Papers 1 & 2 Reading and Writing

Papers 1 & 2 Reading and Writing
Unit 2 Health and Well-being Reading Recognising and understanding tone and attitude Tackling tone and attitude questions EXAM SKILLS Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Writing Giving advice Activity 6 Argumentative writing: two-sided arguments Activity 7 Activity 8 Practice Paper Paper 1 – Part A Part B1 Part B2 Paper 2 – Part A Part B

READING GENERAL SKILLS U2.2
Recognising and understanding tone and attitude In this unit, you are going to learn how a writer can use language to create the tone of a piece of writing. U2.2

U2.2 Tone Tone refers to a piece of writing’s style and mood.
It is affected by: • the audience – the reader • the writer’s purpose The writer’s purpose may be, for example, to: • inform • entertain • complain • persuade • sympathise • warn U2.2

 Read the following information, paying attention to how
 Read the following information, paying attention to how the tone matches the writer’s purpose. U2.2

U2.2 PURPOSE tone to inform to complain to persuade
e.g. a textbook (semi-) formal, objective tone to complain e.g. a complaint letter formal, serious, critical, concise, direct to persuade e.g. a promotional flyer (semi-) formal, persuasive U2.2

e.g. a condolence letter*
to entertain e.g. comic books (semi-) formal, informal tone to sympathise e.g. a condolence letter* (semi-) formal, sincere * a special type of letter usually sent to offer sympathy if someone has died U2.2

It is possible for a text to have more than one purpose and/or a combination of tones.

U2.3 The language used in a text should reflect the writer’s
purpose. Let’s look at two examples of this. U2.3

1 The writer’s purpose is to inform; the language used is objective and the third person is used. U2.3

2 The writer’s purpose is to persuade; the language used is subjective; the writer ‘talks’ to the reader directly by using the ‘we/you’ approach. Your participation in the Child Sponsorship Programme can help restore the hope and happiness of poor children like Sarath. For just HK$7 a day, you can provide a child in a developing country with basic healthcare, education, clean water and nutrition. Your donation will make a difference to a child’s life and help the child’s family and community reach self-sufficiency. ■ U2.3

Let’s look at examples of how language is used to
create tone. U2.4

U2.4 <news article> language use tone The writer uses:
• persuasive vocabulary • subjective language (examples highlighted in text) language use The writer’s tone is: • persuasive • critical • semi-formal tone U2.4

The writer is negative about smoking and positive about the anti-smoking campaign.

U2.4 <news editorial> EDITORIAL
1 A recent study has shown that the youth of America are dangerously unfit. Our children must get in shape or face a lifetime fraught with illness. Parents, educators and society must pay heed to this warning. We all have a role to play to improve the health and livelihood of our children. The writer expresses his/her concern for American children’s health. U2.4

U2.4 show that a third of the teenagers tested completely failed a
The frightening results of the study released on Wednesday show that a third of the teenagers tested completely failed a simple eight minute fitness test. If projected over the entire teenage population, this would mean a staggering seven million youngsters in the US alone will be facing a dangerously high risk of heart disease later in life. Last year, the American Obesity Association reported that 15.5 percent of US teens are obese, an unacceptably high increase since data was last released 25 years ago. The writer uses facts to show shocking results, and strong adjectives to show his/her opinion. 3 U2.4

U2.4 To its credit, one school, Overtown Public, has already
taken action, hiring social workers, a fitness instructor and a nurse to examine students. The school provides information to students that promotes the benefits of healthy eating and physical activity. These are signs of a community battling a serious threat, but it must be followed by schools across the country before any meaningful progress can be made. The writer praises Overtown Public School, informing the readers of the measures they have taken. However, he/she also states that more needs to be done. The tone is critical, informative and semi-formal. U2.4

EXAM SKILLS U2.5 Tackling tone and attitude questions
There are a variety of ways to test your understanding of tone and attitude in a text in the Exam. You may be asked questions about: • the attitude of the writer • words or phrases that suggest attitude • the overall tone of a text • attitudes of people mentioned in a text U2.5

Understanding the context
Understanding the context Context refers to the words and phrases around an idea or a thought. Without context, a reader cannot easily identify how a writer feels. However, once a thought is supported by a context, it is easy to identify tone and attitude. U2.5

Study the main ideas in the examples below.

U2.5 1 The weather was perfect! I couldn’t stand it! MAIN IDEA
Thailand was hot. The weather was perfect! (= the writer liked the weather) I couldn’t stand it! (= the weather was too hot for the writer) U2.5

U2.5 2 It’s so easy to get around! I feel trapped! MAIN IDEA
Hong Kong is small. It’s so easy to get around! (= the writer thinks Hong Kong’s size is a benefit) I feel trapped! (= the writer does not like being in a small place) U2.5

Activity 1 Read the following excerpt of a text and then answer questions 1 – 4. U2.5

Tired of ‘the body beautiful’
Well, I don’t know about you, but I’ve had just about enough of the endless stream of advertisements filled with ‘healthy’ and ‘beautiful’ people … I’m talking about all advertisements: watches, washing powders and even wireless Internet connections. Regardless of what is being sold, a tiny skinny model with ridiculously white teeth and a fake orange tan like an Oompa Loompa is used to get our attention. I don’t understand why companies should tell us what a healthy body looks like. Isn’t a healthy body what a normal person who eats well and exercises has – not a chopstick-thin supermodel who hasn’t eaten for weeks? What is a healthy body? Well it is certainly not what advertisers are showing us. U2.5

U2.5 subjective 1. Is this text subjective or objective?
2. What is the purpose of this text? A. to describe health advertisements B. to encourage us to buy beauty products C. to tell us how advertising works today D. to criticise advertising’s definition of ‘beauty’ A B C D subjective TEXT U2.5

Well, I don’t know about you, but I’ve had just about enough of the endless stream of advertisements filled with ‘healthy’ and ‘beautiful’ people … I’m talking about all advertisements: watches, washing powders and even wireless Internet connections. Regardless of what is being sold, a tiny skinny model with ridiculously white teeth and a fake orange tan like an Oompa Loompa is used to get our attention. I don’t understand why companies should tell us what a healthy body looks like. Isn’t a healthy body what a normal person who eats well and exercises has – not a chopstick-thin supermodel who hasn’t eaten for weeks? What is a healthy body? Well it is certainly not what advertisers are showing us. BACK U2.5

U2.5 3. The use of the words ‘healthy’ and ‘beautiful’ is … A. ironic
B. admirable C. good-natured D. disappointing A B C D TEXT U2.5

Well, I don’t know about you, but I’ve had just about enough of the endless stream of advertisements filled with ‘healthy’ and ‘beautiful’people … I’m talking about all advertisements: watches, washing powders and even wireless Internet connections. Regardless of what is being sold, a tiny skinny model with ridiculously white teeth and a fake orange tan like an Oompa Loompa is used to get our attention. I don’t understand why companies should tell us what a healthy body looks like. Isn’t a healthy body what a normal person who eats well and exercises has – not a chopstick-thin supermodel who hasn’t eaten for weeks? What is a healthy body? Well it is certainly not what advertisers are showing us. BACK U2.5

4. Look at the text that has been underlined. The tone of the
4. Look at the text that has been underlined. The tone of the underlined text is … A. funny and informative B. sarcastic and critical C. encouraging and amusing D. persuasive and encouraging A B C D TEXT U2.5

Well, I don’t know about you, but I’ve had just about enough of the endless stream of advertisements filled with ‘healthy’ and ‘beautiful’ people … I’m talking about all advertisements: watches, washing powders and even wireless Internet connections. Regardless of what is being sold, a tiny skinny model with ridiculously white teeth and a fake orange tan like an Oompa Loompa is used to get our attention. I don’t understand why companies should tell us what a healthy body looks like. Isn’t a healthy body what a normal person who eats well and exercises has – not a chopstick-thin supermodel who hasn’t eaten for weeks? What is a healthy body? Well it is certainly not what advertisers are showing us. BACK U2.5

E X A M T Y P E S U2.6  multiple-choice questions
 extended response questions  short response questions  matching questions U2.6

U2.6 Tone and attitude questions in the Exam could be:
• multiple-choice questions • extended response questions • short response questions • matching questions U2.6

 multiple-choice questions

Activity 2 Read the excerpt and example questions 1 and 2 shown below and on U2.7. Use the information in the strategy boxes to help you choose your answers. U2.6

