 3 Language Practice

Word Meaning
Luve Love
Melodie the tune of a song
Bonie Now spelt ‘bonny’ – beautiful, good looking
Lass Girl
Till a’ the seas gang dry until the oceans run dry
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Component 4A Reading the Text
This text is a poem by the Scottish poet, Robert Burns, published in 1794. It’s famous for its
use of similes.
A photograph of a red rose is included below the poem.
Red, Red Rose – Robert Burns*
O my Luve’s like a red, red rose,

That’s newly sprung in June:
O my Luve’s Like the melodie
That’s sweetly played in June.
As fair art thou, my bonie lass,

So deep in luve am I;
And I will love thee still, my dear
Till a’ the seas gang dry.
Till a’ the seas gang dry, my dear,

And the rocks melt wi’ the sun;
And I will love thee still, my dear
While the sands o’life shall run.
And fare-thee-well, my only Luve!

And fare-thee-well a while!
And I will come again my Luve,
Tho’ ‘twere ten thousand mile!
 This photo by Unknown User is licensed under CC -BY-SA.
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Component 4B
Question Answer - Evidence from Text
1. In using the simile of
comparing his love with the
red rose what is the poet
trying to say about her?
The photograph below the
poem in your Workbook may
help you.
2. : In saying his love will last

until ‘the seas gang dry’ what
is the poet trying to say about
how much he loves her?
Is this an example of
hyperbole?
Are there other examples in
the poem?
3. How do you think the final

stanza fits in with the rest of
the poem?
Do you think the poet is really
in love with his ‘bonie lass’?
Give a reason for your answer
based on the text.
Component 4C
Here are more similes writers have used to describe love:
A. Love is a River (Shane Howard)*

Love is a river
Deep and wide
Love is a river
It’s got two sides
It might be raging
And it might run
dry But love is a
river
River of Life.
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B. If Not For You (Bob Dylan)#
If not for you
Winter would have no
spring Couldn’t hear the
robin sing I just wouldn’t
have a clue Anyway it
wouldn’t ring true If not for
you
* Love is a River, Shane Howard, accessed on April 10, 2024, from https://www.youtube.com/watch?
app=desktop&v=r5GJ4gW5vGQ
# If Not For You, Bob Dylan, accessed on April 10, 2024, from https://www.youtube.com/watch?
v=yyouhbgAiCA
Extracts from these songs are used under the Fair Dealing provisions for research and study purposes of
the Copyright Act of Australia, – see https://www.copyright.org.au/browse/book/ACC-Fair-Dealing:-
What-Can-I-Use-Without-Permission-INFO079
4. What is Shane Howard
trying to say about love in
using the metaphor of the
river? Is it an example of
hyperbole? Give a reason for
your answer.
5. What is Bob Dylan trying to

say about the depth of his love
in using the images of winter
and spring? Is it an example of
hyperbole? Give a reason for
your answer.
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6. Below you will find two photographs used to represent Love. Select one of them and:
A. Write a sentence or two about what it is trying to say about love.
B. Create an appropriate simile or metaphor for the photograph that could be the caption for the
photograph.
▪ These photographs by Unknown Users are licensed under CC -BY-SA.

A.
B.
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Component 5
Question Answer
1. The focus of the lesson was

on identifying, interpreting,
and using literary techniques,
especially those of simile,
metaphor, and hyperbole.
How did the lesson help you
understand this?
2.Which questions were easy to
answer? Why?
3. What strategies did you use to

answer the harder questions?
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Literary Texts – Prose: Short Story
Match each stage with its correct definition.
Stages Definition
1. Background This is when the characters work to solve the problem or conflict.
2. Rising Action This is how things end up in the story.
3. Climax This includes the introduction of characters and setting.
4. Falling Action This includes the events leading up to the main problem or conflict.
5. Resolution This is when the problem reaches a high point!
Component 3: Language Practice

Word Meaning Sentence
real estate A businessman who buys up property to Real estate developers are important
developer build things like apartment blocks or because they are the ones who have the
shopping malls idea of turning vacant land into buildings
and houses.
traditions
intimidation
tactics
rallied
resilience
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The Bakery's Stand
In a bustling market in Manila, stood a cozy bakery owned by Lola Rosa, known for its
delicious pandesal and ensaymada. The bakery was a beloved spot where locals gathered
to enjoy warm pastries and coffee, sharing stories and laughter.
One day, a smooth-talking real estate developer named Carlos offered to buy Lola Rosa's
bakery to turn the market into a fancy shopping area. Despite Carlos' tempting offers,
Lola Rosa refused to sell it. The bakery was more than just a business; it held cherished
memories and traditions.
Carlos, not taking no for an answer, resorted to intimidation tactics, scaring away
customers and spreading lies about the bakery on social media and in the local
newspaper. Determined to save her bakery, Lola Rosa rallied the community. They
protested and stood up against Carlos' bullying.
As tensions rose, the conflict spilled onto the streets, dividing the neighborhood. But Lola
Rosa and her supporters stood firm, unwilling to give in to Carlos' demands.
A powerful typhoon hit Manila, causing chaos and destruction. Amidst the wreckage, Lola
Rosa's bakery remained standing. Carlos, humbled by the storm's fury, realized his
mistakes. He joined forces with Lola Rosa to rebuild the market, honoring its history and
traditions. Together, they reopened the bakery's doors, welcoming back the community
with open arms, united in their resilience and shared love for their neighborhood.
Created by ChatGPT https://chat.openai.com/
Component 4B Questions
1. Why was the bakery so
popular with the locals in the
neighborhood?
2. Why did Lola Rosa refuse to

sell it?
3. Underline all the words used

to describe Carlos and his
actions in the text. What is
your opinion of him?
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Component 4C Questions
4. Give each paragraph a Paragraph 1
heading using the Story
Paragraph 2
Mountain terminology:
Background, Rising Action, Paragraph 3
Climax, Falling Action,
Paragraph 4
Resolution.
Paragraph 5
5. A reader said, “A better title

for this story would be: “Carlos
sees the light.” Do you agree?
Give reasons for your answer.
Suggest another possible title.
6. Which of the following

options do you think best
describes the theme or
message of the story? Write a
paragraph giving reasons for
your answer.
(a) A classic story of how a
determined small person can
defeat a rich businessman.
(b) Money talks.
(c) Big business needs to work
on the needs of the people
rather than just on making
money.
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Component 5
Question Answer

on how a literary text, a short
story, is organized and on
some of its components, such
as characterization and
theme. How did the lesson
helped you understand this?
2. Which questions were easy
to answer? Why?
3. What strategies did you use

to answer the harder
questions?
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Literary Texts – Poetry
Question Answer
1. Name three things you are 1
expecting to see in a poem
about the snake. 2
3
2. Poetry has a number of Simile

special features or uses of
language – can you remember
what the following three terms Metaphor
mean – simile, metaphor,
stanza?
Stanza
3. What do you think are the

differences between a poem
and a song?
In what way are they similar?

fissure a long narrow hole or gap ‘The fissure that the snake came through
was a long, narrow hole between the stones
in the wall.
venomous
pacified
humility
cowardice
convulsed
writhed
vulgar
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This poem was written in 1923 in Sicily, an island near Italy in the Mediterranean Sea. It was a hot
morning. The water for the house came from a ‘water trough’ – a pipe carried water to the village and
there was a tap for each house to collect water in a ‘pitcher’ or bowl that could then be used within the
house. The one in this poem would have looked like the one in this photograph.
* This photo by Unknown Author is licensed under CC BY-SA.

Snake
A snake came to my water-trough
On a hot, hot day, and I in pyjamas for the heat,
To drink there.
He reached down from a fissure in the earth-wall in the gloom

And trailed his yellow-brown soft-bellied body down, over
the edge of the stone trough
And rested his throat upon the stone bottom,
And where the water had dripped from the tap, in a small clearness,
He sipped with his straight mouth,
Softly drank through his straight gums, into his slack long body,
Silently.
He lifted his earth-golden head from his drinking, as cattle do,

And looked at me vaguely, as drinking cattle do,
And flickered his two-forked tongue from his lips, and mused
a moment,
And stooped and drank a little more
Being earth-brown, earth-golden.
The voice of my education said to me

He must be killed,
For in Sicily the black, black snakes are innocent, the golden-brown
are venomous.
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And voices in me said, If you were a man
You would take a stick and break him now and finish him off.
But must I confess how I liked him,

How glad I was he had come like a guest in quiet, to drink
at my water-trough
And depart peaceful, pacified, and thankless,
Into the burning depths of this earth?
Was it cowardice, that I dared not kill him?

