Intermediate 2

1. Intermediate 2 Language Skills

2. Understanding. Using your own words. Simple words from the passage may be used if there is no obvious alternative, where there is one use it. Figures of speech must be converted to plain language. Non-standard expressions- slang, archaisms-must be converted to simple, formal, modern English.

3. What three characteristics of “Grandpa” does the author remember? Thinking of Grandpa now, I recall the clouds of pungent smoke that he puffed from his favourite briar, his small shrewd eyes, still very blue, and the gleaming dome rising from fleecy tufts of white hair.

4. A= She remembers her grandfather smoked a strong-smelling pipe. He had intelligent bright blue eyes, a bald head with bits of fluffy white hair. • Understanding of “briar” is shown by the word pipe. • The metaphor, “gleaming dome” is expressed by bald head. As the word eyes has no obvious alternative it may be used again. “Shrewd” has been changed to intelligent . “grandpa” is colloquial, so the more formal grandfather has been used.

5. Give FOUR changes in his appearance that Jim notices when he looks at himself in the mirror. 2 marks. • Jim scarcely recognised his long hair and grey cheeks, the strange face in a strange mirror. He would stare at the ragged figure who appeared before him in all the mirrors of the Columbia Road, an urchin half his previous size and twice his previous age.

6. 1) What was the nature of agricultural work during the author’s childhood? 2marks • Myself, my family, my generation, were born in a world of silence; a world of hard work and necessary patience, of backs bent to the ground, hands massaging the crops, of waiting on weather and growth; of villages like ships in the empty landscapes and the long walking distances between them.

7. Explain why the author found Barcelona astonishing. 4 marks • When one came straight from England the aspect of Barcelona was something startling and overwhelming. It was the first time that I had ever been in a town where the working class was in the saddle. Practically every building of any size had been seized by the workers and was draped with red flags or with the red and black flag of the Anarchists; every wall was scrawled with the hammer and sickle and with the initials of the revolutionary parties; almost every church had been gutted and its images burnt.

8. Why, according to the author, was Tintoretto dissatisfied with Titian’s work? 3 marks • Perhaps the greatest of all these masters of the latter part of the sixteenth century was Jacopo Robusti, nicknamed Tintoretto. He too tired of the simple beauty in forms and colours which Titian had shown to the Venetians. He saw his work as more pleasing than moving; insufficiently exciting to convey the great stories of the bible.

9. What was noteworthy about the winter of 1542 2 marks. • The winter of 1542 was marked by tempestuous weather throughout the British Isles: in the north, on the borders of England and Scotland, there were heavy snowfalls in December and frost so savage that by January the ships were frozen into the harbour at Newcastle.

10. Identify FIVE political problems that were facing Scotland 10marks • Scotland as a nation groaned under the humiliation of a recent defeat at English hands. As a result, the Scottish nobility were stricken by the deaths of many of their leaders in their prime. Of those who had survived, many were prisoners in English hands while the rest met the experience of defeat by quarrelling among themselves. The Scottish national church, still officially Catholic, was torn between those who wished to reform within and those who wished to break away root and branch from Rome. The king of this divided country, James V, lay dying with his face to the wall.

11. Context Questions • In Context questions you are asked to do TWO things. • A) Explain the meaning of a word or phrase. • B) Show how you deduced the meaning from its placing in the text. • B involves identifying clues in the sentences immediately surrounding the word. You must QUOTE those words/phrases that provide the clues and briefly explain how they help to confirm the meaning.

12. Context Questions • If the question is worth two marks. • 1 mark= providing the meaning correctly. • 1 mark= the quoted evidence with a brief explanation

13. Show how the context helped you arrive at the meaning of the word unsubstantiated. 2 marks • The rumour that Douglas was a prisoner was still unsubstantiated. There had been no witnesses to his bailing out of the plane, and no solid information could be expected from behind the enemy line for weeks, perhaps even months.

14. Context Answer • “Unsubstantiated” means unconfirmed. (1mark) • “No witnesses” tells us that no one saw what happened and “no solid information” tells us there was no concrete proof. • (I mark)

15. Give the meaning of the word implacable and show how its context helped you to arrive at its meaning • Silverstein was implacable in pursuing his revenge. After years of patient searching he had finally come face to face with his father’s tormentor, and he showed no mercy. • 2 marks.