U2.6 Tommy looked at his watch for the twentieth time since the
seminar had begun that morning. Tommy’s teacher had decided that they all needed to learn more about being healthy as the school was worried about rising levels of obesity and unhealthiness among the students. Tommy yawned as the speaker went on and on about eating the right foods, exercising more, avoiding junk food … the list was endless. Was there nothing fun that was healthy? After the seminar, if he walked quickly, he could get to the takeaway and buy chicken wings, noodles and an ice-cream. Now that was worth thinking about! U2.6

U2.6 Examples Choose the best answer and blacken ONE circle only.
<tone and attitude question> Choose the best answer and blacken ONE circle only. 1. Tommy is … A. disinterested in the seminar B. enjoying the seminar C. tired because of his walk D. looking forward to an invigorating walk A B C D TIP Review the information in the strategy box on U2.7 for this question before choosing your answer! STRATEGY BOX U2.6

U2.7 STRATEGY <Question 1>
Consider the options and use logic, context and general knowledge to help work out the answer. Option A B Excerpt - ‘buy chicken wings, noodles and an ice-cream. Now that was worth thinking about!’ Meaning ✓He is thinking about what he can buy for lunch and is not paying attention – therefore he is disinterested. - ‘looked at his watch for the twentieth time’ - ‘Tommy yawned as the speaker went on and on’ - ‘Was there nothing fun that was healthy?’ x He is bored and thinks there is nothing fun about being healthy. He is not enjoying the seminar. U2.7 BACK NEXT

U2.7 Option C D Excerpt - ‘if he walked’ Meaning
x He has not yet walked to the takeaway. - ‘if he walked quickly, he could get to the takeaway’ x Although ‘walk’ is mentioned, there is nothing that refers to enjoyment, which ‘looking forward to’ and ‘invigorating’ infer. Cross out obviously wrong options. There will only be one correct answer. BACK PREVIOUS U2.7

U2.7 Choose the best answer and blacken ONE circle only. 2. Tommy is …
A. thinking about making changes to his diet B. going to take walks each day C. not benefiting from the seminar D. thinking about how to be more healthy A B C D TIP Review the information in the strategy box below for this question before choosing your answer! STRATEGY BOX U2.7

U2.7 STRATEGY <Question 2>
Consider the options and use logic, context and general knowledge to help work out the answer. Option A B Excerpt - ‘Tommy yawned as the speaker went on and on about eating the right foods … he could get to the takeaway …’ Meaning x He is thinking about what he is going to eat later, not about changes to his diet. - ‘Tommy yawned as the speaker went on and on about … exercising more’ x He is not interested in exercising more and he is yawning because he is bored. U2.7 BACK NEXT

Option C D Excerpt - ‘Tommy yawned as the speaker went on and on about … exercising more’, ‘if he walked quickly, he could get to the takeaway and buy chicken wings, noodles and an ice-cream’ Meaning ✓ He is not learning anything, therefore it is unlikely he will benefit from the seminar. x He is not interested in being more healthy because he thinks being healthy means not having any fun. You may be asked to comment on a writer’s purpose, tone and/or attitude. Use logic, context and general knowledge to answer such questions. - ‘Was there nothing fun that was healthy?’ U2.7 BACK PREVIOUS

 extended response questions

. Review the strategy below that you learned in Book 4
 Review the strategy below that you learned in Book 4 for tackling this question type. STRATEGY  Read extended response questions carefully.   Note the marks allocated – this may tell you how many points are needed in your answer. to answer extended response questions U2.8

Example Question: In what ways is a person’s body like a car? (3 marks) Is your engine running smoothly? Do you frequently stall? No – we don’t mean your car, we mean your body! Your body is like a finely tuned car engine. It needs good quality fuel to run efficiently, and it needs to be looked after with love and attention. If you neglect your car – it will break down. But … and this is a BIG but … a car can have parts removed and replaced; your body can’t. You only have one  make the most of it! U2.8

STEPS 1 To complete a conversation, first read the entire conversation carefully. Then read the information you are given in the words & expression box.  Read the question and then the text. Note how many marks the question is worth.   Look through the text to find three pieces of information that compare a car to a person’s body: • needs good quality fuel • needs to be looked after with love and attention • if you neglect it, it will break down U2.8

U2.8  Use the question and your points to write your answer. STEP
A person’s body is like a car – both need good quality fuel and to be looked after with love and attention. In addition, if a person neglects his or her body, it will break down just like a car would. U2.8

 short response questions

 Review the strategy below that you learned in Book 4 for tackling short response questions. U2.9

U2.9  Read short response questions carefully.
STRATEGY  Read short response questions carefully.   Identify the key information you need to look for. to answer short response questions Write a short response, not a long and detailed answer. Do exactly what the question asks you to do – if you are asked for two pieces of information, give two. U2.9

Activity 3 Read the following article and then answer the questions. U2.9

Do you sleep enough? Shockingly, most students neglect this important part of their health and well-being. How do they hope to achieve good results at school when they’re tired – even before the school day starts! Students will tell you how important their diet is, how they must exercise regularly to maintain their health and how important studying is. Do any of them mention sleep? No, but they’ll tell you they’re tired and that they sometimes fall asleep in class! A chronic lack of sleep has serious side-effects. These include drowsiness, irritability, forgetfulness, inability to concentrate, weight gain, depression … and more! So next time you feel tired and drowsy – consider getting a good night’s sleep … ZZZZZ U2.9

U2.9 persuasive (The writer thinks) Most students would say no.
1. How would you describe the tone of this text? 2. What does the writer think most students would say if asked, ‘Do you sleep enough?’ persuasive (The writer thinks) Most students would say no. U2.9

U2.9 (Choose ONE only) drowsiness, irritability,
3. Name one side-effect of insufficient sleep. The question asks for one item – only write one! (Choose ONE only) drowsiness, irritability, forgetfulness, inability to concentrate, weight gain, depression U2.9

 matching questions U2.10

 Review the strategy below that you learned in Book 4 for tackling matching questions. U2.10

U2.10 to answer STRATEGY matching
Read all parts of the question carefully before beginning your answers. to answer matching questions DON’T write your answers before you have finished reading. If you do this, you may find there are parts you cannot find an answer for when you reach the end of the question. U2.10

Activity 4 Read the text and then answer the question. U2.10

Question: Match each sentence with the correct person from
Question: Match each sentence with the correct person from the list below. Write A, B and C in the appropriate spaces. Tommy Mr Wong Ms So A is concerned about Tommy’s eating habits. B decided to eat the healthier lunch option. C is worried about Tommy’s health. B A C TEXT U2.10

U2.10 You may have a question that asks you to match
replies or responses to messages or paragraphs. Use the same strategy to answer this type of question. U2.10

U2.10 As soon as the bell rang, Tommy leapt from his chair. He was
one of the first students out of the school gates and he walked as fast as he could to the takeaway. U2.10 BACK NEXT

U2.10 As he pushed the door open, he could smell the chicken wings,
and his stomach growled in response. He felt hot and uncomfortable and his chest ached from the effort needed to walk to the takeaway. Mr Wong approached him and said, ‘Hey Tommy, how about rice instead of noodles? You’ve had fried noodles three times this week already. You could have fish with the rice. Maybe an apple instead of an ice cream?’ U2.10 BACK NEXT PREVIOUS

U2.10 Tommy was surprised, but thought, ‘Why not?’
As he walked slowly back to school, Tommy wished he could walk faster. He wished he could play basketball with the other boys, he wished he could do many things. But his chest ached, his breathing was laboured, and his legs were already aching. U2.10 BACK NEXT PREVIOUS

U2.10 As he came through the school gates, he bumped into his
teacher, Ms So. ‘Tommy – I’m worried about you. You’re gaining weight very fast, and I’ve noticed that you’re finding it hard to even walk short distances. I think we need to meet for a talk after school.’ U2.10 BACK PREVIOUS

Activity 5 Here are some comments from students about a health promotion week in their school. Read them carefully. Answer the example short response question that follows. U2.11

A. Wasn’t Health Promotion Week fun? I really enjoyed all the activities and learned so much. It was great to learn more about healthy eating. I feel motivated to make some big changes to my lifestyle! B. I also loved it! It was great to try many different kinds of sports and activities. I learned lots about what snacks are healthy! C. Do you think we could have a follow up noticeboard? It could have messages and tips on it about what small healthy changes we could make each week. Then we can continue to make healthy changes in our lives. D. Do other schools hold Health Promotion Week? It would be good to know what other schools do, and also if it was possible to run some shared activities. U2.11

Read the entire question before you begin writing your answers.

