Level 1

Certificate in English

CONSTRUCTING SENTENCES

COMPOSING TEXTS

LISTENING AND RESPONDING

DISCUSSIONS

SPEAKING

Candidate Name

Registration Number

ULN Number

Learner Registration Date

 How to use your learning materials

This course is delivered on a flexible learning basis. This means that most of your
study will take place away from your Assessor/Tutor. It helps to carefully plan your
studying so that you get the most out of your course. We have put together some
handy tips for you below.

Study Guidance

Try to plan an outline timetable of when and where you will study.
Try to complete your work in a quiet environment where you are unlikely to
be distracted.
Set realistic goals and deadlines for the various elements of your course.
Plan what you are going to study during each session, and try and achieve
this each time.
After each session, reflect on what you have achieved and plan what you hope to
complete next time.
Remember that not only do you have the support of your Assessor/Tutor, but it is
likely that your family, friends and work colleagues will also be willing to help.

Assessor/Tutor Support

Your Assessor/Tutor will be available to support and guide you through the
programme. They are experts in your area of study and are experienced in helping
many different types of learners.
They can help you to improve the standard of work you submit and will give
you useful feedback on areas in which you have excelled, as well as where
you can improve.
Remember to listen to, or read, their feedback carefully. Ask if you are unsure
about any of the feedback you receive as your Assessor/Tutor is there to help.
Make note of any tips they give. Refer to the learning materials as they contain the
information you need to complete the end-of-unit assessments.
Look out for areas in which you can improve, and set yourself an action plan to
make sure you complete the required work.
Take positive feedback on board; this demonstrates you are doing things right and
have a good understanding of the subject area.
Use the feedback to avoid repeating any mistakes you may have made.

Enjoy your studies!

2 © LCG 2015
 Level 1 Certificate in English

Workbook

Workbook Contents

This workbook will help you to improve your English skills. You will also become more
aware of how important it is to have good English skills both in the workplace and in
everyday life.

Contents
This workbook contains four sections: Page
Section 1:
Introduction 4
Section 2:
Writing 5
Section 3:
Reading 21
Section 4:
Speaking and listening 29

When you have completed this workbook you should Level 1 Certificate in English

Assessment
attempt the assessment. Your Assessor/Tutor will then
give you detailed written feedback on your progress.
Learner contact details:

Name:

Contact address:

Postcode: Contact number:

Email:

Learner declaration

I confirm that the answers in your Assessment were completed by me, represent my
own ideas and are my own work.
Learner signature: Assessment date:

If you need any help in completing these assessments, refer to the

relevant section within your Workbook, or contact your Assessor/Tutor.

Please tick one of the boxes below to show what your status will be when you complete this course.
 EMP 1 In paid employment for 16 hours or more  GAP 1 Gap year before
per week starting HE
 EMP 2 In paid employment for less than 16 hours  EDU 1 Traineeship
per week  EDU 2 Apprenticeship
 EMP 4 Self-employed for 16 hours or more per week  EDU 3 Supported Internship
 EMP 5 Self-employed for less than 16 hours per week  EDU 4 Other FE* (Full-time)
 NPE 1 Not in paid employment, looking for work and
 EDU 5 Other FE* (Part-time)
available to start work
 NPE 2 Not in paid employment, not looking for work  EDU 6 HE
and/or not available to start work (including retired)  OTH # (please state)
 VOL 1 Voluntary work ………………………………

Assessment 1

Workbook 3
 Section 1: Introduction

The knowledge throughout this workbook is divided into three areas:

Writing
Reading
Speaking and listening

Writing
There are two different units in this section that you will cover
1. Composing Texts
This unit is about you doing some writing, both handwriting and using a computer
2. Constructing Sentences
This is mainly about using the right punctuation and grammar

Reading
There are two more units in this section, you will cover
1. Interpreting texts
This unit is all about you understanding what is being said in a variety of written
passages in your workbook
2. Responding to creative texts
Creative texts include poems and extracts from stories or play scripts. You will
have to read some of these, decide what they are about and answer some
questions about them

Speaking and Listening

The three sections in this section will be assessed by your tutor coming out to visit
you. They will carry out a very informal observation of you having conversations and
discussions at work. This may be in a staff meeting or a chat with your line manager.
This section includes the following areas of assessment:
1. Listening and responding to others
2. Speaking to others
3. Participating in discussions

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 Section 2: Writing

Composing texts

The writing process

The writing process can be described in a number of different steps or phases. These
are generally referred to as planning, drafting and editing.