16. Give the meaning of vacillated and show how the context helped you to arrive at the meaning. 2 marks • For two days the general vacillated. Should he give the order to advance, or should he allow his men to cling to their sturdy line of defence? This hesitation was to prove fateful.

17. Give the meaning of minorities and show how its context helped you to arrive at its meaning. 2 marks • The position of the Stewart monarchs in the fifteenth and sixteenth centuries was peculiarly perilous in dynastic terms for a number of reasons. In the first place, chance had resulted in a total of seven royal minorities- there had been no adult succession since the fourteenth century- which had an inevitable effect of weakening the power of the crown and increasing that of the nobility.

18. Give the meaning of the word qualified. Show how its context helped you to arrive at its meaning. 2 marks • Olivier’s first play at the Edinburgh festival was only a qualified success. True, the critics, including some who were frequently disdainful of new writers, were lavish in their praise, and the houses were pleasingly full in the first week. But by the second week the numbers attending had inexplicably fallen away and the show was lucky to break even.

19. Link Questions • This type of question is designed to test your understanding of meaning as well as your appreciation of the structure of a text • Usually, but not invariably, the link sentence will be at the beginning of a paragraph. Part of the sentence will refer back to a previous topic and another part of the sentence will introduce the new topic which follows.

20. Link Questions • To show the link: • Begin by quoting the part of the link sentence which refers back to the earlier topic and state what the topic is. Then, quote the part of the link sentence which introduces the new topic, stating what the new topic is.

21. Show how the third sentence acts as a link in the argument. 2 marks • William Shakespeare is easily the best-known of our English writers. Virtually every man in the street can name some of his plays and his characters, and many people can also recite lines of his poetry by heart. However, despite our familiarity with his work, we know relatively little of the man himself. We do not know when or why he became an actor, we know nothing of his life in London, and almost nothing of his personal concerns.

22. Link Question Answer • “our familiarity with his work” refers back to the topic of how widely known Shakespeare’s work is. (I mark) • “we know relatively little of the man himself” introduces the topic of how little we know about Shakespeare’s personal life. (I mark) • The use of “However,” tells us we are going to be looking at opposing ideas. (I mark)

23. Show how the first sentence in the second paragraph acts as a link in the argument 2 marks • Through her father, my mother had some connection with the Castle. Indeed it was said that there was a blood-link with the family who owned it. • But whatever the grandeurs of her forbears, Mother was born to quite ordinary poverty. When she was thirteen her mother died. She had to leave school to care for her five young brothers and her father. There was no one else to help.

24. Show how the first sentence of the second paragraph acts as a link in the argument. 2 marks • Mary Stuart was rated a beauty. Her height, her small neat head, and her grace resembled the contemporary ideal. • Not only the appearance, but also the character of Mary Stuart, made her admirably suited to be a princess of France in the age in which she lived: well-educated and charming. Inspiring poets by her presence.

25. Show how the first sentence of the second paragraph acts as a link in the argument. 2 marks • Usually his mother would caution the chauffeur to avoid the old beggar who lay at the end of the drive. He ferociously defended his plot outside the gates. • However, the position brought the old man little benefit. After a week-long cold spell in Shanghai he was too tired to raise his tin. The snow formed a thick quilt from which the old man’s face emerged like a sleeping child’s above an eiderdown.

26. Structure • Comment on the sentence structure of… • This is not asking what the question means but HOW the question is put together. • To answer these types of questions you need to identify: • Different types of sentences • The effect of the punctuation used.

27. Different Types of Sentences • A statement. • A question. • An exclamation. • A command. • A minor sentence

28. A Statement • John is sitting down.

29. A Question. • Is John sitting down?

30. An exclamation. • John is sitting down! • Exclamations are used to convey a tone of amazement, shock or strong emotion

31. A command Sit down, John! Commands are used in instructions and in writing aiming to persuade.

32. Paragraphing • Pre-twentieth century writers expected their readers to cope with much longer paragraphs than current writers. • When a writer wishes to create impact, give emphasis, he uses very short paragraphs. • You must consider what effect a writer intended when he uses a very short paragraph. • A new paragraph marks a new stage in the narrative or argument.