Question:. Read the following replies, matching each with ONE
Question: Read the following replies, matching each with ONE of the messages from the text above. Use each letter once only. The first one is given to you as an example. U2.11

I think they do – I have friends in different schools who say that they also have a Health Promotion Week. I’ll ask them what they do and let you know. D Mmm – it was good, but not that good … I enjoyed it but I think only being healthy for one week is not very useful. A COMMENTS U2.11

A. Wasn’t Health Promotion Week fun? I really enjoyed all the activities and learned so much. It was great to learn more about healthy eating. I feel motivated to make some big changes to my lifestyle! B. I also loved it! It was great to try many different kinds of sports and activities. I learned lots about what snacks are healthy! C. Do you think we could have a follow up noticeboard? It could have messages and tips on it about what small healthy changes we could make each week. Then we can continue to make healthy changes in our lives. D. Do other schools hold Health Promotion Week? It would be good to know what other schools do, and also if it was possible to run some shared activities. U2.11 BACK

U2.11 C Great idea! We’re supposed to learn from the
activities and then try to continue to be healthy. It’s not just for one week – it’s one week to show us what we can do to be more healthy. I’d love to read tips and messages that help me maintain a healthier lifestyle. C COMMENTS U2.11

U2.11 B I learned a lot about snacks too, but I think we
should try to make small healthy changes all the time, and not just during Health Promotion Week. I would like to take part in different sports and activities regularly! B U2.11 COMMENTS

WRITING Giving advice U2.12
You may have received letters or s from friends asking for advice. You may have written an or a letter where you gave advice. Letters or s that give advice may be semi-formal or informal, depending on the situation. They usually try to help someone deal with a problem. U2.12

U2.12 When writing a letter or email that gives advice, you should:
• be sympathetic Show sympathy for your reader’s problem(s). • be constructive Give useful comments and useful suggestions. • support the reader Offer advice to a friend – he or she will appreciate your support. • offer encouragement Encourage your reader to have hope and be positive. U2.12

Format & language choices
Format & language choices A letter or an giving advice could be a personal letter or . The format and language choices for these are the same. The tone should be sympathetic and persuasive. You can decide which format* you would like to use. It is important to be consistent and not mix formats together. * Refer to the Writing Templates for two common formats used in writing letters/ s. U2.12

1 U2.12 Getting ready to write Plan
Ask yourself questions when you are planning, for example, • Who are you writing to? • What is the relationship between you and your reader? • What format are you going to use? • What is the purpose of your writing? • What information do you need to include? • What will be the tone of your letter or ? U2.12

2 Organise Review the language choices below to see how they fit into the organisation of your content. U2.13

U2.13 Language Examples Organisation Salutation Dear/Hi (given name)
Opening Thanks for your … Thanks for your letter … You seem to be worried about … I’d like to give you some suggestions that might help. Can I give you some advice? U2.13

U2.13 You mentioned that … Body I understand how you must feel …
As for your worries about … I suggest that … Regarding … You might try to … Have you thought about … As for the problem with … Why don’t you try … I think you should … U2.13

U2.13 Closing remark I really hope my advice is useful.
I don’t think you should worry so much about … Hopefully, things will improve/start to get better very soon. Complimentary close & name Regards Best wishes Love All the best Yours sincerely* *Note: ‘Yours sincerely’ is formal. You would not use this if you were writing to your friends or your family. U2.13

3 Draft Let’s look at a sample letter of advice. U2.14

U2.14 Situation: Your friend, Susan, has sent you a letter saying
that she is very worried about her exams. She studies until midnight every night and then gets up early to study before school. She feels depressed because her grades are dropping, even though she is working so hard. Write a letter to your friend giving her advice. U2.14

U2.14 Hi Susan Thanks for your letter. I’m very sorry
to hear that you’re feeling depressed and tired. You’re working very hard, but are you working efficiently? Can I give you some advice? salutation opening - refer to letter, state writer’s purpose U2.14

You mentioned in your letter that you study after school and also each morning before school. This is fine, but make sure you get enough sleep. If you don’t have enough sleep, you won’t be able to concentrate. You may start to feel depressed and irritable, and your grades may start to drop. I think this is what you’re experiencing. body - each problem is dealt with in a paragraph; the suggestions and comments are sympathetic, constructive, supportive and encouraging U2.14

Why not set a time limit on your studies. Try studying only from 6
Why not set a time limit on your studies? Try studying only from pm in the evening. Once you finish studying, perhaps you could do some light exercise or chat with your family and relax? Try to get to bed at a reasonable time. You will wake up feeling refreshed and ready for school. body - each problem is dealt with in a paragraph; the suggestions and comments are sympathetic, constructive, supportive and encouraging U2.14

I’m worried that you’re getting up too early in the morning
I’m worried that you’re getting up too early in the morning. Instead of getting up early to study before school, why not read when you are travelling to school? For example, you could read on the MTR. As for your falling grades, I think these will improve when you get enough sleep. I also get stressed because of my grades, so I understand how you feel. body - each problem is dealt with in a paragraph; the suggestions and comments are sympathetic, constructive, supportive and encouraging U2.14

* Drop me a line = write to me
Try my suggestions and see how you get on. I’m sure things will improve soon! But remember – don’t suffer in silence – talk to someone to help work things out. Any problem can be overcome with a little help. That’s what friends are for! Drop me a line* to let me know how things are going. Best wishes Sam closing remark - expresses hope and is encouraging complimentary close name U2.14

4 Check & edit This is an essential step in the writing process. Many students read their work but they do not check it. First, check that your writing is complete. Then edit it and check your language use. Make sure the tone of your writing is appropriate. U2.15

Activity 6 Your friend, Michael, has stopped exercising and is eating lots of fast food and junk food. You have noticed that he is gaining weight and seems quite miserable. You know how much he loves playing table tennis and he has stopped playing. Write an to your friend giving him advice. Use the notes in the blue column to guide your writing. U2.15

U2.15 that you are Salutation Opening Hi Michael
<refer to situation/ background; state writer’s purpose> Hi Michael I’m sorry that you haven’t been playing table tennis lately – the team is missing you! But actually Michael, I’m a little worried about you. I hope you don’t mind me saying this, but I’ve noticed that you are gaining weight and seem quite miserable. Can I give you some advice? U2.15

Body <each problem is dealt with in a paragraph; the suggestions and comments are sympathetic, constructive and supportive> It’s quite hard sometimes to just eat healthy food and stay away from junk food or fast food. Yes, it’s tasty but it’s not good to eat it every day. I also love fast food, but I only allow myself to have it once a week. U2.15

U2.15 Do you buy your breakfast on the way to Body school?
<each problem is dealt with in a paragraph; the suggestions and comments are sympathetic, constructive and supportive> Do you buy your breakfast on the way to school? There’s a great shop nearby that sells congee, different kinds of fresh fruit juice and fruit. I buy my breakfast there each day. I have more energy in the morning during class, and I’ve found this is also a nutritious meal that helps me maintain a healthy body weight. U2.15

U2.15 At lunchtime I allow myself to only have Body
<each problem is dealt with in a paragraph; the suggestions and comments are sympathetic, constructive and supportive> At lunchtime I allow myself to only have one serving of food in the canteen. I adore chicken wings and noodles, but I make sure I don’t have seconds! Then after lunch, I walk around the playground or play table tennis. I find this helps control my weight and I also get some exercise. Why don’t we do this together? U2.15

U2.15 Finally – table tennis, Michael! You LOVE Body
<each problem is dealt with in a paragraph; the suggestions and comments are sympathetic, constructive and supportive> Finally – table tennis, Michael! You LOVE it but you’re not playing. I think you feel that because you’ve gained weight, you’re going to be no good at it. But that’s not true! We all miss you and want you to come back and play. Why don’t you join us after school and play? You’ll get fitter and feel better if you do this regularly. U2.15

U2.15 Closing remark Losing weight can be tough. But you can do it!
<the comments express hope and are encouraging> Complimentary close & name Losing weight can be tough. But you can do it! Cheers! Charles Try my suggestions and see how you get on. Problems can be overcome with help, and that’s what friends are for! Try out the breakfast I suggested. See if you like it and keep me posted. U2.15

Argumentative writing: two-sided arguments
You have learned that argumentative writing is persuasive writing in Book 4. In this unit, you are going to learn how to write a two-sided argument. U2.16

An issue or a topic can be seen from more than one point of view
An issue or a topic can be seen from more than one point of view. In the Exam, you may be asked to discuss a topic. Your answer will need to be a two-sided argument. This should show different points of view so that it is objective. A two-sided argument could be written as a: • debate speech • presentation speech U2.16

U2.16 A two-sided argument: • must present different sides of an issue
• can have an opinion U2.16