Planning

Professional writers spend a lot of time planning their writing.

The following questions help when planning any type of writing:
What is the topic of the writing?
Who is the audience?
What do they need to know?

What is the purpose of the writing, e.g. inform/persuade/
promote/instruct?

Activity 1: You receive the following email from your line manager:
Hi Katrina
I’d like you to write a short piece for the staff e-newsletter about the Cycle to Work
scheme we’re hoping to introduce – usual length and chatty style please.
We’re going to host a meeting on 12th September at 4.00pm in the Meeting Room
to let all employees find out how the scheme works. Can you push the health
benefits and the money saving aspects of this scheme please? There’s also a
website for employees to look at: www.cycletoworkgetfit.com.
Thanks
Jo

Tick if you are being asked to:

 to instruct
 to explain
 to describe
 to persuade

Workbook 5
 Section 2: Writing

Who are you writing this for?

What do they need to know?

Drafting

Drafting is the process of writing down ideas, sequencing these ideas (putting them in
order), and providing the reader with a shape to understand these ideas. The end result
is a first draft of the ideas. The following questions help when developing first drafts:
What ideas or thoughts will be included?
How will the material be organised?
Does it have an introduction, middle and conclusion?
What is the title?

Activity 2: Use the questions given above to write a first draft of the Cycle
to Work piece for the staff e-newsletter as mentioned in Activity 1.

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 Section 2: Writing

Editing

Editing is the process of going over the draft and re-wording to get a clear piece of
writing that is fit for purpose. This also involves getting rid of any spelling, punctuation
and grammatical errors and proofreading the final version.

What is proofreading?

Proofreading is the skill of checking written text after it has been edited and before
it is printed or published, looking for any mistakes. Proofreading also provides a final
quality check to make sure that nothing has been missed out of the text.
A proofreader carefully checks publication ‘proofs’ – documents which show how the
final pages of a written text will be laid out. They do this using either a printed ‘hard’
copy or by using a computer to view electronic or online versions.

They make sure that:

there are no spelling errors
there are no punctuation errors
there are no grammatical errors
the text and diagrams are positioned correctly
page numbers are in the right order
the document follows the agreed ‘house style’
chapter titles match the list of contents
there are no confusing words, column or page breaks
illustrations have the right captions and relate to the text
the layout is logical and attractive

Professional proofreaders mark any changes that need to

be made using British Standards Institution symbols, which
are internationally recognised. When working on a computer,
they use specialist software to mark up the document.

Workbook 7
 Section 2: Writing

Organisational and structural features within the text

These are how the writer organises the information within the text.
You need be able to recognise structural and organisational devices such as:
headings (titles) and subheadings
photos
pictures
illustrations
font size and style (bold, italic etc.)
use of colour
layout features (contents pages, indexes, menus, bullets, boxed text)
structure of paragraphs
quotations

These all help the writer to organise how the text looks and help the reader to locate
information.

The devices used depend on:

Purpose – what is the text trying to do? Is it written to inform, advise, persuade
or explain?
Audience – who it is trying to talk to? Are they children, adults, men or women,
and what do they already know?

Indexes:
Indexes are often found in the front of a book to organise their contents. The main
purpose is to direct the reader to the relevant section of the publication. For example in
cookery books the contents/recipes may be arranged into (i) starters (ii) main courses
and (iii) deserts. In car manuals the index may reflect the fact that the contents are
arranged into mechanical sections, for example (i) brakes, (ii) transmission, (iii) exhaust
systems and so on.
In many history book the index may set out the contents into chronological order,
in other words in the order in which they happened.
In some books the index may arrange the information in alphabetical order, but this
is not the primary objective.

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 Section 2: Writing

Constructing sentences

Sentences and paragraphs

These are the building blocks of writing and need to be used properly in order to
produce clear and accurate writing.

Sentences

A sentence is the largest independent unit of grammar. It begins with a capital letter
and ends with some form of punctuation.
The sentence is defined as a group of words that expresses a complete idea and that
includes a subject and a verb.
The basic sentence structures are:
simple
compound
complex
At this level you only need to write simple sentences containing a complete idea or
point and include a subject and a verb, for example:
I’ve written a new care plan for Mrs Ashford.
Have you written a new care plan for Mrs Ashford?
I’ve ruined Mrs Ashford’s care plan!

