5 Vocabulary
Assessment objectives IGCSE examination
AO2 Writing • Paper 3 both sections,
W3 Use a range of appropriate vocabulary or Component 4 Coursework Portfolio
W4 Use register appropriate to audience and context • Papers 1 and 2 will
also award some
marks for the
quality of writing
Differentiated learning outcomes Resources
• All students must use some vocabulary that suits the • Student Book:
need of their intended audience and purpose (Grade pp. 48–9
E/D). • Worksheet:
• Most students should use a range of vocabulary 2.5 Vocabulary
chosen to meet a particular need (Grade D/C). choices
• Some students could use vocabulary that is highly • PPT: 2.5a–e
appropriate for the circumstance and achieves a Other Student Book pages
range of appropriate effects (Grade B/A).
• Writing to
describe, pp. 98–
103
• Narrative writing,
pp. 104–7
Exploring skills
Choosing my words carefully is a well-known phrase in English. It suggests that out of a
range of options, a particular choice was made in order to not hurt someone’s feelings
(you might say There was plenty of space at the meeting rather than Hardly anyone turned
up). As writers, we can make choices constantly to carefully control the impact we
have on the reader.
As a starter ask students to work with a partner to change the words in the following
sentences in order to alter the likely impact of the sentence on the reader. Display the
sentences on PPT 2.5a.
The house was dilapidated and would need completely renovating before we
moved in. [With a bit of work the house would be fine].
The painting was destroyed by the stain that happened when the house was
flooded. [That painting would be lovely in the dark corner of the hall].
The bride was absolutely devastated when she picked up her dress only to find it
was much too long. [A quick hem is all that is needed to make the dress perfect].
Explain that taking time to consider your choice of words is time well spent both in an
English examination and in life outside school.
Key technical skills
Chapter 2
Read through the text in Q1 on Student Book p. 48 with the class and use PPT 2.5b to
annotate the word choices made by its writer. Discuss the thoughts and intentions
that the writer might have had when the text was written.
Building skills
Explain to the class that they are going to be learning how to make an impression as a
writer in this section. They need to decide for themselves if they would rather be
described as ‘nice’, ‘OK’ or ‘all right’, or as ‘inspirational’, ‘innovative’ or ‘unique’?
32 • Lesson 5 © HarperCollins Publishers 2013
Read through the text on Student Book p. 48, and then ask students to work in pairs
to complete Q2 and Q3. During class feedback discuss the replacement choices they
have made and the likely impact of their changes. You could use the example on
PPT 2.5c to model or generate ideas for Q3, if necessary.
Give extra support by ensuring targeted students are secure in their understanding
of word classes and by using Worksheet 2.5 to support students in making choices
about more unusual words in their writing.
Developing skills
Use PPT 2.5d to engage students with the decisions they need to make as writers.
Discuss the route to achieving a low mark (choosing dull, clichéd vocabulary), an
acceptable mark (choosing some interesting words but some dull) and an excellent
mark (going the extra mile – making considered vocabulary choices tailored to
audience and purpose). Make sure that students do not equate word choice with
volume, i.e. they should focus on quality rather than quantity.
Look at the text on p. 49 together and ask students to describe what the improved
writing contains (precision and detail) before completing Q4. Then share students’
improved sentences as a class. There is a model for this on PPT 2.5e.
Invite small groups to come up with examples of imagery to expand descriptions of:
an enormous insect (it was ...)
a skilful sportsman (he was ...)
a famous pop band (they were like ...).
Then read through the text on Student Book p. 49, recapping on similes, metaphors
and personification at an appropriate pace. Encourage originality in comparisons
and try to steer students away from hyperbole.
Give extra challenge by asking students to choose which they prefer from the
following simile, metaphor and use of personification, giving a detailed explanation
for their choice:
• a biting wind
• an ocean of frozen air
• as aggressive as an army of locusts seeking their next
feed.
Applying skills
Remind students of the skills that have been using: precise choice of vocabulary;
inclusion of detail; use of imagery. Allow plenty of time for students to plan their
response to Q5 and ensure that the Sound progress and Excellent progress success
criteria are fully understood by all. Give students an opportunity to review and
change their first draft before evaluating their final pieces of writing using peer
assessment.
Ask students to work in pairs to assess each other’s work, making comments on
Key technical skills
Chapter 2
WWW (what works well) and EBI (even better if).
Towards Sophisticated and pertinent choice of vocabulary can be quite minimal, a fact that
A/A* can often surprise students working towards A*. It can be appropriate to use one
well-chosen word where 20 had been used in an early draft.
Encourage students to find words they have never heard before by reading high-
quality editorial writing then use them in similar or contrasting texts. Typical words
to be used appropriately at this level could be copious, arcane, subterfuge, obtuse,
plethora, verbose.
© HarperCollins Publishers 2013 Lesson 5 • 33
Key technical skills
Chapter 2
34 • Lesson 5 © HarperCollins Publishers 2013