U2.16  Deciding on structure
If you have an opinion on a topic or an issue given in a question, you have a choice in how you write your answer. You can: • present both sides and write objectively (i.e. do not give your point of view) OR • make your point of view clear (subjective) U2.16

If you choose to make your point of view clear, be sure to respect other points of view; however, you can still challenge and refute (prove wrong) them. This is common in debates. U2.16

U2.16  Presenting opinions
When writing a two-sided argument, you can present your own ideas as well as the ideas of others. You can use other people’s ideas as counter-arguments or to back up your point of view. U2.16

‘The best way to keep fit is to go on a diet.’
The debate speech below is in response to the motion: ‘The best way to keep fit is to go on a diet.’ U2.17

Read the speech and decide if it is objective or subjective
Read the speech and decide if it is objective or subjective. Write your answer in the space provided at the end of the speech. U2.17

‘The best way to keep fit is to go on a diet.’
People living in modern cities are often faced with the problem of being physically unfit, and some believe that the best way to address this is to go on a diet. There are, however, other better and healthier ways in which to get fit. title introduction • gives background information • presents argument and other point(s) of view U2.17

U2.17 Dieting usually means eating less. Many people who
live and work in cities in fact do eat too much. They also do not do much, if any, exercise. Over-eating and a lack of exercise is how they become unfit. Dieting does not help a person become fit, it will only result in weight change. Fitness means being physically healthy and strong. In fact, some people can be physically healthy and strong, but also be a little overweight. Fitness requires exercise, and it is important that people exercise regularly. body • Objective? (strikes a balance in the number of arguments ‘for’ and ‘against’ the motion) OR • Subjective? (writer’s point of view has more points supporting it) U2.17

U2.17 Exercise requires energy and energy comes from
food. If someone reduces their food intake through dieting, they may not have enough energy to exercise. This is not a healthy way to live and can result in tiredness and a lack of energy. Too much exercise can also be just as unhealthy. Intense exercising to control body weight can be dangerous. Our bodies need time to rest and recover. Too much exercise can lead to exhaustion and injuries, among other things. body U2.17

To conclude, dieting to get fit is foolish and can have
negative side-effects. Instead, people need to ensure that they do not over- or under-eat. In addition, a healthy diet should accompany regular exercise. This is the best way to be both fit and healthy. conclusion • Objective? (gives objective comments for both sides) • Subjective? (sums up the arguments only for the writer’s point of view) OR This speech is . subjective U2.17

Activity 7 Read the following statements. Is the writer presenting his/her own idea or another person’s idea? Tick the appropriate box for each statement. U2.18

U2.18 Writer’s idea Other people’s idea ✓ ✓ ✓ ✓ ✓ ✓ ✓
Some people argue that slimming pills are the best way to lose weight. Some people believe that the best way to keep fit is to go on a diet. Fitness means being physically healthy and strong. Something should be done to reduce obesity in young people. It has been said that today’s teenagers spend too much time indoors. According to research, being happy can help you live longer. Getting enough sleep is important. ✓ ✓ ✓ ✓ ✓ ✓ ✓ U2.18

 Language choices Your language choices and language use is important when writing a two-sided argument. You should: U2.18

U2.18 have balance in your writing
Express your opinion, but do not ridicule other opinions. Use phrases such as: On the one hand … Conversely … Some people believe that … On the other hand … In fact … Some people argue that … U2.18

U2.18 not appear overly-confident
Be careful not to sound arrogant when you state your opinions and views. To prevent this, use phrases such as: Perhaps … There might be … Maybe … There may possibly be … It could be claimed that … U2.18

U2.18 use rhetorical questions
Do tired students perform well in school? Of course not … Is being under-weight healthy? In fact, being under-weight has serious medical side-effects and is not at all healthy … Remember: do not use too many rhetorical questions in your writing. U2.18

use alliteration Alliteration is a repeated sound at the beginning of words. Including alliteration in your writing can give it more impact, e.g., Dozing and daydreaming students do not perform well in school. She loves funny photographs.* * ‘funny’ and ‘photographs’ both begin with the sound /f/ U2.19

U2.19 use figurative language
Try using similes, metaphors and personification, e.g., He is so thin, he looks like a chopstick! (simile) The battle between fast food and healthy food is only just beginning. (metaphor) The fried noodles called her name as she walked past the shop. (personification) Never translate figurative language from your home language to English – it is unlikely to make sense! Also, try not to use too much figurative language as it can make your writing hard to understand. U2.19

U2.19 pay attention to the tone of your writing
The language you use will reflect the tone of your writing. The tone of your writing will reflect your point of view, e.g. Shockingly, Worryingly, Sadly, Language choice (tone) concerned troubled shocked/horrified many students do not know how to study effectively. U2.19

U2.19 use strong verbs and adjectives
If you use strong verbs and adjectives, your opinions and point of view will appear stronger. However, remember that strong verbs and adjectives must be used in a polite and appropriate way. U2.19

EXAMPLES strong verbs and adjectives U2.19
(stronger) Many people say … Many people claim … Our health is important. Our health is vital. One surprising fact is that … One shocking and revealing fact is that … EXAMPLES U2.19

Activity 8 Read the following discussion topic: U2.20

‘Slimming pills should be banned.’ Discuss.
Below are notes for this topic. Use the notes to write a discussion speech. Note that there are more points ‘for’ than ‘against’ the motion. ‘Slimming pills should be banned.’ Discuss. U2.20

U2.20 FOR • benefits are short term
• four out of ten people in recent survey said the pills worked at first and 50% of them said pills stopped working • studies show pills contain chemicals that add toxins to people’s bodies; these cause headaches, indigestion and sometimes more serious health problems • a recent television documentary discovered many slimming pills come from unknown sources and are manufactured in unhygienic conditions • many doctors say there’s no medical evidence that slimming pills work • a lot of evidence of side effects FOR U2.20

U2.20 AGAINST • work when taken under supervision
• many slimming pill manufacturers use natural ingredients that are safe and don’t produce side effects • manufacturers of slimming products say their products are safe if taken according to instructions AGAINST U2.20

‘Slimming pills should be banned.’ Discuss.
Taking slimming pills has become very popular in recent years. The media is full of slimming pill advertisements that target people who are desperate to change their physical appearance. However, there have been reports that many slimming pills have caused serious side effects. Is it time these pills were banned? U2.20

Many advertisements for slimming pills boast that their ‘miraculous’ pills ‘really work’. It may be true that some of these pills are effective when they are first taken. However, such benefits are in fact short-lived. According to a recent survey, four out of ten people said the pills worked at first, but not over a long period of time. In fact, 50 percent of these interviewees said the pills stopped working. U2.20

Often slimming pill manufacturers declare that their products only contain natural ingredients that are safe and that don’t produce negative side effects. Studies, however, show that many pills contain chemicals that add toxins to people’s bodies, causing headaches, indigestion and sometimes even more serious health problems. Furthermore, a recent television documentary discovered that many slimming pills come from unknown sources and are manufactured in unhygienic conditions. U2.20

Manufacturers for slimming products claim that if their products are taken according to their instructions and under supervision, then they are safe. Many doctors disagree with this claim, stating that there is no medical evidence proving slimming pills actually work. Moreover, there is a considerable amount of evidence showing their side effects. U2.20

Should slimming pills be banned
Should slimming pills be banned? The medical profession and slimming pill manufacturers hold completely different points of view on this. Until there are clearer results available to prove the effectiveness of slimming pills, the health risks and side effects may be too high a price to pay simply to lose weight. U2.20

PRACTICE PAPER

PAPER 1

Part A P.1 Read Text 1 and answer questions 1-29. (64 marks)
Part A is compulsory – you have to attempt all questions in it. Read Text 1 and answer questions (64 marks) TEXT 1 P.1

P.1 1. What does the article primarily discuss?
A. the obesity problem in America B. the proposal of a soft-drink tax C. the Pigovian tax and how it works D. the Centers for Disease Control and Prevention A B C D P.1

P.1 2. In which section of the newspaper would this text be featured?
A. Business B. Education C. Health D. Entertainment A B C D P.1

3. Look at the expression ‘an uphill battle’ used in the subheading
3. Look at the expression ‘an uphill battle’ used in the subheading. Decide which of the definitions below is closest in meaning. A. a profit maker B. a tough struggle C. an economic crisis D. a challenging game A B C D P.1 TEXT 1

P.1 4. Which of the following best describes Peter Kammerer’s job?
A. economist B. dietician C. journalist D. researcher A B C D P.1