Activity 3: Write three simple sentences that you may use in the
e-newsletter about the Cycle to Work scheme.
1.

2.

3.

Workbook 9
 Section 2: Writing

Paragraphs

A paragraph is a group of closely related sentences that develop a central idea. A

paragraph conventionally begins on a new line which is sometimes indented. If you
were writing about a number of different things in a piece of writing then you would
cluster your information in separate sections. Each section will be a new paragraph
and can start with a topic sentence telling your readers about the paragraph.
It is important to think about who will read your writing and try to make the
information easy for them to access. This means that if you are writing about a
patient then you will separate background information from current medication and
personal details.
Remember to think of paragraphs as building blocks that are separate but which link
to form a strong piece of writing.

Activity 4: Number the paragraphs in the passage below taken from the
Department of Transport’s Cycle to Work Scheme implementation guidance.

Encouraging More Cycling to Work

The Cycle to Work tax efficient scheme should be seen as part of a series of
measures to promote healthier journeys to work and to reduce environmental
pollution by making cycling more attractive.
However, there still may be a number of barriers for employees who would like to
cycle to work. It might be the need for suitable parking facilities or somewhere to
shower and change; it might be a lack of confidence on the road or knowing the
most appropriate routes – some employees may not have been on a bike since
their school days.
The Department for Transport has subsequently launched the Cycle to Work
Guarantee to encourage more employers to overcome these barriers by signing
them up to:
Secure, safe, and accessible bike parking facilities for all staff who want them;
Good quality changing and locker facilities for all staff who want them;
Offset the cost of cycling equipment and save on the tax through the ‘Cycle to
Work scheme’;
Bike repair for cyclists on or near site;
Inspiring – training, reward and incentive programmes to achieve targets for
more cycling.
Further information is available at: http://www.cycletoworkguarantee.org.uk/.

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 Section 2: Writing

Punctuation

Why do we need punctuation?

Punctuation marks are essential when you are writing. They show the reader where
sentences start and finish and if they are used properly they make your writing easy
to understand.
Types of punctuation
Full stop Full stops are used:
to mark the end of a sentence
. in some abbreviations, for example etc.
in website and email addresses
Comma A comma marks a slight break between different parts of a
sentence. Commas make the meaning of sentences clear by

, grouping and separating words, phrases, and clauses.

Commas are used:
in lists
to break up sentences
in direct speech
Question mark A question mark is used to indicate the end of a question:
Have you read the report?
?
Exclamation The main use of the exclamation mark is to end sentences that
mark express an exclamation:
Hey! Don’t you dare!
! They are also used in direct speech to indicate something shouted
or spoken very loudly:
‘Look out!’ she screamed.

Workbook 11
 Section 2: Writing

Apostrophe Use apostrophes to show possession (i.e. Sarah’s bag) and

omission (i.e. Don’t do that).

’
Inverted Either of the single or double punctuation marks used to begin or
commas end a quotation, “to wander lonely” or ‘to wander lonely’.

“ ”
‘ ’
Bullet point Bullet points are used to draw attention to important information
within a document so that a reader can identify the key issues and

• facts quickly.

Activity 5: Punctuate the following sentences:

1. Have you heard about the Cycle to Work scheme

2. Andys bike looks great.

3. Heres the information about the Cycle to Work scheme for you.

4. I want to take part in this new Cycle to Work scheme

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 Section 2: Writing

Subject-verb agreement

What is subject-verb agreement?

A subject-verb agreement is the rule that subjects and verbs must agree in number
within a sentence. In other words, they both must be singular or they both must be
plural. Avoid using a singular subject with a plural verb or vice versa.
The difficult part is in knowing the singular and plural forms of subjects and verbs.
Singular and plural nouns are simple. In most cases the plural form of a noun has an
‘s’ at the end. Like this:
Bed = singular and Beds = plural
Verbs don’t follow this pattern, though. Adding an ‘s’ to a verb
doesn’t make it plural: Talk and Talks
Which one is the singular form and which is the plural form?
Which one would you use with the word ‘they’ and which would
you use with ‘he’ or ‘she’?
He talks.
She talks.
They talk.
Since he and she are singular pronouns talks is a singular verb.
The word they is plural so talk is the plural form.
It is the fact that the subject and verb in a sentence must agree in number. In other
words, they both must be singular or they both must be plural. Avoid using a singular
subject with a plural verb or vice versa.
When writing or speaking, it is important to use the correct verb tense.