Was it humility, to feel so honoured?
I felt so honoured.
And truly I was afraid, I was most afraid.
He drank enough
And lifted his head, dreamily, as one who has drunken enough,
Seeming to lick his lips,
And looked around like a god, unseeing, into the air,
And slowly turned his head,
And slowly, very slowly,
Proceeded to draw his slow length curving round
And climb again the broken bank of my wall-face.
I looked round, I put down my pitcher,

I picked up a clumsy log
And threw it at the water-trough with a clatter.
I think it did not hit him,

But suddenly that part of him that was left behind convulsed
in an undignified haste,
Writhed like lightning, and was gone
Into the black hole,
At which, in the intense still noon, I stared with fascination.
And immediately I regretted it.

I thought how vulgar, what a mean act!
I despised myself and the voices of my accursed human education.
For he seemed to me again like a king,

Like a king in exile,
Now due to be crowned again.
(Adapted from a poem by D. H. Lawrence - accessible at Gutenberg Project,

https://www.gutenberg.org/cache/epub/60337/pg60337-images.html#SNAKE
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1. How do we know that this
snake is a dangerous one?
2. Explain in your own words,

‘The voice of my education
said to me.
He must be killed’.
3. Underline three lines which

sum up how Lawrence feels
about the snake.
His attitude to the snake is
complicated – how would you
describe it?
Give evidence from the text.
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4. Look at the lines:
‘He sipped with his straight
mouth,
Softly drank through his
straight gums, into his slack
long body,
Silently.’
A lot of the words start with
the letter ‘s’. Why do you think
Lawrence chose so many ‘s’
words?
Why are they appropriate for
this poem?
5. How would you describe the

snake’s attitude to Lawrence?
6. What does Lawrence learn

about himself in his encounter
with the snake?
Support your idea with
evidence from the poem.
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Component 5
Question Answer
1. The focus of the lesson

was on analyzing a poem
to identify the different
feelings and attitudes of
the poet to the subject
matter of the poem.
How has the lesson
helped you to understand
this?
2. Which questions were

easy to answer? Why?
3. What strategies did you

use to answer the harder
questions?
18
Literary Texts – Prose: Character Description
Component 1: Short review
In this lesson, we are going to look at how a novelist introduces a major character to create a vivid
impression in the reader. The text is taken from a famous British novel, Treasure Island, by Robert Louis
Stevenson. It tells the story of pirates (like the one in the image below*) and a search for buried treasure
and is set in the 1700s.
* Free image from Creative Commons.
Question Answer
1. The title of the novel from
which today’s text is Treasure
Island. What do you expect will
happen in the story?
2. The story is about pirates –

what sort of characters do you
expect them to be? The image
above will help you.
3. Imagine you were writing a

paragraph about the character
in the photo – what would be
the first thing you would focus
on?
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sea-chest A large wooden box was carried by sailors In the days of pirates, they kept their
in the 1700s in which they kept their belongings in big wooden boxes called sea-
possessions. chests.
livid
a man who A sailor is a member of the crew rather than an officer: the mast refers to ships that had
had sailed large sails attached to a long pole in the middle of the ship which a sailor would be
before the required to climb to adjust the sails.
mast
a first mate Second in command of a sailing ship.
parlour
seafaring
man
he would He would require everyone to get a new drink

call for
glasses
round
companion
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Adapted from Treasure Island, Robert Louis Stevenson – accessible at Project Gutenberg,
https://www.gutenberg.org/ebooks/120 .
The Captain
I remember him as if it were yesterday, as he came plodding to the inn door, his sea-
chest following behind him in a wheelbarrow; a tall, strong, nut-brown man with a
pig tail and a dirty blue coat, his hands ragged and scarred, with black, broken nails
and a sword cut across one cheek, a dirty livid white. I remember him looking around
the bay and whistling to himself as he did so and then breakout into that old sea-
song that he sang so often afterwards:
“Fifteen men on the dead man’s chest,
Yo-ho-ho and a bottle of rum.”
Bad as his clothes were, he had none of the appearance of a man who had sailed
before the mast, but seemed more like a first mate or captain, accustomed to being
obeyed or to strike.
He was a very silent man. All day he hung around the bay, or upon the cliffs, with a
brass telescope; all evening he sat in the corner of the parlour next to the fire and
drank rum and water, very strong. Mostly he would not speak when spoken to; only
look up suddenly and fiercely, and blow through his nose like a fog-horn; and we and
the people who came about our house soon learned to leave him be. Every day when
he came back from his walk, he would ask if any seafaring man had gone by along the
road. At first, we thought it was wanting company of his kind that made him ask this
question but at last, we began to see that he wanted to avoid them. When a seaman
put up at the inn, he would look at him through the door before he entered the
parlour; and he was always sure to be as silent as a mouse when any such was
present.
I was far less afraid of the captain than anybody else who knew him. There were
nights when he took a good deal more rum and water than his head would carry; and
then he would sometimes sit and sing his wicked, old sea-songs minding nobody; but
sometimes he would call for glasses round and force all the trembling company to
listen to his stories or bear a chorus to his singing. Often, I have heard the house
shaking with “Yo-ho-ho and a bottle of rum”, all the neighbours joining in for dear
life, with the fear of death upon them, and each singing louder than the other. For in
these fits, he was the worst companion ever known; he would slap his hand on the
table for silence all round; he would fly up in a passion of anger at a question or
sometimes because none was put, and so he judged the company was not following
his story. Nor would he allow anyone to leave the inn till he had drunk himself sleepy
and reeled off to bed.
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1. Look at the description of
the captain’s hands and face in
the first sentence of Paragraph
What does this tell you about?
what sort of character the
Captain is?
2. Look at Paragraph 1. The

author says he can remember
the Captain as if it were
yesterday.
How does he make the Captain
seem like a character who
would stay in his memory?
3. Look at Paragraph 2. How

does the author create the
idea that the Captain has
something to hide in his past?
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4. Look at Paragraph 3. How
does the author create the
idea that the Captain is
someone to be afraid of?
5. Describe the author’s

attitude to the Captain.
How is the reader meant to
think about the Captain? Give
evidence from the text.
6. Here is a list of 5 tips for 1. Yes / No

novelists in introducing major
characters:
1. Begin with a significant
action or event that
captures attention and sets
the character apart. 2. Yes / No
2. Provide detailed
descriptions of the
character's appearance,
especially on distinctive
features
3. Introduce the character 3 Yes / No
through dialogue or
experiences, revealing
aspects of their
personality, background,
and relationships.
4. Show the character's
thoughts or internal 4 Yes / No
conflicts to establish a
connection with the
reader.
5. Use literary devices like
symbolism, metaphor, or
foreshadowing (telling 5 Yes / No
what will happen in the
future to the character) to
hint at the character's
significance and role in the
story.
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How many of these features
are evident in the text? Give
evidence from the text.
Component 5
Question Answer

on seeing how a novelist can
use description and
storyline/events to shape the
reader’s interpretation of the
character.
understand this?
to answer? Why?

questions?
24
Literary Texts – Drama script
Component 1: Short review
Question Answer
1. Look at the photograph of a
graffiti wall below. How would
you define ‘graffiti’?
2. In Grade 9, you would have Your role:

acted or been involved in the
performance of plays. What do
you remember about:
a. Your role in the play
b. The script and the
theme of the play The theme of the play:
[This photo of a graffiti wall by an unknown Author is licensed under CC BY-SA.]
25
controversial an issue that divides opinions and can Banning cell phones in high schools is
make people angry controversial because it has divided the
community.
perspectives
rebellion
defiance
vandalism