5. According to paragraph 1, what did the writer think caused his weight problem?
i. Genetics. ii. Poor eating habits. iii. The nature of his work. A. (i) and (ii) only. B. (i) and (iii) only. C. (ii) and (iii) only. D. All of the above. A B C D P.1 TEXT 1

6. Find words in paragraphs 1 and 2 which could be replaced by
6. Find words in paragraphs 1 and 2 which could be replaced by the following: (4 marks) a. new __________________________ b. effect __________________________ c. primary issue __________________________ d. nearly, on the brink of __________________________ (1) novel (line 14) (1) avail (line 5) (1) priority (line 11) (1) borderline (line 3) P.2 TEXT 1

7. Peter Kammerer notes his soft drink drinking habit has undergone several phases. Complete the summaries below by underlining the correct options. One has been done for you as an example (6 marks) P.2

P.2 Peter Kammerer drank one or two cans of soft drinks
1st phase Peter Kammerer drank one or two cans of soft drinks ( sometimes / every day ) at work. The drinks made him feel better and he felt that they would help ( boost / boast ) his mental energy levels. (lines 34-35) (1) (lines 33-34) P.2 TEXT 1

drinks were a ( minor / major ) cause of weight gain, he switched to
2nd phase He was trying to ( lose / put on ) weight and, after learning that soft drinks were a ( minor / major ) cause of weight gain, he switched to ( herbal / diet ) drinks as he thought they would help him lose weight. (1) (lines 35-36) (1) (lines 29-31) (1) (lines 35-36) P.2 TEXT 1

P.2 He happened to read about US President Obama’s plan of
3rd phase He happened to read about US President Obama’s plan of ( introducing / banning ) a soft-drink tax. Since then, he has been drinking ( juice / water ). (1) (lines 13-16) (1) (lines 88-89) P.2 TEXT 1

8. Name two ingredients generally found in soft drinks,
8. Name two ingredients generally found in soft drinks, according to paragraph 4. _______________________________________________ (0.5) high fructose corn syrup (line 28), (0.5) caffeine (line 29) P.2 TEXT 1

9. What do the following figures refer to. Write your answers in
9. What do the following figures refer to? Write your answers in the spaces below (3 marks) a. US$24 billion _______________________________ _______________________________ b. US$1 trillion _______________________________ c. US$150 billion _______________________________ (1) amount raised from a 3 US cent tax on sodas (line 20) (1) amount needed for health care reforms (lines 21-22) (1) annual cost of obesity related illnesses (lines 84-85) P.2 TEXT 1

What does the writer’s use of the word ‘generously’ in line 27 tell the reader about his opinion on the amount of sweeteners in soft drinks? _______________________________________________ The writer uses the word ‘generously’ to tell the reader that he thinks that there is too much sweetener in soft drinks. P.3 TEXT 1

11. Find expressions in paragraphs 5 and 6 which mean the
11. Find expressions in paragraphs 5 and 6 which mean the opposite of these words: (2 marks) a. few ________ __________ _________ b. a dampener ________ ____________ (1) a host of (line 38) (1) a pick-me-up (line 33) P.3 TEXT 1

12. Decide whether the following statements are True, False or the information is Not Given. Put a tick (✓) in the appropriate column (4 marks) True Statement False NG Research proves that diet soft drinks cause obesity. Peter Kammerer supports taxing sugar, rum and tobacco The only reason for a soft-drink tax is to generate revenue. Adam Smith suggested taxing non-essential goods. (1) ✓ (lines 53-54) (1) ✓ (1) ✓ (lines 22-25) (1) ✓ (lines 60-67) P.3 TEXT 1

P.3 13. What does ‘They’ in line 57 refer to?
_______________________________________________ diet-labelled drinks (lines 56-57) P.3 TEXT 1

P.3 14. What can ‘Yet’ in line 74 be replaced by? A. In short
B. Secondly C. However D. In addition A B C D P.3 TEXT 1

P.4 15. What is the writer’s attitude towards a soft-drink tax?
A. neutral B. positive C. negative D. doubtful A B C D (lines 94-95) P.4 TEXT 1

16. According to the information given in the article, how will the following people react to/benefit from the proposed tax on soft drinks? (3 marks) P.4

P.4 (1) They will drink less soft drinks.
Consumers _______________________________________ _________________________________________________ Sugar farmers _____________________________________ US government ____________________________________ (1) They will drink less soft drinks. (lines 22-23)/They will have a strong reaction to paying more. (lines 80-82) (1) They will oppose it because it reduces demand for their product. (lines 78-80) (1) The tax will help cover the cost of expanding health insurance coverage for all Americans. (lines 85-87)/It will help pay for US health care reforms. (lines 19-22) P.4 TEXT 1

17. Complete the following summary of paragraphs 6-7 of the newspaper article. Use ONE word for each blank. (Hyphenated words counts as one word.) Make sure your answers are grammatically correct (16 marks) P.4

(1) counterparts (line 41)
Various studies in the _______________ have provided to a ______________ between soft drinks and ____________ One study noted that an _______________________ teenager today weight an average of __________________ kg more than their _____________________ from ________________ years ago, even though the modern day teenager isn’t significantly ________________ . (1) US (line 38) (1) link (line 54) (1) obesity (line 55) (1) 18-year-old (line 40) (1) 6/six (line 42) (1) counterparts (line 41) (1) thirty (line 41) (1) taller (line 40) P.4 TEXT 1

However, over this same period, the daily _______________ consumption from soft drinks has leapt from _____________ to ______________ . In addition, another study by the University of Texas has yielded some surprising results: ___________________ __________________ ________________ were found to pose a bigger ________________ risk than the ‘regular’ ____________________ ones, (1) calorie (line 43)/ caloric (line 43) (1) 70 (line 44) (1) 190 (line 45) (1) diet soft drinks (line 47) (1) health (line 48) (1) sweetened (line 48) P.4 TEXT 1

(1) diet-labelled (line 56)
possibly because people ____________________ the _________________________ one as slimming products. (1) mistook (line 56) (1) diet-labelled (line 56) P.4 TEXT 1

18. Which of the items shown in the pictures below would the economist Arthur Cecil Pigou advocate as ‘proper objects of taxation’? Mark each picture with a tick (✓) in the box if it falls into this category and a cross (✗) if it does not. (5 marks) P.5

P.5 X (1)  (1) X (1) A B C TEXT 1 (para 8/line 70)
(para 8/lines 67-68) X (1) (para 8/line 70) P.5 TEXT 1

E D  (1) (para 8/line 70)  (1) (para 8/lines 67-68) P.5 TEXT 1

Two friends are discussing Peter Kammerer’s article
Two friends are discussing Peter Kammerer’s article. Complete their conversation with suitable words or expressions from the box below. Use each answer ONCE only. The first one has been done for you as an example (11 marks) P.6

I didn’t know that ____________
I didn’t know that ____________ . These drinks are putting people’s health at risk! And it (19) __________ . Obesity can lead to diabetes and heart disease. This (20) ___________ increases medical costs, (21) ____________ ? D (i) This speech act reflects the content of paragraph 2 of the source text. (ii) The second sentence begins with ‘these drinks’ – this refers to ‘drinks’ that have just been mentioned. Look for a phrase that begins with a plural noun – ‘drinks’ or ‘soft drinks’. (1) B (1) K (1) G OPTION P.6

P.6 A – that’s why B – gets worse
C – do you D – soft drinks could cause obesity E – since the introduction F – to also promote G – doesn’t it H – bring in substantial revenue I – dropped by J – compare it to K – in turn L – so perhaps P.6 BACK

(22) __________ I strongly agree with Obama’s plan to tax soft drinks
(22) __________ I strongly agree with Obama’s plan to tax soft drinks. It has the potential to (23) __________ for the government. But I think the aim of taxing unhealthy soft drinks is not just to generate cash, but (24) __________ a healthy lifestyle. (1) A (1) H (1) F OPTION P.6

I see what you mean, but I don’t think it is likely that it will help cut down people’s soft drink consumption, (25) __________ ? Actually, I think it’ll work. You can (26) _________ Hong Kong’s tax on plastic bags. (27) _________ of the environmental levy, plastic bag consumption at two major supermarket chains has (28) _______ 90%! (1) J (1) E (1) C (1) I OPTION P.6

P.6 (29) __________ a soft-drink tax would work! (1) L OPTION
END OF PART A OPTION P.6

P.7 Part B1 Read Text 2 and answer questions 30-41. (46 marks)
Choose either Part B1 (easy section) or Part B2 (difficult section). Part B1 Read Text 2 and answer questions (46 marks) TEXT 2 P.7