Activity 6: Underline the correct form of the verb that agrees with
the subject.
1. Jane and her friends (is are) in the scheme.
2. The bikes (is are) outside.
3. George and Ross (doesn’t don’t) want to join the scheme.
4. Maya (doesn’t don’t) know the answer.
5. The man with the mountain bike (live lives) on my street.

Workbook 13
 Section 2: Writing

Verb tenses

Present tense verbs

Present tense verbs show that actions are happening right now.
e.g. Jack is playing football now.

Past tense verbs

Past tense verbs show that actions took place in the past.
e.g. Last week he played cricket.

Future tense verbs

Future tense verbs show that actions will take place in the future.
e.g. Jack will play tennis next week.

Conjunctions
A conjunction is a word that links or joins two parts of a sentence.
The most commonly used conjunctions are:
and, but, or, nor, for, yet and so.

There are lots of other conjunctions:

after, although, as, as if, as long as, as though, because, before, even if, even
though, if, if only, in order that, now that, once, rather than, since, so that, than,
that, though, till, unless, until, when, whenever, where, whereas, wherever, while etc.
e.g. Jack plays cricket, football and tennis but his favourite sport is cycling.

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 Section 2: Writing

Activity 7: Alter the following information from present tense to past tense.
Please make the changes in the text below.
Brian’s Cycles Ride2Work is a leading provider of the Government’s Cycle to Work
Scheme, which promotes cycling through tax incentives to offer fantastic savings on
the cost of a new bike and / or safety accessories.

The Ride2Work scheme can save employees up to 40% on retail prices without
any additional cost to the employer. Companies of all sizes can participate in the
scheme which promotes healthier journeys to work, reduces congestion and offers a
positive lifestyle benefit to employees.

Improve your spelling and increase your vocabulary

1. Make your own vocabulary book

Write down words that you discover when you’re reading or words that you hear being
used at work that you can’t define. Later when you have a dictionary at your disposal,
write down a common definition of the word. You may also find it helpful to write a
brief sentence using the word and underlining it. Review your vocabulary words until
you feel comfortable that you would recognize and be able to use these words the
next time you see them. Be aware of words that are related to each other and group
these words together to aid your understanding of new words.

2. Use a thesaurus
A thesaurus is like a dictionary except that it is a list of words grouped within clusters
of meaning. It is often useful to discover just the right word you need to express
what you want to say. Make sure you correctly understand the definition of a word
(by using a dictionary) before using it in an important paper or report. Your bookstore
salesperson can provide plenty of examples of an inexpensive thesaurus. Try using an
online dictionary and a hyperlinked thesaurus. Links allow you to go conveniently back
and forth between the dictionary and the thesaurus to check accuracy.

3. Know the roots of words

At least half of the words in the English language are derived from Greek and Latin
roots. Knowing these roots helps us to grasp the meaning of words before we look
them up in the dictionary. It also helps us to see how words are often arranged in
families with similar characteristics.

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 Section 2: Writing

Some common Greek and Latin roots:

Root Meaning Examples
aster, astr (G) star astronomy, astrology
audi (L) to hear audible, auditorium
bio (G) life biology, autobiography
dic, dict (L) to speak dictionary, dictator
geo (G) earth geography, geology
graph (G) to write graphic, photography
meter, metr (G) measure metric, thermometer
op, oper (L) work operation, operator
ped (G) child pediatrics, pedophile
phil (G) love philosophy, Anglophile
scrib, script (L) to write scribble, manuscript
tele (G) far off telephone, television
ter, terr (L) earth territory, extraterrestrial
vac (L) empty vacant, vacuum, evacuate
verb (L) word verbal, verbose
vid, vis (L) to see video, vision, television

4. Learning prefixes and suffixes

Knowing the Greek and Latin roots of several prefixes and suffixes (beginning and
endings attached to words) can also help us to work out the meaning of words.
For example:
prefix meaning example
ante before antecedent, forecast,
precede, prologue
post after postwar
re again rewrite, redundant
psych mind, spirit, that which psychology
breathes
trans across, beyond, through transcending

suffix meaning example

-ant a person who applicant, immigrant,
servant
-est most funniest, hottest, silliest
-ible able to be audible, plausible, legible

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 Section 2: Writing

You will find it helpful to get to know as many prefixes and suffixes as you can and
become tuned in to how they help you to understand the meaning of new words.
5. Sign up to be emailed a ‘Word of the Day’ using one of the many online
dictionaries.
6. Do word puzzles and play word games as they make you more aware of new
words and you can have fun expanding your vocabulary.