The Art Lesson*
Characters:
- Ms. Rodriguez (Grade 9 Art Teacher)
- Alex (Student)
- Maya (Student)
- Jamal (Student)
- Lily (Student)
- Ethan (Student)
- Ava (Student)
- Mark (Student)
[Scene: Inside the art classroom. Ms. Rodriguez stands in front of the class, a whiteboard behind her
displaying the graffiti artwork above. The students are seated and engaged in discussion.]
Ms. Rodriguez: [Addressing the class] Today, we're discussing the controversial topic of
graffiti. As artists, it is a need for us to understand different perspectives and forms of
artistic expression. Now, who can tell me what graffiti means to them?
Alex: [Eagerly raises hand] Graffiti is about young people screaming out against
conformity! It's about tearing down barriers, even if it means defying the rules!
Ms. Rodriguez: [Nods] That's one perspective, Alex. Graffiti can indeed be seen as a form
of rebellion against social norms. But does anyone have a different viewpoint?
Maya: [Raises hand] I think graffiti is more than just rebellion. It's the voice of the
unheard, painting their struggles across the walls for the world to see. It can highlight
social issues and injustices that are often overlooked.
26
Jamal: [Visibly uncertain] It's... it's complicated, Ms. Rodriguez. Graffiti feels like a clash of
emotions to me. On one hand, it's an act of defiance, but on the other, it's a destruction
of property and order.
Ms. Rodriguez: Thank you, Jamal. Lily, what do you think?
Lily: [Voice trembling] Graffiti can be a scar on the landscape, Ms. Rodriguez. Graffiti
might have meaning to some people, but it can also be an eyesore and makes everything
look ugly.
Ms. Rodriguez: [Nods] Thank you for sharing, Lily. Ethan, do you have a different
perspective?
Ethan: [Nods] Yeah, I think graffiti can be both positive and negative. It depends on the
context and the intent behind it. Some graffiti can make a space beautiful and spark
conversations, while others can be destructive and disrespectful.
[Mark, his expression determined, raises his hand, catching Ms. Rodriguez's attention.]
Ms. Rodriguez: [Noticing Mark's raised hand] Yes, Mark? Do you have something to add
to our discussion?
Mark: [Taking a deep breath, steeling himself] Yes, Ms. Rodriguez. I... I have something to
say.
[The class falls silent, their curiosity awoken as they turn their attention to Mark.]
Ms. Rodriguez: [Encouragingly] Go ahead, Mark. What is it?
Mark: [Voice firm] My brother has done graffiti. But... but he said it wasn't just an act of
vandalism. It was... it was…. like art, like he was finally able to express himself.
[Gasps ripple through the classroom as the students exchange surprised glances.]
Ms. Rodriguez: [Intrigued] Art, you say? Explain, Mark.
Mark: [Eyes alight with passion] He knew it would get him in trouble if he got caught, but
he said he couldn't help himself. He wanted to make a statement, to be heard. He said it
made him feel like an artist somehow. And of course, he got caught and had to clean it off
the wall.
* This text was created by ChatGPT at https://chat.openai.com
1. What do Alex and Maya
think is important about
graffiti?
27
2. What points does Lily make `
against graffiti?
3. How is Ethan’s opinion

different from the others?
4. How does the mood of the
scene change when Mark talks
about his brother’s graffiti?
5. What is your opinion of the

graffiti wall photo? Do you
agree with Mark that it is Art?
Give a reason for your answer.
6. What do you think would

happen next? How will the
lesson end? What will Mrs
Rodriguez say?
With a partner,
 work out an ending for

the scene that resolves
the issues and conflicts
raised in the scene.
 OR
 draft an outline of what
you think will happen
in the next scene,
which will be set in the
school playground.
28
29
Component 5
Question Answer

on a drama script and how it
allows different ideas to be
expressed.
understand this?

to answer? Why?

questions?
30
Literary Texts – Deliberate Practice
Component 1: Short Review
Question Answer
1. You may not know that there were some
Filipinos who fought in the American Civil
War in the 1860s.
With a partner, make notes on what you
know about the American Civil War.
2. The novel deals with the experiences and

feelings of a young soldier in his first battle.
What sort of things are you expecting to
read about?
3. In what ways will this Literary text be

different from a history text about the war?

private The lowest rank of an ordinary soldier) He enlisted in the army at the lowest rank
of private.
trance
31
crimson
blotches
to enlist
sieges
lurid
the
impending
battle
no avail

Extract from The Red Badge of Courage, Stephen Crane.
Accessed on April 16, 2024 from Gutenberg Project, https://www.gutenberg.org/cache/epub/73/pg73-
images.html
There was a youthful private who listened with eager ears to the words of the tall soldier
and the varied comments of his comrades. After receiving a full of discussions
concerning marches and attacks, he went to his hut and crawled through an intricate
hole that served it as a door. He wished to be alone with some new thoughts that had
lately come to him.
The youth was in a little trance of astonishment. So, they were at last going to fight.
Tomorrow, perhaps, there would be a battle, and he would be in it, in one of those great
affairs of the earth.
He had, of course, dreamed of battles all his life—of vague and bloody conflicts that had
thrilled him with their sweep and fire. In visions and dreams, he had seen himself in
many struggles. He had imagined people safe because of his courage and actions. But
awake he had regarded battles as crimson blotches on the pages of the past. There was a
part of the world’s history which he had regarded as the time of wars, but it, he thought,
had disappeared forever.
He had burned several times to enlist. Tales of great movements shook the land. They
might not be like ancient legends but there seemed to be much glory in them. He had
read of marches, sieges, conflicts, and he had longed to see it all. His busy mind had
drawn for him large pictures extravagant in color, lurid with breathless deeds.
32
However, he saw now that he had a more serious problem. He lay in his bunk pondering
upon it. He tried to prove to himself that he would not run from a battle. Previously he
had never felt obliged to wrestle too seriously with this question. In his life he had taken
certain things for granted, never challenging his belief in ultimate success, and bothering
little about means and roads. But here he was confronted with a thing of the moment. It
had suddenly appeared to him that perhaps in a battle he might run. He was forced to
admit that as far as war was concerned, he knew nothing of himself.
A little panic-fear grew in his mind. As his imagination went forward to a fight, he saw
hideous possibilities. He contemplated the lurking menaces of the future and failed in an
effort to see himself standing bravely in the midst of them. He recalled his visions of
glory, but in the shadow of the impending battle he suspected them to be impossible
pictures.
He sprang from the bunk and began to pace nervously to and fro. “Good Lord, what’s th’
matter with me?” he said aloud.
He felt that in this crisis his laws of life were useless. Whatever he had learned of himself
was here of no avail. He was an unknown quantity. He saw that he would again be forced
to experiment as he had in the early youth. He must gather information of himself, and
meanwhile, he resolved to remain close upon his guard in case those qualities of which he
knew nothing should everlastingly disgrace him. “Good Lord!” he repeated in dismay.
1. Why did the youth enlist in
the army to fight in the war?
2. The youth looks at war in `

two different ways depending
on whether he is dreaming or
awake. What is the difference
between the two?
33
3. In this scene we learn that
the youth ‘wished to be alone
with some new thoughts that
had lately come to him.’
What is the new thought he
has?
What does he realize about

himself as a result?
4. In thinking about the battle
to come the next day, he ‘felt
that in this crisis his laws of life
were useless.’ What does this
mean?
youth’s state of mind at the
end of the text?
Give evidence from the text?
34
6. In those days, soldiers going
into battle would write letters
to their loved ones on the
night before the battle in case
they were killed.
Write a three-paragraph letter
to the youth’s mother.
Decide how much of his state
of mind he will reveal to his
mother and how much he
might keep back.
Give a reason for anything you
decide to leave out.
35
Component 5
Question Answer

on revisiting some of the
features of Literary texts that
we have been reading all
week.
How has the lesson helped
you to understand this?

to answer? Why?

questions?
36
Informational Texts – Factual report
Question Answer
1. The report you are about to read is about
a form of smoking called vaping. What do
you expect it to be in its Introduction?
2. What major points about vaping do you

think will be covered in the report?
3. Report writers often use a ‘neutral tone’

when reporting information. What do you
understand by the term ‘neutral tone’?