P.7 30. What does Pamela do? A. gives advice to people
B. publishes her own stories C. maintains a website D. comments on current affairs A B C D P.7

(line 4 + content of letters)
31. What type of content do the letters feature? A. tips about looking good B. comments, personal stories, worries C. personal experiences related to losing weight D. the definition of beauty in today’s society A B C D (line 4 + content of letters) P.7 TEXT 2

P.7 32. What does ‘they’ in message ‘A’, line 9 refer to?
_______________________________________________ contact lenses (line 8) P.7 TEXT 2

33. Look at how ‘overwhelming’ is used in message ‘C’ and decide which of the definitions below is closest in meaning. A. confusing B. powerful C. intimidating D. fascinating A B C D (line 14) P.7 TEXT 2

34. Decide whether the following statements are True, False or the information is Not Given in message ‘C’. Put a tick (✓) in the appropriate column (3 marks) True Statement False NG The writer is going to go on diet. The writer’s friends advise her to work on her weight. 54 kg is considered overweight for people of 155 cm. (1) ✓ (lines 17-18) (a) (1) ✓ (line 17) (b) (1) ✓ P.7 TEXT 2

35. In message ‘D’, what does ‘don’t judge a book by its cover’ mean?
_______________________________________________ don’t judge a person by how they look/their physical appearance P.7 TEXT 2

36. Which words or expressions in message ‘E’ mean the same as the following: (3 marks)
a) chose ____________ _____________ b) bothered __________________________ c) the second choice ____________ _____________ (1) opted for (line 24) (1) troubled (line 23) (1) the latter (line 24) P.8 TEXT 2

P.8 37. Why did the writer of message ‘F’ write the letter?
A. to ask for help B. to thank Pamela C. to share his problems D. to recommend good eating habits A B C D (lines 27&29) P.8 TEXT 2

38. Look for words in message ‘G’ which are the opposite in meaning to: (3 marks)
a. thickset _____________________ b. occasionally _____________________ c. drained _____________________ (1) slender (line 31) (1) regularly (line 31) (1) refreshed (line 32) P.8 TEXT 2

39. Complete the summary of message ‘B’ and ‘H’ below
39. Complete the summary of message ‘B’ and ‘H’ below . Use ONE word for each blank. (Hyphenated words counts as one word.) Make sure your answers are grammatically correct (14 marks) P.8

P.4 Dorothy has a body _______________ problem. She is
______________ that her upcoming ___________________ , which is her first, ,may not be _______________________ . This is causing her a lot of __________________ - she doesn’t want to waste her _____________________ if there is no ____________________ afterwards. (1) hair (line 10) (1) afraid (line 12)/ worried (line 12) (1) treatment (line 12) (1) successful (line 13) (1) angst (line 10)/ anxiety (line 10) (1) money (line 13) (1) difference (line 12) P.4 TEXT 2

Belinda’s concern is with a treatment programme she has _____________________ on. She wants to _____________ from the programme for which she has paid a big ___________________ . She believes that the _____________________ centre has ___________________ her treatments deliberately to make her miss her monthly weight-loss _________________ , thereby losing her chances to claim the full _________________ she was promised. (1) signed (line 35) (1) withdraw (line 38) (1) deposit (line 35) (1) slimming (line 37) (1) reduced (line 37) (1) target (line 37) (1) refund (line 34) P.4 TEXT 2

40. Pamela has written replies for each of the letters she received
40. Pamela has written replies for each of the letters she received. Read the following replies, matching each with ONE of the letters on pages 6-7 of the ‘Reading Passages’ pack. Use each letter once only. The first is given to you as an example (7 marks) P.9

Your mother does have a point
Your mother does have a point. If not cleaned properly, contact lens can cause eye infections. Why not talk to your mother and reassure her that you’ll take good care of them? That’s great news! Thanks for telling us about this, and keep me posted about your acne. Maybe other readers with the same problem can also try this. A e.g. (a) (lines 8-9) (b) (1) F (line 28) P.9 TEXT 2

If you do think that they’re deceiving you, you should launch a complaint with the Consumer Council. They are there to protect consumer rights. If you’re having your treatment at a registered centre, you should be fine. Talk to the doctor about your worries when you go for your first treatment, and take his or her advice. (c) (lines 38-39) (1) H (1) B (d) (lines 12-13) P.9 TEXT 2

You sound like a very proactive person – tackling a problem ‘head’ on
You sound like a very proactive person – tackling a problem ‘head’ on! Thanks for sharing your story with us. It’s definitely encouraging to those suffering from the same problem. I’d love to see your new look! I’m pleased to hear from a girl who knows that her health is very important. You’re right; thin and weak is not healthy or attractive. (e) (lines 24-26) (1) E (1) C (f) (line 18) P.9 TEXT 2

Yes, it’s a great form of exercise
Yes, it’s a great form of exercise. I would highly recommend it to all of you. It’s relaxing and a great deal of fun! Your classmates sound very unpleasant. Beauty is only skin deep and we are all unique. If you’re confident, you’ll look beautiful. If your classmates keep on calling you names, you should tell your form teacher as this is bullying. (g) (line 30) (1) G (1) D (h) (lines 19-20) P.9 TEXT 2

41. Complete the information summary below
41. Complete the information summary below. Identify the problems expressed in the letters and if the writers feel positive or negative about their current situations. Quote ONE piece of evidence to justify your response. Write down what each of the writers has done or may do to address their problems. Some of the details have been completed to help you (10 marks) P.10

(1) thinning hair (line 23)
Message Problem D E F __________________________________________________ appearance pressure to lose weight C (lines 15-16) (line 21) (1) thinning hair (line 23) (1) acne (line 27) P.10 TEXT 2

__________________________________________________
Message Feeling D E F __________________________________________________ C positive (1) positive (1) negative (1) positive P.10

Supporting quote from the passage
Message Supporting quote from the passage D E F __________________________________________________ C Some of my classmates call me names and I feel worthless. I feel really good about myself now. (1) my weight is within the normal range (line 18) (lines 19-20) (lines 24-25) (1) I’m hoping my condition will keep on improving. (line 28) P.10 TEXT 2

(1) plastic surgery (line 21) (1) shaved his head (lines 23-24)
Message Solution D E F __________________________________________________ C maintain a healthy weight (line 18) (1) plastic surgery (line 21) (1) shaved his head (lines 23-24) (1) changing eating habits/avoid greasy and spicy foods (line 28) END OF PART B1 P.10 TEXT 2

Part B2 Read Text 3 and answer questions (18 marks) TEXT 3 P.11

P.11 42. Where does the main character of the song come from?
________________________________________________ England (line 4) P.11 TEXT 3

43. Which verse does each of the following descriptions refer to
43. Which verse does each of the following descriptions refer to? Write the correct numbers (1-4) in the spaces below. One has been done for you as an example (4 marks) ______ The lyricist first defines what makes a heroic person. ______ The lyricist first mentions his/her lawful status in New York. ______ The lyricist compares his/her eating habits to those of a New Yorker. ______ The lyricist talks about personal qualities that he/she feels are not common in New York. ______ The lyricist describes himself/herself strolling down a street. refrain (1) 3 (1) 1 (1) 4 (1) 2 P.11

P.11 44. According to the song, in which city is Fifth Avenue?
________________________________________________ New York (lines 4-5) P.11 TEXT 3

P.11 45. What are the four virtues mentioned in the song? (2 marks)
b. _________________________ c. _________________________ d. _________________________ (0.5) modesty (line 13) (0.5) propriety (line 13) (0.5) gentleness (line 15) (0.5) sobriety (line 15) P.11 TEXT 3

46. Which word is used by the main character to refer to himself as coming from another country?
________________________________________________ alien (refrain, line 1) P.11 TEXT 3

47. Look through ALL the verses of the song for words or expressions to match these definitions: (5 marks) (n) a lack of knowledge d. ________________ (adj) lawful c. ________________ (n) a stick used as an aid in walking b. ________________ (n) a distinctive way of speaking a. ________________ e. ________________ (v) face (1) accent (line 3) (1) a walking cane (line 6) (1) legal (refrain) (1) ignorance (line 11) (1) confront (line 19) P.11 TEXT 3

48. Why do you think the writer regards ‘having manners’ as heroic
48. Why do you think the writer regards ‘having manners’ as heroic? Use a line from the song lyrics as your answer. ________________________________________________ 49. If you were the main character in the song, would you feel positive or negative about your differences? Give a reason for your answer. Write in a complete sentence. (2 marks) _______________________________________________ He thinks/Because ‘It takes a man to suffer ignorance and smile’. (line 11) (sample response) I would feel positive because I enjoy being unique/distinctive. P.12 TEXT 3