Borrowed language

English is most dominant language in the world today, but, throughout history, it has
borrowed heavily from other languages,
When the Vikings settled in England, many words arrived with them:
Anger, bag, birth, bleakclub, crooked, die, drag, egg, fellow, freckle, gaze, get, hit,
husband, kid, kindlelift, loose, meek, oaf, raft, rag, raise, reindeer, scalp, scare, tight,
troll, trust, ugly, want, wand, window, wrong and wise.

English vocabulary also came from Norman French because of the conquest in 1066:
archer, assault, bacon, bail, courtesy, curfew, crime, custom, defeat, eagle, enemy,
fashion, gallon, felony, grammar, honor, injury, joy, judge, liberty, lease, lever,
majesty, manor, noun, nurse, occupy, pleasure, pocket, question, quiet, reason,
sewer, sir, shop, tax, toil, treason, uncle, usher, valley, veal and venison.

Christian monks, and later scientists, brought in many Latin words

abdomen, actor, agriculture, creditor, crisis, December, demonstrator, dictator,
echo, educator, ego, editor, elevator, emphasis, factor, favor, fetus, focus, gladiator,
geranium, gusto, honor, horizon, horror, humor, icon, idea, ignoramus, illustrator,
incubator, index, inertia, inferior, insomnia, instructor, inferior, inspector, investigate,
janitor, labor, junior, legislate, liberate, major, minor, maximum, medium, minimum,
narrator, nausea, navigator, neuter, masculine, feminine, orator, peninsula, perpetrate
persecute, person, quantum, quota, radius, ratio, recipe, saliva, stadium, status,
stimulus, superior, tenor, terror, thesis, vacuum, verbatim, vertigo, veto, vice, versa,
vigor, vim and virus.

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 Section 2: Writing

Greek was most useful to provide words for ideas, medicine, drama and government:
atlas, Bible, barbaric, biography, biology, captain, cardiac, catalyst, catastrophy,
choir, chronic, classic, climate, democracy, demon, eulogy, exodus, fable, genealogy,
generosity, geography, gigantic, government, hypocrite, idea, irony, mathematics,
mechanics, megaphone, melody, metaphor, meteorology, method, neurotic, nostalgia,
nymph, ocean, octagon, panacea, pandemic, panic, paradise, paragraph, rhapsody,
rhyme, sarcastic, scene, schism, symbol, sympathetic, system, talent, technical,
telegram, telephone, theatre, toxic and tropical.

Spelling tips

Use: look, say, cover, write and check to help you to remember how to spell words
that you find difficult.

Look at the shape of the word. Can you see any patterns or groups of letters that
go together? Are there any words within words?

Say the words carefully and slowly to yourself. Try to listen for the sounds in the
words.

Cover the word. Try to picture the word in your mind, closing your eyes might help
you to do this. Say the word to yourself again and then...
Write the word down.

Check to see if it is correct. If the word isn’t quite right don’t worry, just try again.
It can often take a few attempts to get it right.

Be aware of plurals
It can help your spelling to know that some words change when they become plural.
Most words add ‘s’ for the plural but some change such as ‘calf’ becoming ‘calves’.
There are also some words that stay the same when they become plurals such as
‘sheep’.

How many syllables?

Learn how to break a whole word into syllables or smaller sections. This will help you
to include all the letters when you spell a word.

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 Section 2: Writing

Choose the right ending

In English the endings -able and -ible are a common spelling pattern for adjectives:
reversible, acceptable, digestible, desirable
As they usually sound the same, how do you know which one to use?
One useful rule, is if the root word does not change, add –able, for example:
understandable

Lose the ‘e’

In some words that end in ‘e’ the word remains the same, except the ‘e’ is dropped
for example: value – valuable, desire – desirable.

Introducing homophones

Have you come across some words that sound the same but have different meanings
and spellings?
These words are called homophones and can cause confusion for speaking and
listening, reading and writing. If you asked for a chocolate mousse in a restaurant
it sounds the same as a chocolate moose! Here are some homophones that often
cause confusion:
principal and principle
its and it’s
praise, prays and preys
their, there and they’re

Are there any words that you often mix up? Do you know any tricks or tips to avoid
this confusion? A good tip to avoid confusing stationery (paper) with stationary (not
moving) is to remember that stationery (paper) has an e in it and link that e with
envelopes.
It is helpful to be aware of homophones when you’re writing so that you always use
the correct word.