inhaling and Breathing in and breathing out As I inhaled after my walk, air filled my
exhaling lungs
a summary
of research
findings
addiction
socially
acceptable
Demographic
37
Vaping: What the research says
Vaping, which involves inhaling and exhaling vapor from electronic cigarettes, has
become increasingly popular, especially among young people. This report provides a
summary of research findings from around the world by scientists and government health
bodies on vaping, including its health effects, how common it is, how people use it, and
the rules around it.
Firstly, studies show that while vaping is often seen as safer than smoking, it still has
risks. Research links vaping to breathing problems, heart issues, and potential harm to
the lungs over time. Using e-cigarettes with nicotine can also lead to addiction, especially
in young people, which might make them more likely to smoke tobacco later on.
Secondly, vaping is becoming common, especially among the demographic of young
people. Many factors contribute to this, like advertisements targeting them, new types of
products, and the belief that vaping is socially acceptable.
Thirdly, research tells us how people use vapes, how often they do it, why they start, and
what kinds of vapes they prefer. Often, people start vaping because they're curious or
want to quit smoking, but then they keep doing it regularly. Flavoured vapes, especially,
attract younger users.
Fourthly, there are rules to try to make vaping safer. Governments worldwide are making
laws to control how vapes are sold, advertised, and used. They want to protect young
people from getting hooked on vaping while still helping adults who smoke to quit.
In conclusion, as vaping becomes more common, it's crucial to keep an eye on its health
effects and make rules to keep people safe. Monitoring how people vape, educating the
public about the risks, and making smart laws can help us all make better choices about
vaping.
This text was created by ChatGPT at https://chat.openai.com
1. What are the health risks of
vaping?
2. What reasons are given for

young people becoming
vapers?
38
3. Is the writer’s attitude to
vaping positive or negative or
neutral?
Underline any words or
phrases that show the writer’s
attitude. Write them in your
Workbook
4. Notice how the writer
structures the report by
including an introduction in
which the topic is defined and
the main points about it are
listed.
How does the writer start each
paragraph after the
Introduction to signal that a
new point is being presented?
Can you think of another way
of doing it?
5. How does the writer make

the information in the report
seem trustworthy or
believable?
39
6. This report is written in
academic style for an
academic periodical or journal.
Imagine that you are the
writer and you have been
invited to talk to parents at
your school about vaping.
Change the Introduction to
make it more like a speech
appropriate for such an
audience.
Component 5
Question Answer

on the features of an
Informational text designed to
provide information about an
important topic.

to answer? Why?

questions?
40
Informational texts – Journalism
Question Answer
1. What are two major differences between 1
literary-like novels, journalistic-newspapers?
2. What do you understand by the term

’journalism’?
3. What do you understand by the term

‘news report’?

preview a short list of things that will be explored in I saw the preview of that movie and
more depth in the rest of the story therefore had a good idea of what it was
about before going to the cinema.
descending
order of
importance
readability
editorials
attribution
41
transparency
credibility

How journalists write news reports
Journalists write in a distinctive style. It includes layout, structure, language, tone, and
methods that distinguish journalistic writing from other forms of writing. In this article,
we will explore some key features of journalistic style.
Headlines and subheadings play an important role in journalistic style, providing readers
with a preview of the article's content and guiding them through the main points.
Headlines are often concise and attention-grabbing, while subheadings break up the text
and highlight key sections.
A news report has a shape like an inverted pyramid. This means that the most important
information is presented at the beginning of the article, followed by supporting details in
descending order of importance. This allows readers to grasp the main points even if they
only read the first few paragraphs.
Journalists use simple words and sentences so that everyone can understand. They don't
use too many words, and they get to the point quickly. All ideas, whether simple or
complex are communicated in a straightforwardly to ensure easy understanding by
readers.
Journalists like to use active words that show things happening right now. It makes the
writing more exciting and keeps readers interested. Active voice sentences start with a
clear subject followed by the action done by the subject. This active sentence structure
adds to the overall clarity and readability of the writing.
In news reporting, journalists try to use a neutral tone, meaning they don't take sides or
give their own opinions. They always say where they got their information from. This
makes their writing more trustworthy. It is different in editorials, opinion pieces, feature
articles, or profiles of important people where the journalist’s ideas and responses are
evident.
Journalistic writing relies on credible sources and attribution to support claims and
statements. Journalists typically quote their sources or attribute information to specific
individuals or organizations to enhance transparency and credibility.
Overall, journalists try to write the news in a way that's easy to understand, interesting
and credible.
42
1. Explain the inverted
pyramid structure of a
journalistic article.
2. In this article, the sub- Paragraph 2

headings have been left out.
Look at the Introduction to see
what sub-headings the editor Paragraph 3
of this article would have used.
There are 5 sub-headings but 6
Paragraph 4
paragraphs (don’t worry about
paragraphs 1 and 8, the
Introduction and Conclusion
Paragraph 5
paragraphs) so you may need
to use one sub-heading to
cover 2 paragraphs
Paragraph 6
3. What have you notice about

the order of the sub-headings?
43
4. How do news journalists
gather information for their
stories?
5. Here are 2 sentences – the

first is in the active voice and
the second in the passive
voice.
a. The President’s party
won the election.
b. The election was won
by the President’s
party.
What difference do you notice
between them?
6. Rewrite the sentence in the Seconds after the iceberg, which seemed to come out of the
Answer box to make it more fog like a huge white monster in the night, was hit by the
like a journalist would write it Titanic [ship], panic was evident among the passengers as
in a news report. they screamed and ran desperately towards the lifeboats,
while the Captain, who was described by one of the survivors
You will need to use more
as looking like he had seen a ghost, tried to find out how
than 1 sentence in your
much water was flooding into the hole in the side of the ship.
rewrite.
44
Component 5
Question Answer

on the nature and features of
journalistic news reports.
understand this?

to answer? Why?

questions?
45
Informational Texts – Journalism: News report
Question Answer
In the text ‘How journalists write news
reports’, it says that news reports have an
‘inverted pyramid’ structure, which means
that the first paragraph has the most
important information in it.
Imagine that you are writing a news report
for your online school newspaper about the
final of your local school basketball
competition between your school and one in
the next suburb, town or village.
The first paragraph of your report can only
have a maximum of 3 sentences.
With a partner work out the Top 5 of the
following pieces of information that you will
use in your opening paragraph. Give reasons
for your choices.
NOTE: it can be a boys or girls basketball
match – it’s up to you.
Match information:
 The name of the venue – where the
game was played.
 The top scorers
 The names of the teams
 The colours of the uniforms
 The names of the referees
 The score – 65-64
 Whether the game was exciting or
not
 The name of the Most Valuable
Player
 The score at half time
 The importance of the game
 The names of the captains of both
teams
 The distance travelled by the visiting
team to your school.
 The names of the coaches
46
seismic an earthquake or tremor Earthquakes and volcano eruptions are
activity good examples of seismic activity
shockwaves
tremors
refuge
disruptions
transportation
on standby
47
* This is a fictional text created by Chat GPT at https://chat.openai.com
Earthquake Strikes Japan, Leaving Communities Shaken*
A powerful earthquake struck Japan today, sending shockwaves through several regions.
The quake, with a magnitude of 6.8, hit in the early hours, leaving communities in a
state of alarm and emergency services on high alert.
The earthquake occurred off the eastern coast of Japan, near the city of Sendai, at a
depth of approximately 30 kilometers. The tremors were felt by people across a wide
area, including Tokyo and neighbouring provinces.
Eyewitnesses described scenes of chaos and panic as buildings swayed and trembled
under the force of the quake. In some areas, residents rushed out into the streets
seeking safety, while others sought refuge under strong furniture.
"I was awakened by the shaking, and it felt like the longest earthquake I've ever
experienced," said Yuki Tanaka, a resident of Sendai. Other residents reported buildings
swaying and goods falling off shelves, causing panic in some areas. Many took to social
media to share their experiences and check on the well-being of friends and family.
The Sendai Local Council is still assessing the full extent of the damage caused by the
earthquake. The Sendai City Mayor, Yuki Miramoto, stated that several buildings have
suffered structural damage and there have been disruptions to essential services such as
power and transportation. He also said that there are no immediate reports of
casualties.
The Government has issued a tsunami advisory for coastal areas, warning residents to
remain alert and take necessary precautions. It has sent emergency response teams to
provide assistance to those in need, but landslides have made their work difficult in
some areas.
According to Professor Haruki of the University of Osaka, Japan has always been
vulnerable to seismic activity because of its location on the Pacific Ring of Fire, a highly
active zone for earthquakes and volcanoes.
Japan has reached out to international partners for support and expertise in managing
the aftermath. Countries in the Pacific region are on standby for any potential tsunami
alerts.
48
1. What effects did the
earthquake have on the city of
Sendai?
2. How did the Government

respond to the earthquake?
3. Look at the Introduction

(Paragraph 1). According to
the text we read last lesson,
‘How journalists write their
news reports, new reports
have an inverted pyramid
structure with the most
important information
presented at the start.
Has the writer of this report
achieved this requirement?
49
4. In ‘How journalists write
their news reports’, it was
stated that ‘journalists try to
use a neutral tone.’ Do you
think this news report is
neutral in tone?
Use evidence from the text to
support your opinion.
5. Another feature of
journalistic writing is basing
the information in the article
on credible sources.
How the writer of this article
addressed the requirement?
6. We also learned in How journalists write their news reports’ that journalists use active voice sentences
– that is sentences that begin with a subject like a person or people or a thing followed by what that
subject did – a good example of an active voice sentence is the first one: ‘A powerful earthquake struck
Japan today, sending shockwaves through several regions.’
Notice how it starts with the subject (the earthquake) and then says what it did (struck Japan).
A. Does the writer achieve A.