P.12 50. What do you think the message of the song is? (2 marks)
________________________________________________ (sample response) Always be yourself no matter where you are or what other people say. End of questions for Text 3 P.12

Read Text 4 and answer questions 51-61. (42 marks)
P.13

P.13 51. This text is about … A. eating disorders
B. Laurie Penny’s fight against anorexia C. causes of obesity in Western countries D. causes of obesity in developing countries A B C D P.13

52. Complete the table below about the people mentioned in the article
52. Complete the table below about the people mentioned in the article. Some answers have been completed as examples. (4 marks) P.13

The project or treatment they were involved in
Laurie Penny co-authored a report on eating disorders (in Hong Kong) Sing Lee an experiment to study the effects of prolonged starvation on healthy male adults The project or treatment they were involved in Who are they Name volunteer participant (1) Harold (line 52) (a) (line 52) (lines 47-48) (1) professor (from the Chinese University of Hong Kong) (grey box) (b) (grey box) (c) (1) accountant (lines 20-21) (d) (1) treated for anorexia nervosa (lines 23-26) P.13 TEXT 4

53. Complete the summary of below of paragraphs 1 -3 of the article
53. Complete the summary of below of paragraphs 1 -3 of the article. Fill in the blanks using words that can be found in paragraphs 1 – 3. Use ONE word for each blank. (Hyphenated words counts as one word.) (10 marks) P.13

(1) psychological (line 11)
In 2001, it was estimated that ____________________ countries contirbuted to a ______________ of the obese adult population. The truth is that ___________________ is an issue common to both __________________ and _______________ countries. In general, the causes of obesity are quite complex – it can be due to ____________________ , _______________ or ________________________ factors, or others. (1) developing (line 3) (1) third (line 3) (1) obesity (line 4) (1) wealthy (line 1) (1) poor (line 1) (1) social (line 11) (1) genetic (line 11) (1) psychological (line 11) P.13 TEXT 4

In the case of poorly developed countries, the picture is more simplistic. Obesity is often linked to limited food choice with low-income families being able to afford cheap food that often has high ___________________ content. This also explains why ____________________ often tied to obesity in certain sectors of society. (1) fat (line 7) (1) poverty (line 5) P.13 TEXT 4

54. According to information from paragraph 5, why did Laurie regard mirrors as her enemies?
________________________________________________ She regarded mirrors as her enemies because they made her conscious of how horrid she looked. (lines 16-18) P.14 TEXT 4

P.14 55. Look at how the words and expressions below are used in the
global obesity gloomy reality glowing intensity globesity 1 Meaning Word / Expression Line 55. Look at how the words and expressions below are used in the article. Decide which of the options provided is closest in meaning and blacken ONE circle only. (3 marks) (a) (1) P.14 TEXT 4

P.14 side effect good value hidden truth by-product 53 Meaning
Word / Expression Line 28 physical discomfort mental pains body pains exhaustion (b) (1) (c) (1) P.14 TEXT 4

56. Here is a list of suggested alterations for a slightly different version of the article. Fill each gap with ONE word. Refer to the paragraph and line number specified for the specific ideas. One has been done for you as an example (6 marks) P.14

Hannah’s eating disorder may have been caused by traumatic ________________ she suffered as ________________ . Her self-esteem was dangerously _______________ and she felt suicidal, attempting to ______________ herself to death. para 8 / lines 37-40 (1) experiences (1) child (1) low (1) starve P.14 TEXT 4

P.14 _________________ this illness having serious
consequences, _________________ family doctors do not take it seriously. para 12 / line 56 (1) Despite (1) many P.14 TEXT 4

P.15 57. Look at how the words/expressions below are used and briefly
14 this eating disorder Reference Word / Expression Line 57. Look at how the words/expressions below are used and briefly explain what they refer to in the article. (3 marks) (1) anorexia nervosa (line 13) (a) P.15 TEXT 4

P.15 (1) starving myself/herself (to death) (line 19)
20 it Reference Word / Expression Line the men 48 (1) starving myself/herself (to death) (line 19) (b) (1) the 36 healthy male adults (line 47) (c) P.15 TEXT 4

58. Look for words from paragraphs 8 and 9 which mean the opposite of the following: (3 marks)
a) care _____________________ b) short term _____________________ c) harmless _____________________ (1) abuse (line 38) (1) prolonged (line 42) (1) lethal (line 41) P.15 TEXT 4

P.15 59. According to the text, what is anorexia nervosa?
________________________________________________ the disorder of chronic self starvation (lines 25-26) P.15 TEXT 4

60. What is the writer’s opinion on dealing with eating disorders?
(2 mark) ________________________________________________ As well as dealing with global obesity, anorexia should also be dealt with (1) as it is one of the most deadly and the subtlest of mental illnesses. (lines 62-63) P.15 TEXT 4

61. Which characters would you attribute the following to. Justify
61. Which characters would you attribute the following to? Justify each of your answers by quoting one sentence or phrase from the text. Some have been done for you as examples. (8 marks) P.16

A: “The clinical profile of eating disorders in Hong Kong is beginning to reflect that of Western countries.” B: “I had expected her to refer me to a specialist for treatment.” C: “The doctor let me go home at the end of nine months, but that wasn’t the end of my treatment.” D: “As a result of the experiment, I’m obsessed with food.” E: “I had no hope. I just wanted to die.” P.16

(1) (professor) Sing Lee
B A Supporting sentence / phrase Most likely speaker (1) I went to my GP early on and told her that I couldn’t eat … Sam (1) A report co-authored by professor Sing Lee from the Chinese University of Hong Kong … (grey box) (1) (professor) Sing Lee (lines 57-58) P.16 TEXT 4

P.16 Supporting sentence / phrase Most likely speaker C D
(1) and another three years to make a full recovery (lines 24-25) (1) Laurie Penny (1) the experiment was highly distressing … food became the one central and only thing really in one’s life (lines 52-53) (1) Harold P.16 TEXT 4

P.16 E Supporting sentence / phrase Most likely speaker
(1) I think I just wanted the physical symptoms to kill me … (line 39) (1) Hannah P.16 TEXT 4 END OF PART B2

PAPER 2

You have two hours to answer Question 1 and ONE question from Part B.
Part A (10% of the subject mark) P.18

P.18 1. Write about 180-200 words on the following topic:
You are chairperson of the Sports Society in school. Sports Day is approaching. Last year many students felt ill after snacking and lunching on crisps, fatty foods and fizzy drinks on Sports Day. In addition, quite a few athletes felt ill during the day and as a result, did not perform well in their events. P.18

You have been asked by the principal to write an information
You have been asked by the principal to write an information leaflet about Sports Day that is going to be posted on your school’s website. Below is the first page of the information leaflet. Complete the second page of the leaflet (shown on page 3) by writing one short paragraph for each of sections 4, 5 and 6. For section 6, you should choose a suitable topic and give a heading. LEAFLET P.18

Your information leaflet is going to be read by all the students in your school, and by anyone accessing your school’s website. Therefore make sure that your tone and language choice are appropriate. P.18

NEED HELP Use the mind map on page 20 to organise vocabulary AND ideas relevant to your writing. ? MIND MAP P.18

P.18 Useful words and phrases tired unfortunately sugar/fat laden
Words used in sample writing highlighted in red. Useful words and phrases tired unfortunately sugar/fat laden affect feel ill healthy and tasty wisely packed lunch good/poor choice healthy healthy lunch expensive and unhealthy exciting feel energised strongly advised/recommended sensibly healthy snacks a lot of fun regrettably greasy and oily plan what to bring P.18

P.18 Useful words and phrases a healthy body and mind
Words used in sample writing highlighted in red. Useful words and phrases a healthy body and mind fresh fruit and seasonal vegetables large amounts of sugar, fat and salt replenish (one’s) energy/water loss comfort/wholesome/junk/fatty food P.18

1. Write about words. P.19

4. Food and drinks: Last year many students brought P.19

5. Junk food and fizzy drinks:
Junk food and fizzy drinks contain P.19

6. Sports Day is a major school event that is a lot of fun for everyone. To ensure it runs smoothly and that you enjoy the day, it is important that you follow the instructions and advice in this information leaflet! P.19 MODEL ESSAY

NEED HELP Underline key information in the question and the information leaflet. Use the mind map below to organise vocabulary AND ideas relevant to your writing. ? MIND MAP P.20

SUGGESTED WRITING PLAN
EXTRA SUPPORT Use the suggested writing plan below to help write your information leaflet. SUGGESTED WRITING PLAN P.20