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 Section 2: Writing

More homophones
Our Are
No Know
Write Right
Blue Blew
There Their They’re
Through Threw
Right Write
Knows Nose
Wood Would
See Sea
Two To Two
Bee Be
Whole Hole
Night Knight
Knew New

Homonyms

Homonyms are words that are spelt the same but have different meanings. Examples
of homonyms include bark, left and light. When we put these into sentences they
have very different meanings.
the dog had a very loud bark which kept it’s owners awake at night
the old tree was loosing all of it’s bark
to find the school you have to turn left at the end of the road
you have eaten all of the buffet, there is nothing left

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 Section 3: Reading

Interpreting texts

Preview

Look at:
titles
section headings
subheadings
photo captions
These will give you a sense of the structure and content of a reading selection.

Predict

Use knowledge of:

 subject matter to make predictions about content and vocabulary and check
the
comprehension
the text type and purpose to make predictions about the text
the author to make predictions about writing style, vocabulary and content

Skim the text

Skimming is used to quickly gather the most important information, or ‘gist’ of the
text. Run your eyes over the text, noting important information. Use skimming to
quickly find information. It’s not essential to understand each word when skimming.
Examples of skimming: newspapers, magazines, business and travel brochures which
can all be skimmed quickly to get information.

Workbook 21
 Section 3: Reading

Activity 10: Skim the following information from a website selling cycling
clothes to see if they stock Hi Vis clothing. Highlight if/where appropriate.
Clothing Best Sellers Buying Guides
Arm & Leg Warmers Overshoes Specialized Shoes
Base Layers Shoes Altura Night Vision
Childrens Clothing Shorts Shimano Shoes
Casual Clothing Socks Gore Power Range
Gilets & Vests Team Kit
Glasses & Goggles Tights & Trousers
Gloves & Mitts 3/4 Length Trousers Clothing Clearance
Hats & Caps & Tights Jackets
Jackets Hi Vis clothing & Jerseys
Jerseys accessories Shoes
Soft Shells Tights & Trousers
New In
Ex-display & Seconds Team Sky
Arm & Leg Warmers Gore Bike Wear
Base Layers Endura
Jackets Altura
Jerseys Castelli
Gilets & Vests Giro
Fox Clothing
Louis Garneau
Sportful

Scan the text

Scanning is used to find a particular piece of information. Run your eyes over the text
looking for the specific piece of information you need. Use scanning on schedules,
meeting plans, etc. in order to find the specific details you require. If you see words
or phrases that you don’t understand, don’t worry when scanning.
Examples of scanning: the TV highlights section of your newspaper, a train/airplane
timetable, a staffing rota.

Implied meaning

Are you sure that you have understood what the writer is trying to say? Sometimes
there can be an implied meaning and this means that you have to read between the
lines to understand what the writer is saying. A writer can indicate a point without
actually stating it and you as the reader need to be able to draw a conclusion from
what has been written.

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 Section 3: Reading

A writer or speaker implies or suggests something; a reader or listener infers or deduces.

Example:
‘Lots of the other volunteers are far too cautious’ could suggest or imply that the
writer is not cautious.

Responding to creative texts

You need to be able to discuss prose writing and poems for this unit. Your tutor will
provide you with selected texts to explore and discover the key features, who the
central characters are and where language has enhanced the text and the reading
experience. It is important that you can demonstrate knowledge of the whole texts
and poems selected.

Fiction

aims to entertain the reader

tells a story, even if it is a partially true one like a historical novel
uses descriptive words, including adverbs and adjectives

uses words to create images or ‘word pictures’ that help us to imagine what is
being described

Activity 11: Change the following adjectives into adverbs:

beautiful
slow
dangerous
perfect
Fiction texts are written mainly to engage the reader by telling a story. This could be
simply to entertain the reader but it could be thought-provoking or written to help a
reader understand a situation better. Some writers use fiction to give their views and
opinions of the world.

Fiction can be divided into three main types:

prose
poetry
drama
For the purposes of this unit, you will focus on prose and poetry.
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Prose

Prose can be found in nonfiction sources, such as newspapers, magazines, history

books and encyclopaedias. Prose can also be found in novels, plays, speeches, films
and comedy.
The term ‘prose’ often refers to novels or stories and this is the main focus for
prose writing in this unit.