this requirement about
active sentences? Give a
reason for your answer.
B. Underline 3 other
sentences that are like the
first sentence – ‘‘A
powerful earthquake
struck Japan today,
sending shockwaves
through several regions.’ -
C
leave out any that you are
not sure about – we will
look at these at the end of
the lesson.
C. Try to rewrite your 3
sentences the other way
around, in the passive
voice.
50
Component 5
Question Answer

on applying the features of
news report writing that we
covered in the previous lesson
to a particular news report.
you to understand how to do
this?

to answer? Why?

questions?
51
Informational Texts - Explanation text
Question Answer
1. What do you think of when Robots
you hear these words: robots;
Artificial Intelligence (AI);
computers?
Artificial Intelligence (AI)
Computers
2. What are you expecting

from a text which attempts to
explain AI?
3. How do you expect an

explanation of AI to begin?
52
Algorithms ‘Mathematical procedures that process Computers use rules called algorithms to
data to help the computer work out carry out calculations and problem-solving
patterns in the information it is given.’ operations.
pattern
recognition
driverless
vehicles
sensor data
in real-time
Generate

How Does Artificial Intelligence Work?
1. Artificial Intelligence (AI) is like teaching computers to think and learn, just like how
people do. Here's how it works:
2. AI needs lots of data to learn from in order to make informed decisions. This data
can come from various sources, including cameras, text, audio, and video. For
example, if we want a computer to recognize cats in pictures, we give it many cat
pictures to learn from.
3. AI uses special rules called algorithms to understand the data. AI algorithms are
mathematical procedures that process data to help the computer work out patterns in
the information it is given. For instance, if we want the computer to recognize cats, we
might program it to look for things like pointy ears and whiskers in pictures.
4. Computers learn by looking at lots of examples. We show them many cat pictures
and tell them, "These are cats." The computer learns from these examples and starts
recognizing cats on its own. Another example is AI systems in driverless cars which can
process sensor data in real-time to make decisions about steering, acceleration, and
braking to drive safely on the road.
5. Once the computer learns, it can start making decisions. For example, if we show it a
new picture, it can decide whether it's a cat or not based on what it learned from the
examples.
6. The more examples the computer sees and learns from, the better it gets at
recognizing cats—or whatever else we want it to do. It's like practising a skill: the more
you do it, the better you get.
7. In summary, AI works by processing vast amounts of data using algorithms and
models to learn, make decisions, and generate insights. Through training and
continuous learning, AI systems can improve their performance over time, enabling
53
them to tackle increasingly complex tasks across various areas. In short, AI is about
teaching computers to learn from data, spot patterns, and make decisions—all things
that humans do too, just in a different way.
* 1 This text was created by ChatGPT at https://chat.openai.com
1. True or False:
“AI is based on getting
computers to function like the
human brain.”
Find evidence from the text to
support your answer.
2. The headings for each Learning from Examples Paragraph

paragraph have been left out Summary 1
of the text in your Workbook. Introduction: What is Artificial 2
Intelligence?
Put the right heading for each 3
Using Rules and Patterns
paragraph.
Getting Better Over Time 4
Learning from Examples
5
Making Decisions
6
7
3. How does the writer use the

example of ‘cats’ to explain
how AI works?
54
4. True or false: “AI will
develop very quickly in the
years to come.”
5. Look at Paragraph 4. With a

partner, work out what images
or photographs you would
include to illustrate the text.
6. With a partner, turn this

text into a diagram or timeline
for each stage of the process
used in developing AI
programs.
55
Component 5
Question Answer

on the structure and language
devices used to explain
complicated topics like AI in
Expository texts.
understand how to do this?

to answer? Why?

questions?
56
Informational Texts – Biography
Question Answer
1. What do you expect to see
in a biography of a famous
music star?
2. What do you expect to see

in a music magazine article
for a teenage audience about
a famous music star?
3. How do you expect the

writing style and language of
a biography and pop music
magazine article to be
different?
57
vocalist singer The vocalist in the band sang beautifully
disbandment
debut
catapulted
subsequent
contemporary
philanthropic
work
advocacy for
social justice
causes
58
Component 4A: Reading the Text
Biography Magazine Article
Beyoncé Knowles-Carter: A Musical and Beyoncé: Queen of the Stage and
Cultural Icon Champion of Women Everywhere!
Beyoncé Giselle Knowles-Carter, widely
known simply as Beyoncé, is a famous
Move over, folks! It's time to groove
American singer, songwriter, actress,
to the beat of the one and only
and entrepreneur. Born on September
Queen Bey! From the streets of
4, 1981, in Houston, Texas, Beyoncé
Houston to ruling the global stage,
demonstrated talent for music from an
Beyoncé Knowles-Carter is a force to
early age.
be reckoned with. But she's not just a
She rose to fame as the lead vocalist of pop sensation; she's a beacon of
the R&B girl group Destiny's Child, which empowerment and inspiration for
became one of the world's best-selling women worldwide. Let's take a ride
girl groups of all time, with hits such as through the electrifying world of
"Say My Name" and "Bootylicious." Beyoncé and discover how she's
Following the group's disbandment in shaking up the scene!
2001, Beyoncé began a highly successful
solo career.
The Rise of a Diva:
Beyoncé's solo debut album,
"Dangerously in Love" (2003), Picture this: a young girl from the
catapulted her to international stardom, South belting out tunes in her
earning her five Grammy Awards and backyard. That's where Beyoncé's
producing hit singles such as "Crazy in journey began. With Destiny's Child,
Love" and "Baby Boy." Subsequent she dazzled the world with hits like
albums, including "B'Day" (2006), "I "Say My Name" and "Bootylicious,"
Am... Sasha Fierce" (2008), and "4" setting fire to the music scene with
(2011), further added to her status as her sassy moves and killer vocals.
one of the most influential figures in
contemporary music.
Conclusion:
In addition to her musical achievements,
Beyoncé is famous for her acting talent, Beyoncé isn't just a pop star; she's a cultural
appearing in films such as "Dreamgirls" icon, a trailblazer, and a voice for the voiceless.
(2006), for which she earned a Golden With her music, her activism, and her
Globe nomination, and "Cadillac unapologetic attitude, she's changing the game
Records" (2008). and inspiring women everywhere to slay like
the queens they are. So let's stand up and
Beyond her artistic output, Beyoncé is
applaud Beyoncé, the one and only Queen of
renowned for her philanthropic work
the stage and champion of women
and advocacy for social justice causes.
everywhere!
She has been a vocal supporter of
various causes, including gender
equality, racial justice, and access to
education and healthcare.
59
In 2008, Beyoncé married rapper and
music mogul Jay-Z, with whom she
shares three children. Together, they
have become one of the most influential
power couples in the entertainment
industry, using their fame to effect
positive change and empower
disadvantaged communities.
With a career spanning over twenty
years, Beyoncé's impact on popular
culture and music is immeasurable. Her
superb talent, unwavering dedication,
and commitment to artistic excellence
have cemented her legacy as one of the
greatest artists of her generation.
These texts were created by ChatGPT at https://chat.openai.com
60
Component 4B Questions – Biography text
1. Look at the first paragraph
of the Biography. How can you
tell that the author’s purpose
is to give information rather
than present an opinion or
argument?
2. How does the writer of the

Biography show that Beyonce
is a great singer?
3. How does the writer of the

Biography show that Beyonce
is more than just a singer?
61
4. What information from the
first paragraph of the
biography text is missing in
the first paragraph of the
magazine text? What does
that tell you about the
different purposes of the two
texts?
5. How does the vocabulary

used by each writer differ?
Give some examples from
each text.
6. Both writers admire

Beyonce. In what ways are the
final paragraphs of each text
similar and different in their
praise of Beyonce?
62
Component 5
Question Answer

on how different types of
Informational texts handle the
same material in ways that
reflect their purpose and
audience.
this?

to answer? Why?