33. Punctuation Punctuation can help us to identify the type of sentence . You need to know the following: Inverted commas, colon and semi colon, dashes, ellipsis, exclamation marks,

34. Inverted Commas • 4 main purposes: • 1. To indicate the title of a book, play, TV programme. “Macbeth”, “Glee” • 2. Dialogue. “Did you go out last night?” asked Jane. • 3. For quotations. • 4. To mark off an individual word or phrase. The effect here is like using the expression, “so called”. John’s “friends” abandoned him.

35. Colons, Semi-colons and Dashes • A colon : introduces a list or an explanation or an expansion of the previous statement. • A semi-colon ; it can be used to separate items in a list. It can come between two statements to balance or contrast. • A single dash –to add an extra piece of information. Used informally to convey an outpouring of ideas or emotion. • Two dashes can be used in PARENTHESIS.

36. Practice • Further on were stalls of slightly better class goods: plaster dogs, single boots, oil lamps, singing birds and flowers. • The cathedral was full; the singing was poor. • As soon as we saw it we wanted to live there-it was as though the villa had been standing there waiting for our arrival. • If I found something that interested me-an ant’s nest, a caterpillar on a leaf, a spider-Roger sat down and waited until I had finished examining it.

37. Inversion • In English, the normal order is for the subject to come first followed by the words which tell us more about the subject(the predicate) • Flames leapt up and up. • However, this order can be reversed: • Up and up leapt the flames. • This technique, where the subject is delayed, is known as inversion and is used to alter the emphasis in a sentence.

38. Repetition • A writer can repeat a word or a phrase in order to achieve a particular purpose: • John stepped in the room. It was so dark. So cold. So eerie. • Here, the repetition of “so” emphasises the unpleasant nature of the room.

39. Climax • Placing a number of items in ascending order of importance, with the most important being kept to the last is called climax. • The door creaked open. As he entered the room the window suddenly blew open. The candle he was carrying was extinguished. There was the smell of death in the room. And then he saw him. The corpse.

40. Anti-climax • The opposite effect, when the author builds up to something which does not occur-is called anti-climax. • She crept downstairs, trying to avoid the loose steps. Her fingers trembled as they felt for the light switch. Slowly she opened the door. The room was completely empty

41. Sentence Length • Short sentences are blunt, build tension. • Long sentences are useful to convey complex information or details. • When you are reading a text, consider what effect the writer aimed to achieve. What is the relationship between the content of the sentence and the sentence length?

42. Formal language • Usually written • No abbreviations • Grammatically correct • Complex vocabulary used, including technical terminology. • Impersonal tone(objective rather them personal) • Factual • Written in the third person

43. Informal language • Usually spoken. • Colloquial expressions • Less complex sentence structure. • Use of first person(I, you, we therefore personal and subjective) • May include feelings

44. Figures of Speech • You should revise in order to be able to identify the following in a text: • Simile • Metaphor • Personification. • Alliteration. • Onomatopoeia • Hyperbole • Litotes (the opposite of hyperbole, deliberate understatement) • Euphemism • Cliche • And many others…

45. Tone • This can be difficult to identify in written text. • Think about the different tones of voice that can be used. Make a list. • How could you convey these tones in written texts? • Consider punctuation, sentence structure.

46. Tone • Is it humorous or serious? • Is it a conversational tone? Does it sound chatty and friendly? • Light hearted? • Is it persuasive in tone? • Is it ironical in tone? • Is it an angry tone?

47. Irony • Irony is when someone says the opposite of what they really mean. • If a friend were to say at the end of the summer holidays, “I can’t wait to get back to school!” we would expect this to be an example of irony.

48. An Emotive Tone • For serious purposes an emotive tone is used. This tone is designed to stir up the reader’s feelings by shocking, angering or disturbing him. • Rhetorical questions and exclamations are frequently used in emotive writing, as are vivid similes and metaphors

49. Imagery • The term, Figures of Speech refers to such things as: • Simile • Metaphor, • Oxymoron • Hyperbole • Personification • Onomatopoeia and many others

50. Questions on Imagery • Figurative language is used to help readers to visualise more effectively the subject being described.