The key characteristics of prose in a novel or a story are:

there is a character
the story is usually told in the first or third person
descriptive and figurative language is used
sentences are varied to keep it interesting

Activity 12: Make notes below about the key characteristics of a novel
you have read recently:

Poetry

Poetry uses words, forms of writing and conventions to produce an emotive response
from its readers. Poets use a range of different techniques to create these responses.
Here are some definitions to help you to understand some of the conventions and
techniques a poet may use:

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 Section 3: Reading

Allegory

A story with a hidden meaning. Allegory often takes the form of a story in which the
characters represent moral qualities.

Alliteration

The repetition of consonant sounds, especially at the beginning of words.

A perfect example is:
‘Peter Piper picked a peck of pickled pepper’

Imagery

The pattern of related images such as light and darkness to create a particular effect.

Onomatopoeia

The use of words to imitate the sounds they describe. Words such as buzz and crack
are onomatopoetic.

Activity 13: Make a list of onomatopoetic words:

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 Section 3: Reading

Personification

Giving inanimate objects or abstract concepts animate or living qualities. A well-known

example of this is Wordsworth’s ‘I wandered lonely as a cloud’ from The Daffodils.

Simile

This is a figure of speech involving a comparison between two things using the terms
like or as. The classic example is ‘My love is like a red, red rose.’ A metaphor provides
a similar effect by describing something being the same as something else, for
instance ‘You are a star’.

Activity 14: Write three similes to describe a favourite place:

1.

2.

3.

Synonyms (or related words)

A synonym is a word that means exactly the same as, or very nearly the same as,
another word in the same language. For example, ‘smart’ is a synonym of ‘intelligent’.
For example
Synonyms for Size
length area bulk capacity diameter
dimensions expanse extent girth heaviness

26 © LCG 2015
 Section 3: Reading

Derivations

A derivation is the formation of a new word from a smaller original word, sometimes
known as a ‘stem’ or ‘root’ word.
For example if the word ‘kind’ is the root word, then ‘kindness’ becomes the
derivation. Other examples include:
joyful is derived from joy
amazement is derived from amaze
speaker is derived from speak
national is derived from nation

Structure

Poetry follows special structural conventions. This means that a poet deliberately uses
a ‘shape’ or style for a poem. This often dictates the length of the poem, for instance,
a sonnet is made up of fourteen lines with a specific rhyme pattern often ending with
a rhyming couplet (the last two lines rhyme). In contrast, free verse does not stick
to patterns, fixed line lengths or stanzas. A stanza is like a paragraph in prose writing
and divides the poem into sections.

Here are some clues, which will help you recognise poetry:
it can be about characters, places, events, emotions or beliefs
it is descriptive and often uses figurative language
its many layers of meaning can be packed into just a few words
rhyme and rhythm are often used

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 Section 3: Reading

Activity 15: How do you know that the following poem is a sonnet?

Acquainted With The Night

by Robert Frost

I have been one acquainted with the night.

I have walked out in rain – and back in rain.
I have outwalked the furthest city light.

I have looked down the saddest city lane.

I have passed by the watchman on his beat
And dropped my eyes, unwilling to explain.

I have stood still and stopped the sound of feet

When far away an interrupted cry
Came over houses from another street,

But not to call me back or say good-by;

And further still at an unearthly height,
One luminary clock against the sky

Proclaimed the time was neither wrong nor right.

I have been one acquainted with the night.

28 © LCG 2015
 Section 4: Speaking and Listening

Listening, responding and speaking to others

Why speaking and listening matters

Speaking, listening and communication skills are fundamental to every aspect of life
and work.
Research shows that people with good oral communication skills:
can relate well to colleagues and customers at work
are able to get the information they need from organisations and individuals
can explain things clearly and make a case for themselves
have a reduced risk of experiencing conflict and aggression from others
have more productive relationships with other people
are more successful in their careers
http://www.excellencegateway.org.uk

The top ten speaking and listening skills

The top ten speaking and listening skills needed in most places of work are being
able to:
1. Respond to questions from colleagues and customers.
2. Follow verbal instructions.
3. Ask questions.
4. Greet colleagues and customers appropriately.
5. Talk to colleagues and customers, using appropriate and polite language.
6. Take verbal messages and pass them on to colleagues.
7. Use technical language.
8. Give verbal instructions or other information.
9. Contribute to meetings.
10. Contribute to training sessions.