questions?
63
Informational Texts – Deliberate Practice
Question Answer
1. In a text that aims to give a
brief summary of the major
features and characteristics of
a country such as the
Philippines, what topics are
you expecting to be covered?
2. What differences are you A. Information

expecting between the text in
Question 1 and a TV
advertisement that aims to
attract tourists from
international countries to visit
the Philippines in:
A. The type of B. Language
information included
B. The type of language
used
64
Archipelago a group of usually small islands The Philippines is an archipelago made up
of 700 small and large islands.
a tropical Climate influenced by the ocean usually made up of islands and close to the Equator
maritime
climate
infrastructure the ability of buildings to withstand extreme climate events like typhoons
resilience
indigenous
colonization where a country is taken over by a more powerful country

agrarian
business where one country or business has its goods made by workers from another country
process
outsourcing
remittances
deforestation
65
Component 4A: Reading the Text
The Philippines*
The Philippines, situated in Southeast Asia, is an archipelago comprising over 7,000
islands, making it one of the world's largest island nations. It lies in the Pacific Ring of
Fire, resulting in a diverse landscape of volcanic activity, mountains, rainforests, and
coastal plains.
The country experiences a tropical maritime climate, with distinct wet and dry seasons
influenced by the northeast and southwest monsoons. Annual typhoons are common,
especially from June to November, posing significant challenges for disaster
management and infrastructure resilience.
With a population of over 100 million, the Philippines is one of the most populated
countries in the world. Its people are a mix of indigenous groups, Malay ancestry, and
influences from centuries of colonization by Spain and the United States.
Economically, the Philippines has moved from an agrarian-based economy to one driven
by services, particularly in the sectors of business process outsourcing (BPO), tourism,
and remittances from overseas Filipino workers. Poverty remains a significant challenge,
particularly in rural areas.
The country's culture is a blend of indigenous traditions and influences from

colonization, resulting in a unique mixture of customs, languages, and foods. Filipino
food, known for its bold flavours and diverse ingredients, reflects this cultural mixture.
Despite its natural beauty and cultural richness, the Philippines faces environmental
threats such as deforestation, pollution, and loss of biodiversity. Conservation efforts
are underway, but sustainable development remains a key priority for the nation's
future.
66
1. List the challenges faced by
the Philippines.
2. Give each paragraph a Paragraph

heading that reflects the topic
1
covered in it.
2
3
4
5
6
3. Describe the writer’s tone Tone

and purpose in this article.
Purpose
67
4. True or False: The writer
tries to present a balanced
view of the Philippines,
outlining both its strengths
and challenges.
Give a reason for our answer
based on the text.
5. Imagine that you are working for the Philippines Department of Tourism, and you have been asked to
turn this article into a television advertisement that would make international tourists want to come to
the Philippines. The advertisement will have a script and images. Here is its opening shot and script
based on the first paragraph of the article:
TV Advertisement for the Philippines
[Opening shot of a sandy beach with clear blue waters and palm trees swaying in the
breeze]
Narrator: "Welcome to the Philippines, where you will experience the beauty of over
7,000 islands full of beautiful beaches ideal for the perfect holiday."
With a partner, select ONE of Camera Shot and Images:

the other paragraphs and turn
its information into a sentence
or two that would fit into a
script for a TV advertisement
and suggest what sort of
camera shot should go with it.
Script / Sentence
68
6. Give your reasons for your
choice of script and shot in
Question 5 and for the
information you left out.
69
Component 5
Question Answer

on the features of
Informational texts and the
difference between them and
a persuasive text like a TV
advertisement.

to answer? Why?

questions?
70
Persuasive Texts – Opinion article
Question Answer
1. The article we will look at
today comes from a sports
magazine. What do you expect
to find in a sports magazine?
2. In an article about a sports

star, what sort of
language/words/phrases/cont
ent are you expecting?
3. When you are reading or

listening to or watching
something, how can you tell
whether it is a fact or an
opinion?

clutch The ability to perform at your best when Under a lot of pressure and with the game
performances the scores in the game are close and little on the line in the last minutes, Michael
time remains. Jordan gave a clutch performance.
icon
accolades
cultural
phenomenon
blueprint
statistics
etched
71
Component 4A Reading the text
Why Michael Jordan Reigns as Basketball's Greatest*
When it comes to basketball, one name stands tall above the rest: Michael Jordan. His
record-breaking achievements and unmatched skill make him the undisputed champion of
the sport. Here's why.
Legendary Career
Michael Jordan's career speaks for itself. With six NBA championships and five MVP#
awards, he set the bar sky-high for greatness. His clutch performances in crucial moments
cemented his status as a basketball icon.
Unmatched Skill
Jordan's playing style was poetry in motion. His incredible athleticism, combined with his
precision shooting and defensive prowess, made him virtually unstoppable on the court. He
didn't just play the game; he redefined it.
Cultural Impact
Beyond his basketball accolades, Jordan's influence goes beyond sports. His iconic
Jumpman logo and Air Jordan sneakers are symbols of style and excellence worldwide. He's
not just a basketball player; he's a cultural phenomenon.
Legacy of Inspiration
Jordan's relentless work ethic and never-say-die attitude continue to inspire generations of
players. His commitment to excellence and determination to succeed serve as a blueprint
for aspiring athletes everywhere.
In the end, Michael Jordan's impact on basketball goes far beyond statistics. He's a symbol
of greatness, a living legend whose legacy will forever be etched in the annals of sports
history. When it comes to the greatest basketball player of all time, there's only one
answer: Michael Jordan.
[# MVP - Most Valuable Player]
* This text was created by ChatGPT at https://chat.openai.com
72
1. List the 4 reasons that the 1
author gives for saying Michael
Jordan is basketball’s greatest
player 2
2. The author describes A.

Jordan’s playing style as
‘poetry in motion.’ This is an
example of figurative
language.
A. Rewrite this sentence in your
B. Watching Jordan play basketball was like
own words
B. Complete this sentence
about Jordan using a simile –
“Watching Jordan play
basketball was like..
3. The article is a mixture of

facts and opinions – how many
actual facts can you find in the
article – list them.
73
4. Rewrite in your own words:
‘He didn't just play the game;
he redefined it.
5. Make a list of the 4 words 1.

and phrases used by the
author that in your opinion
make Michael Jordan seem 2
special or above the level of
other male basketballers.
3
Select ONE of those words and Most Effective:

phrases and give a reason why
you see it as the most
effective.
6. Imagine the text was going 1.

to be used as the script for a
television profile of Michael
Jordan - select 2 of the
paragraphs of the text and
explain the visuals that you
would use to illustrate the 2
text.
74
Component 5
Question Answer

to show how language
devices and word choices can
be used to support an
author’s argument.

to answer? Why?

questions?
75
Persuasive Texts – Reviews 1
Question Answer
1. What do you remember
about your experiences in
performing and in writing
about plays in Grade 9?
What did you enjoy most?
2. What plays did you write

and/or read reviews for in
Grade 9?
3. In what ways are plays

different from films? Which do
you prefer? Why?

spoilers
thesis statement
embodied
recommendation
76
How to Write a Play Review*
Writing a review of a play requires a careful balance of summarizing the plot, analyzing
the performance, and expressing your opinion. Here's a guide to structuring a review in
five paragraphs:
1. Introduction:
Start with an introduction that provides essential information about the play, such as its
title, playwright, and venue. Give a brief overview of the plot without giving away any
major spoilers. Mention any important themes or aspects of the production that you will
discuss further in the review. End the introduction with a thesis statement that
summarizes your overall opinion of the play.
2. Plot Summary:
In the second paragraph, provide a more detailed summary of the plot. Describe the
setting, introduce the main characters, and outline the major events of the play. Be
careful not to reveal too much, as you want to leave room for readers to experience the
play themselves.
3. Performance Analysis:
Use the third paragraph to evaluate the performance of the actors and the production as
a whole. Discuss the strengths and weaknesses of the acting, directing, set design,
costumes, lighting, sound, and any other technical aspects that stood out to you. Consider
how well the performers embodied their characters, whether the staging was effective,
and how the overall atmosphere contributed to the audience's experience. Provide
specific examples to support your analysis, citing memorable scenes or standout
performances.
4. Thematic Exploration:
Delve deeper into the themes and messages conveyed by the play in the fourth
paragraph. Discuss the ideas or social issues explored by the playwright and how they
were meaningful for you as an audience member. Consider the relevance of these themes
to society and whether the play offered any thought-provoking insights or ideas.
5. Conclusion:
Conclude the review with a final assessment of the play and a recommendation for
potential audience members. Offer your recommendation based on whether you believe
the play is worth seeing and who might appreciate it most. End with a closing thought
that reinforces your thesis statement and leaves readers with a lasting impression of the
play.
77
1. What are the three 1
components of a play review?
2. What must a reviewer avoid

doing in the Introduction and
throughout the review?
3. What is the basis of the
reviewer in his or her
recommendation about the
play?
4. What is a thesis statement?
In which paragraphs should it
be placed? Why do you think
that it should be placed in
these paragraphs?
5. In a review, which do you

think is more important – the
reviewer’s opinion or the
information about the play?
6. Imagine that you are a

journalist and you have
written a review of 5
paragraphs as described in the
text.
Your editor, however, has told
you that there is only space for
3 paragraphs in tomorrow’s
newspaper.
78
How would you adapt to this
new requirement? Would you
leave out 2 paragraphs – if so,
which 2 and why?
Would you combine 2
paragraphs – if so which 2 and
why?
Write your headings for the 3
new paragraphs.
Component 5
Question Answer

how professional critics write
play reviews.
this?