P.21 Part B (15% of the subject mark)
Write about words on any ONE of the following topics: 2. Learning English through Workplace Communication You are Chris Wong. You work for a newspaper. You have received the following message from your editor. MESSAGE P.21

P.21 Useful words and phrases* schedule seminar effective deadline(s)
Words used in sample writing highlighted in red. * Vocabulary related to the specified Elective printed in bold. For a full listing of useful vocabulary and language examples, refer to the Appendices. Useful words and phrases* schedule seminar effective deadline(s) goals organisation workflow self-starter time management potential strategies efficiently skill disappointed pressure from avoid result in regular breaks focus life skills healthy snacks achieve cope better sufficient sleep P.21

P.21 Useful words and phrases*
Words used in sample writing highlighted in red. * Vocabulary related to the specified Elective printed in bold. For a full listing of useful vocabulary and language examples, refer to the Appendices. Useful words and phrases* practise last minute be exam-smart alert and attentive stressed full potential quiet atmosphere does not guarantee realistic participate in balanced lifestyle use your time wisely exhausted enough space no short cuts optimise/maximise your time ‘all work, no play makes Jack a dull boy’ P.21

NEED HELP ? Use the mind map below to organise vocabulary AND ideas relevant to your writing. MIND MAP P.21

EXTRA SUPPORT Use the suggested writing plan below to help write your article. Remember: the purpose of this article is to inform and motivate readers. SUGGESTED WRITING PLAN MODEL ESSAY P.22

P.23 3. Learning English through Debating
You are working on a project about health and well-being. Your teacher has organised a class debate and the motion is: Under-eating is not as serious as over-eating. Write a debate speech for this motion, clearly stating your opinion, and why. P.23

Words used in sample writing highlighted in red. * Vocabulary related to the specified Elective printed in bold. For a full listing of useful vocabulary and language examples, refer to the Appendices. Useful words and phrases* Good morning/afternoon/evening … Mr/Madam Chairperson Opponents of the motion may argue … I would like to begin by … I would like to first define the motion accept/decline I would like to raise new arguments I agree/disagree with today’s motion floor debate/reply I believe P.23

I would ask you to consider the following … So my (second) point is … Thus my stand towards … Surely … a flawed argument However/Nevertheless … Besides/In addition/Moreover … Similarly … Incidentally … Another point worth considering/mentioning … * Vocabulary related to the specified Elective printed in bold. For a full listing of useful vocabulary and language examples, refer to the Appendices. Words used in sample writing highlighted in red. P.23

Words used in sample writing highlighted in red. Useful words and phrases* tired obesity epidemic In my view … obese chronic disease(s) I would like to emphasise … obesity long-term problems It is worth considering … irritable fit and healthy I would suggest that … excessive lack of energy We need to be aware of … self-esteem unable to study What is the effect of … malnutrition fast food culture It is commonly believed that … * Vocabulary related to the specified Elective printed in bold. For a full listing of useful vocabulary and language examples, refer to the Appendices. P.23

P.23 Useful words and phrases* early death unable to concentrate
Words used in sample writing highlighted in red. * Vocabulary related to the specified Elective printed in bold. For a full listing of useful vocabulary and language examples, refer to the Appendices. Useful words and phrases* early death unable to concentrate balanced diet pressure from magazines If we consider the … peer pressure serious medical problems So to conclude, … heart problems not attractive to be too thin That is, however … I have my reservations about … P.23

NEED HELP ? Use the mind map below to organise vocabulary AND ideas relevant to your writing. MIND MAP P.23

EXTRA SUPPORT Use the suggested writing plan below to help write your debate speech. Remember: a debate speech is argumentative and persuasive, so it should present your opinion and persuade/convince your audience to agree with you. SUGGESTED WRITING PLAN MODEL ESSAY P.24

P.25 4. Learning English through Popular Culture
You are Chris Wong. Many students in your school are not as healthy as they could be. Your class teacher, Ms Fung, has been inspired by Health Buddies, a popular reality TV show which features friends working together to kick unhealthy habits and get in shape. She has suggested that each student choose a Health Buddy in school for one month as part of a Health Buddy Scheme. P.25

P.25 Health Buddies will • help each other make healthy food choices
• support each other’s efforts to be more healthy • encourage each other to do more activities or sports P.25

Choose your Health Buddy and write an to him or her, inviting him/her to be your Health Buddy, explaining the benefits of the Health Buddy Scheme and your ideas on what you could do together. Do NOT write any addresses. P.25

Words used in sample writing highlighted in red. *Vocabulary related to the specified Elective printed in bold. For a full listing of useful vocabulary and language examples, refer to the Appendices. Useful words and phrases* active healthy lifestyles underweight/overweight healthy and strong leisure fad positive influence trendy peer pressure productive public image/opinion pressure/support/acceptance/recognition cult fashionable general (mis)conception social norm reality TV show P.25

P.25 Useful words and phrases* rethink great to … common consensus
Words used in sample writing highlighted in red. *Vocabulary related to the specified Elective printed in bold. For a full listing of useful vocabulary and language examples, refer to the Appendices. Useful words and phrases* rethink great to … common consensus walking health risks healthy lunchbox(es) bonding eating habits will run for nutrition fun activities wouldn’t it be strenuous go swimming take-away food supportive without feeling play table tennis meet up become healthier hang out together revert to (un)healthy snacks motivate others to P.25

P.25 Useful words and phrases* support each other can think about …
Words used in sample writing highlighted in red. Useful words and phrases* support each other can think about … recess and lunchtime boost immune system easy to give in a good example to healthy and productive life eat more/less than we should *Vocabulary related to the specified Elective printed in bold. For a full listing of useful vocabulary and language examples, refer to the Appendices. P.25

NEED HELP ? Use the flow chart below to organise vocabulary AND ideas relevant to your writing. P.25

Who are you & who are you writing to?
Reason for writing P.25

Suggestions & examples
Benefits P.25

EXTRA SUPPORT Use the suggested writing plan below to help write your . Remember: your to your schoolmate is an invitation as well as an exposition so you need to explain ideas with facts and examples. SUGGESTED WRITING PLAN MODEL ESSAY P.26

P.27 5. Learning English through Social Issues
You have read with concern that the number of problems caused by irresponsible social drinking* is rising. You think many teens are misled into thinking some alcohol drinks have low or no alcohol content. In addition, you think that alcohol advertising targets young people, and you believe this is wrong. Write a letter to the editor of your local newspaper about your concerns, the problems that may arise if the number of young drinkers keeps rising, and your suggestions on how to deal with/address this problem. * Social drinking refers to the consumption of alcohol in a measured and responsible manner while interacting with friends/acquaintances. P.27

Words used in sample writing highlighted in red. * Vocabulary related to the specified Elective printed in bold. For a full listing of useful vocabulary and language examples, refer to the Appendices. Useful words and phrases* social obligations/discontentment/upheaval/consequences issues and concerns disgruntled youth unrest and chaos alcohol abuse important to guidance long-term problems drunken independent do not understand consequences mature misleading young and impressionable potential threats alcoholism is a serious addiction lack of education serious repercussions P.27

P.27 Useful words and phrases* alert greatly concerned
Words used in sample writing highlighted in red. Useful words and phrases* alert greatly concerned detrimental dire consequences (an) alcoholic family relationships advertisements misleading packaging sugary taste unwanted pregnancies drink driving decision-making ability strongly suggest irresponsible marketing alcohol poisoning disputes and fights * Vocabulary related to the specified Elective printed in bold. For a full listing of useful vocabulary and language examples, refer to the Appendices. P.27

P.27 Useful words and phrases* the impression that …
Words used in sample writing highlighted in red. Useful words and phrases* the impression that … high risk behaviours loss of consciousness next generation is at risk alcohol is a powerful drug should alert young people to … many young people are unaware … * Vocabulary related to the specified Elective printed in bold. For a full listing of useful vocabulary and language examples, refer to the Appendices. P.27

NEED HELP ? Use the flow chart below to organise vocabulary AND ideas relevant to your writing. P.27

Who are you & who are you writing to?
Reason(s) for writing Facts and/examples P.27

Suggestions + call for action P.27

END OF PRACTICE PAPER (WRITING)
EXTRA SUPPORT Use the suggested writing plan below to help write your letter to the editor. Remember: a letter to the editor is argumentative writing, and argumentative writing is persuasive writing; your letter should present your opinion, and it should persuade/convince readers to agree with you. END OF PRACTICE PAPER (WRITING) SUGGESTED WRITING PLAN MODEL ESSAY P.28

Papers 1 & 2 Reading and Writing

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