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 Section 4: Speaking and Listening

Participating in discussions

Body language
What are your speaking, listening and communication skills like? What you say is
important, but how you say it can determine how people respond to you. Body
language affects both speaking and listening and you need to consider the impact
of your own body language when communicating with people.
Did you know that non-verbal behaviour such as posture, facial expressions, gestures
and eye contact are often the reasons why people are unsuccessful in job interviews?

Activity 16: Have a look at the body language table and tick the
types of body language that will create a positive impression in an
interview situation.
Body language Positive impression √
Making eye contact
Frowning
Slouching
Smiling
Yawning
Sitting up straight
Fidgeting
Looking down or away
Nodding in agreement
Crossing arms

Here is a list of positive body language used by a person being interviewed:

confident entrance and ready to shake hands
smiling on entrance
very good eye contact throughout
formal sitting position
nodded in agreement with interviewer
leant forward at times to show interest
kept hands under control

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 Section 4: Speaking and Listening

Now that you are more aware of how important body language is, start watching
people in your everyday life and consider how well they communicate. If you feel
comfortable talking to someone, ask yourself if it’s because their body language
encourages you to talk. Do they appear interested in what you have to say? Do they
nod in agreement with you and maintain eye contact?

Have you heard yourself speaking?

How you speak is also important and affects the impression you make on people.
Learn to vary your voice. One of the major criticisms of many speakers is that they
speak in a monotone voice. Listeners will find this dull and boring and will not ‘hear’
your message.
We all hate the sound of our own voice and are often surprise that we sound the way
we do. You may not be able to change the actual sound of your voice but you will be
able to change how you sound to others by altering the pitch, tone and pace for effect.
When you feel confident about reading these passages, work with someone else and
listen to each other reading. Be prepared to criticise each other and know that this
will help you to improve. Discuss how the content and audience can change the way
in which you speak.

When do you talk to people?

Think about the different informal and formal speaking that you do every day. Ask
yourself if being more aware of your body language and more aware of how you
speak to people will make a difference in these situations. Speaking, listening
and communication skills need to be worked at constantly. Stay aware of this and
tune in to what is working and what isn’t. Improve your speaking, listening and
communication skills and boost your confidence.

Active listening
Effective listening is a skill that everyone can develop. Are you an active listener?
If not, spend some time developing your active listening skills and noticing how other
people listen actively.
It is likely that you will feel more confident speaking, listening and communicating
in certain situations than in others. Sometimes it can be harder to talk in front of
your friends than in front of strangers or you may find it hard to talk about an
unfamiliar subject. Be aware of what you find difficult and develop coping techniques;
face your fears!

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 Section 4: Speaking and Listening

Activity 17: Improve your speaking and listening skills

Look at the statements below about speaking, listening and communication; ask
yourself whether each statement is true for you always, sometimes or hardly ever.
This will help you to identify your strengths and weaknesses. Once you are aware
of your weaknesses it is easier to improve.
Statement Always true Sometimes Hardly ever
true true
I check that I’ve understood
instructions

I adjust how I speak according to

the situation

I give information in a logical order

I know when to smile during a

conversation

I explain my ideas clearly

I ask questions if I don’t fully

understand

I can take my turn in a conversation

or discussion

I encourage other members of a group

to speak

I can identify the important points

when I take a phone call

I remember verbal messages and pass

them on

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 Section 4: Speaking and Listening

Adults spend an average of 70% of their time engaged in some sort of communication.
On average:
45% is spent listening
30% is spent speaking
16% reading
9% writing

Time spent communicating

Writing
9%

Not Reading
Communicating Listening 16%
communicating
70% 45%
30%
Speaking
30%

© 2012 www.skillsyouneed.com

(Adler, R. et al. 2001).

Well done!
You have now completed your Workbook and should
attempt the assessments. If you require any help or
guidance please contact your Assessor/Tutor.

Workbook 33
 Please use this page for additional notes

34 © LCG 2015
Please use this page for additional notes

Workbook 35

Disclaimer
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current best practice. All information provided should be used
as guidance only, and adapted to reflect local practices and
individual working environment protocols.
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the information in this learning material.
LCG-CIE October 2015
Version 2
PARTICIPATION
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