to answer? Why?

questions?
79
Persuasive Texts – Reviews 2
Question Answer
What do you remember
from the previous lesson
about the features and
structure of a good play
review?
With a partner write down
the main headings for a
play review and then check
your answers against the
text in your Workbooks.

premise the idea for the play The play was based on the premise or
idea of three friends meeting after many
years in the major city of the country
drawbacks
lacklustre
embody
hilarious
cringes
transitions
between scenes
disengagement
80
Component 4A: Reading the text
In the table below you will find two reviews with different responses to the production of a play called
Spelling Bee which was performed in Manila– one is positive and the one is negative.
Positive Negative
"Spelling Bee," the play currently running in Unfortunately, "Spelling Bee" in Manila fell short
Manila, Philippines, is absolutely fantastic! It's a of expectations. While the premise seemed
heartwarming story about a spelling competition in promising—a small-town spelling competition
a small town that will keep you hooked from filled with quirky characters—the performance
beginning to end. failed to deliver a truly engaging experience.
The actors in "Spelling Bee" are amazing. They One of the major drawbacks of the production was
really bring their characters to life, making you feel the lacklustre performances from the cast. Despite
like you're right there with them. From the funny their efforts, the actors struggled to fully embody
spellers to the quirky hosts, everyone does a their characters, resulting in performances that felt
fantastic job. flat and uninspired. This made it difficult for the
audience to connect with the story or become
interested in the fate of the spellers.
The play is also really funny. You'll be Additionally, the humour in "Spelling Bee" often
laughing non-stop at the clever jokes and felt forced and fell flat. Instead of delivering
hilarious situations. But it's not just about clever and witty jokes, many of the attempts at
laughs – "Spelling Bee" also talks about humour came across as awkward and badly timed,
important stuff like being yourself and getting more cringes than laughs from the
fitting in. audience. As a result, the play failed to create the
lighthearted and enjoyable atmosphere it aimed
for.
The way the play is staged is also super cool. Furthermore, the staging lacked creativity and
The actors move around the stage in a really failed to add any excitement or visual interest to
interesting way, and everything looks great. Whethe the production. Scenes felt disjointed, with
the exciting spelling rounds or transitions between scenes feeling clunky and
the touching songs, you'll be glued to poorly executed. This contributed to a sense of
your seat. disengagement among audience members, who
struggled to stay focused on the unfolding events
on stage
In short, "Spelling Bee" is a must-watch play In conclusion, "Spelling Bee" failed to live up to its
that will leave you feeling happy and potential, delivering a lacklustre and
inspired. With its great acting, funny underwhelming theatrical experience. With
moments, and touching scenes, it's uninspired performances, forced humour, and
definitely worth seeing while it's in Manila. unexciting staging, the production fell short of
capturing the audience's attention and failed to
leave a lasting impression.
1
* These texts were created by ChatGPT at https://chat.openai.com
81
1. Look at the first sentence
of the positive review. How
would you change
‘absolutely fantastic’ to
make it more formal?
2. Find other examples of
informal language in the
positive review and
compare them with the
language used for the same
points in the negative
review.
What do you notice?
3. How would you compare

the differences in language,
tone, and target audience
between the positive and
negative reviews?
82
4. Locate the thesis Positive:
statements in each review.
Negative:
5. Which review contains more

information about the play?
Give evidence for your answer.
6. : Look back in your

Workbook to the How to Write
a Play Review text. Select ONE
of the reviews and compare it
to the advice about review
writing that is given in the How
to Write a Play Review.
Share your findings with the
class.
83
Component 5
Question Answer

on applying the advice from
the How to Write a Play
Review text to actual play
reviews and to look at
language, audience and tone
differences between two
texts on the same topic.

you to understand these
things?

to answer? Why?

questions?
84
Persuasive texts – Pros and Cons text
Question Answer
1. What is your
understanding of the
meaning of the term ’Pros
and Cons”?
2. Why do you think a

writer would be required to
cover both sides of an
argument rather than just
one?
3. In writing such a text, if

the writer wanted to allow
the readers to make up
their own minds, they
would need to use a
‘neutral tone’ – what is
your understanding of the
meaning of a ‘neutral tone’
85
automation where technology provides an When our supermarket was automated,
automatic response and avoids a machines replaced a lot of the people who had
human having to do the work worked on the check-outs and packed shopping
bags
streamlining
processes
increased
efficiency
and
productivity
innovation
virtual
assistants
and chatbots
algorithms
86
The Pros and Cons of Artificial Intelligence
Artificial Intelligence (AI) allows computers to perform tasks that normally require
human intelligence. It has its upsides and downsides, just like any other technology.
Here are the three main pros and cons of AI to help you make up your own mind about
it.
Pros:
1. Efficiency and Automation: The biggest benefit of AI is that it can perform tasks faster
and more accurately than humans, freeing up valuable time and resources for more
complex and creative activities. AI helps get things done faster and easier by automating
routine tasks and streamlining processes, leading to increased efficiency and
productivity. It makes life easier.
2. Decision Making: AI helps make smarter choices by analyzing and interpreting lots of
data. This helps in various fields like healthcare and finance, where AI can give better
advice than humans based on facts and figures.
3. Innovation and Creativity: AI can drive innovation and creativity across various
industries by uncovering patterns and trends in data that humans may overlook, leading
to the development of new products, services, and solutions to difficult problems.
Additionally, AI-powered tools such as virtual assistants and chatbots can improve user
experiences, enable new ways of using technology and benefit society. In this way, AI
will actually create jobs rather than destroy them.
Cons:
1. Job Loss: One of the biggest concerns surrounding AI is its potential to automate jobs
and replace human workers. As AI technologies continue to advance, there is a risk of
widespread job losses in industries such as manufacturing, transportation, and customer
service, leading to unemployment and economic disruption for affected workers, who
will however, be able to find work in the new jobs that will be created by AI.
2. Bias and Discrimination: AI algorithms are based on data collected from the real
world, which may contain some biases and prejudices that exist in society. As a result, AI
systems can possibly make existing biases worse and lead to unfairness in areas such as
hiring, lending, and criminal justice. We can fix this to make sure that AI is fair for
everyone.
3. Privacy and Security: AI systems often rely on large sets of data containing sensitive
information, raising questions about how this data is collected, stored, and used.
Technologies like face recognition can also raise privacy worries but stricter rules on
how AI is used will be able to address this issue.
So what do you think? While Artificial Intelligence offers benefits like efficiency and
smarter decision-making, it also brings challenges such as job losses, bias, and privacy
concerns.
87
1. Define AI in your own
words.
2. Find 2 ways in which the 1.

writer claims that AI has
advantages over humans.
2.

attitude of the writer to AI – is
it neutral or is there a
preference for one side or the
other?
Give a reason for your choice,
using evidence from the text.
88
4. What does the writer say is
the main danger of AI for
privacy?
5. Look at Pro 3: Innovation

and Creativity. How does the
writer prepare the reader to
counter the argument in Con 1
Job Losses?
6. Sometimes, in texts like this However, it is clear that

one where both sides of an
argument are given, the writer
concludes by giving his or her
own opinion.
In this text, the final sentence
has been omitted. In it the
writer takes a side and states
his or her opinion about AI.
Based on your reading of the
text and your reason for your
answer to Question 3, write
the final sentence you think he
or she would have written. It
begins, “However, it is clear
that…
89
Component 5
Question Answer

on the features of argument
texts that give both sides of
an argument.

you to understand such
texts?.

to answer? Why?

questions?
90
Persuasive texts -Brochures
Here is a photograph of a brochure:
This Photo by Unknown Author is licensed under CC BY
Question Answer
1. What do you know
about the structure and
layout of brochures?
2. What is the purpose of a

brochure?
91
3. If you were working for a 1.
marketing business and
had to design a brochure
for an airline or a holiday
destination, brainstorm
2.
with a partner 3 ideas that
you would include in the
brochure
3.

state-of-the- Up to date, with the latest trends and My new cell phoner is state-of-the-art with all
art advances the latest technology features.
excels
writer's
block
on the go
professional
versatility
92
BROCHURE FOR ChatGPT
FRONT COVER
Welcome to ChatGPT: Your Conversational AI Companion
(Image to go below)
[INSIDE DOUBLE PAGE SPREAD]
Page 1
Discover ChatGPT: Your Personal AI Assistant
ChatGPT is your all-in-one solution for natural, intelligent conversation. Powered by state-
of-the-art AI technology, ChatGPT is designed to assist you in a wide range of tasks, from
brainstorming ideas to providing friendly conversation.
Engage in Natural Conversations
ChatGPT excels at engaging in natural and human-like conversations. Whether you need
someone to chat with, seek advice, or simply pass the time, ChatGPT is here to keep the
conversation flowing.
Page 2
Create with Ease
Struggling with writer's block or need help crafting compelling content? ChatGPT can
assist you in generating text, brainstorming ideas, and crafting creative content tailored to
your needs.
Connect Anytime, Anywhere
Available 24/7, ChatGPT is always ready to assist you whenever and wherever you need
support or companionship. Whether you're at home, at work, or on the go, ChatGPT is
just a message away, ready to help.
BACK COVER
Join the ChatGPT Community Today!
Experience the future of conversational AI with ChatGPT. Join thousands of users who
have already discovered the power and versatility of ChatGPT. Whether you're a writer,
student, professional, or simply someone who enjoys engaging in stimulating
conversations, ChatGPT is here to enrich your experience and help you achieve your
goals.
Ready to get started? Visit our website or access ChatGPT through your preferred
messaging platform and start chatting today!
93
1. Find two words or 1.
phrases or clauses on Page
1 that suggest that ChatGPT
is special. 2.
2. How does the brochure

try to persuade the reader
that ChatGPT will be useful
to him or her? Example 1.
Give 2 examples from the
text.
Example 2.
3. Look at the text for

Engage in Natural
Conversations.
How does the writer make it
sound like you would NOT
be talking to a robot?
94
Now let’s look at ChatGPT’s suggestions for images for each section of its brochure. The type of image
that could be used is included for the Front Cover suggestion but Images for the back cover have been left
out. Your ideas about what could go in there is the subject of Question 6.
Front cover:
- Image of a friendly chatbot icon or graphic to greet the viewer.
For example:
This Photo by Unknown Author is licensed under CC BY-ND
Inside:
Discover ChatGPT:: Your personal AI assistant
Image of a person interacting with ChatGPT on a smartphone or laptop, showcasing
the user-friendly interface.
Engage in Natural Conversations:
Images showing a group of different people using their devices (laptops, mobile
phones, etc.) which suggests that anyone can use ChatGPT.
Create with Ease
Image of a person brainstorming ideas or writing content, with ChatGPT providing assistance
in the background.
Connect Anytime, Anywhere
Image of a person using ChatGPT on various devices, such as a smartphone, tablet, and
laptop, to emphasize the accessibility and availability of the AI assistant.
Back Cover – Join the ChatGPT Community
[See Question 6].
95
4. How does the suggested
image for Discover ChatGPT::
Your personal AI assistant
match the text?
Why is there only 1 person
in the image?
5. Look at the text that is
on the Back Cover of the
brochure.
The boss of OpenAI says
that it’s all wrong – too
many words and no
contact details like website
or email addresses.
You have the job of fixing it
– with a partner, outline
how you would do it.
6. Look again at the text

that is on the Back Cover of
the brochure.
Based on that text, what
image or images would you
put on the back cover?
You may draw OR write
your answer in words.
Give reasons for your
answer (in words).
96
Component 5
Question Answer

on how information and
images are used in the
creation of Brochures that
advertise a product.

things?

to answer? Why?

questions?
97
Persuasive Texts – Deliberate Practice
Question Answer
1. What is a thesis statement?
Where would you expect to
find it in a Persuasive text?
2. How do you expect the

type of evidence used in an
Informational report text to
be different to a Persuasive
text?
3. What is a newspaper
editorial?

imperative Urgently needed or necessary We must leave now as it is imperative that
we get home before darkness falls.
safeguard
enticing
lured
bystanders
respiratory
illnesses
cardiovascular
98
Vaping Must Go: Protecting Our Health and Kids
Vaping, a trendy habit using e-cigarettes, is becoming a big problem, especially among
young people. As the dangers of vaping become increasingly apparent, it is imperative
that decisive action be taken to protect public health and safeguard future
generations. Therefore, this newspaper strongly advocates the banning of vaping
products.
First and foremost, the surge in vaping among adolescents is alarming. Despite efforts
to limit youth access, vaping rates among teenagers continue to rise at an alarming
rate. The enticing flavours and slick designs have effectively lured young people into a
dangerous addiction, with harmful consequences for their physical and mental health.
Furthermore, the long-term health effects of vaping remain largely unknown, bringing
significant risks to users and bystanders alike. While initially marketed as a safer
alternative to traditional cigarettes, emerging research suggests that vaping is far from
harmless. Reports of severe respiratory illnesses, cardiovascular complications, and
even deaths linked to vaping reveal the urgent need for stricter regulation and
oversight.
Moreover, vaping is advertised to young people on social media as ‘cool’ and normal.
This encourages addiction and undermines efforts to combat tobacco use. This not
only threatens individual health but also prolongs a public health crisis with far-
reaching effects.
That's why we need to ban vaping altogether. By stopping the sale and advertising of
vaping products, we can protect everyone's health, especially our kids. It's time to say
no to vaping and yes to a healthier future for all.
99
1. Identify the thesis
statement of the editorial.
2. What are the main reasons

given in the first paragraph for
the newspaper’s view that
vaping should be banned?
3. How can you tell that the

editorial is written for an adult
rather than a young audience?
Give evidence from the text.
100
4. List the harms caused by
vaping that are used as
evidence for the newspaper’s
argument.
5. Look back in your Workbook

at the Informational text we
read in Week 2 of the camp in
Lesson 7: Vaping: What the
research says.
List the areas where the writer
of that report and the writer of
the editorial would agree and
disagree.
6. Imagine that you are one of the writers of the Informational article about vaping. You have
decided to write a letter to the editor of the newspaper about the editorial.
101
A. What points A.
would you make
based on your
own article.
B. Draft your thesis

statement to go in
to the first
paragraph of your
letter.
B.
Component 5
Question Answer

on the features of a
persuasive text designed to
cause action by the
government and parents.

features?

to answer? Why?

questions?
102

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9

N Literary Technique N Definition

Component 3 Language Practice

O my Luve’s like a red, red rose,

As fair art thou, my bonie lass,

Till a’ the seas gang dry, my dear,

And fare-thee-well, my only Luve!

 This photo by Unknown User is licensed under CC -BY-SA.

2. : In saying his love will last

3. How do you think the final

A. Love is a River (Shane Howard)*

5. What is Bob Dylan trying to

▪ These photographs by Unknown Users are licensed under CC -BY-SA.

1. The focus of the lesson was

3. What strategies did you use to

Component 3: Language Practice

2. Why did Lola Rosa refuse to

3. Underline all the words used

5. A reader said, “A better title

6. Which of the following

1. The focus of the lesson was

3. What strategies did you use

2. Poetry has a number of Simile

3. What do you think are the

In what way are they similar?

Component 3: Language Practice

* This photo by Unknown Author is licensed under CC BY-SA.

He reached down from a fissure in the earth-wall in the gloom

He lifted his earth-golden head from his drinking, as cattle do,

The voice of my education said to me

But must I confess how I liked him,

Was it cowardice, that I dared not kill him?

I looked round, I put down my pitcher,

I think it did not hit him,

And immediately I regretted it.

For he seemed to me again like a king,

(Adapted from a poem by D. H. Lawrence - accessible at Gutenberg Project,

2. Explain in your own words,

3. Underline three lines which

5. How would you describe the

6. What does Lawrence learn

1. The focus of the lesson

2. Which questions were

3. What strategies did you

* Free image from Creative Commons.

2. The story is about pirates –

3. Imagine you were writing a

he would He would require everyone to get a new drink

2. Look at Paragraph 1. The

3. Look at Paragraph 2. How

5. Describe the author’s

6. Here is a list of 5 tips for 1. Yes / No

1. The focus of the lesson was

4. What strategies did you

2. In Grade 9, you would have Your role:

[This photo of a graffiti wall by an unknown Author is licensed under CC BY-SA.]

Component 4A Reading the Text

3. How is Ethan’s opinion

5. What is your opinion of the

6. What do you think would