S2 Eng 1 ST Term

King’s College
Counseling Team – Study Group 2007-2008

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King’s College
Counseling Team — Study Group 2007-2008
Junior Secondary Two English Language
Tutorial Materials (First Term)
Contents
Chapter Topic Page

Chapter 1 Adjectives 1
Chapter 2 Prepositions 3
Chapter 3 Reported Speech 7
Chapter 4 Connectives 12
Chapter 5 Use of Articles 14
Chapter 6 Conditionals 17
Chapter 7 Tenses – Talking about the Future 20
Chapter 8 Pronouns 24
Chapter 9 Question Phrases 26
Chapter 10 Writing Skills 30
Chapter 11 Comprehensions 43
Chapter 12 Usage 49
Chapter 13 Oral Skills 53
Chapter 14 Listening Skills 57
Chapter 15 Language Arts 58
All rights reserved; no part of this publication may be reproduced or transmitted by any means, electronic,
mechanical, photocopying or otherwise, without the prior permission of the Study Group.
Copyright © King’s College Study Group 2007
Chief Editors: A. Hsu, K. Chan

Editors: J. Tang, V. Ip, S. Chong
General Secretary: A. Cheung
Approved by: A. Hsu, E. Wong, Miss S. Lowe, Mr. N. Lam
Acknowledgements
Some of the contents are reproduced from publications of the following publishers and organizations.
© Longman/ Pearson Education Asia Limited – Some of the exercises in the materials
© King’s College Study Group 2006 – Some of the exercises and notes in the materials
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Form 2 English Tutorial materials (1st Term) Page 30

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Chapter 1 Adjectives
A. Introduction
• Adjectives are used to describe people, places and things. They go before nouns or after some verbs,
such as ‘appear’, ‘be’, ‘become’, ‘feel’ etc., e.g. the TV program is boring.
• In JS1, you have learnt comparative and superlative adjectives which are used for comparing people,
places and things, e.g. Tom is more humorous than Peter (Comparative). Austin is the shortest in the
class (Superlative).
• In this chapter, you will learn adjective patterns which are useful when expressing what we are thinking
about of people, places, and things.
B. Usage
• There are several adjective patterns that have different formats but of similar uses.
Adjective patterns started with it is
Patterns Examples
1 to-infinitive It’s difficult to do this question.
2 that … It’s obvious that the advert is unattractive.

It’s Adjective
3 for … to-infinitive It’s good for you to do sports
4 of … to-infinitive It’s ridiculous of you to ask him for advice.
• For pattern 3 and 4, after the prepositions (for and of) we can use:
1. Pronouns, e.g. It’s easy for/of him to speak in front of others.
2. Nouns, e.g. It is silly for/of people to push each other on the MTR.
• You can make these patterns negative by putting “not” in front of the to-infinitive. However, the
meaning differentiates depending on the position of the “not”, e.g.:
1. It is not wrong to use several colors. = It doesn’t matter whether you use several colors or not.
2. It is wrong not to use several colors. = You must use several colors.
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Adjective patterns staring with a subject
Patterns Examples
5 adjective + enough The book isn’t simple enough to read.

to be
6 Subject adjective to-infinitive We are anxious to sale the new product.
7 to be + too adjective + (for…)* It is too small (for most people) to see.
* In pattern 7, the “for …” is optional
• Note that “enough” goes after the adjective, e.g. simple enough, and that “too” goes before the
adjective, e.g. too small.
C. Practice for Examination

Exercise 1
Complete the statements using ‘it is’ + adjective + (‘for…’) + ‘to’-infinitive
1. most people can create an acceptable advert – possible
2. creating designs that appeal to people of all ages – impossible
3. people without training produce outstanding adverts – not easy
4. creating a logo that people will easily remember – very difficult
5. give adverts as much colour as possible – usually important
6. you should think about the people you’re targeting – always necessary
7. an inexperienced designer makes minor mistakes – not unusual
8. inexperienced designer should try out a lot of different ideas – good
9. they should seek feedback from more experienced colleagues – useful
10. they shouldn’t rely on themselves alone – important
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Chapter 2 Prepositions
A. Introduction
• Prepositions are either single words or groups of words that show relationships. They are usually
followed by a noun, noun phrase or an object pronoun.
• We use prepositions to talk about location (e.g. the rubbish bin is next to the tree.), movement
(e.g. Bill is walking towards the table) and time (e.g. let’s meet at six, shall we?).
• In this chapter, you will learn prepositions of location of movement.
B. Prepositions of Location
• We use prepositions of location to talk about WHERE people or things are.
• We use them to answer the question ‘Where?’.
• Examples are illustrated as follows:
There are some kites between the trophy and the Tom and Mary are sitting at the table.
door. John is sitting opposite Flora.
The trophy is on top of a stool. Tim is sitting to the left of Mary.
There is a desk behind the teacher. Mary is sitting to the right of Tim.
The teacher is standing in front of his desk. There is a sink at the back of the classroom.
There is a rubbish bin under his desk. There are some paintings on the wall above the
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There is some paper in the rubbish bin. sink.

There are some shoes beside / next to / near the There are some masks below the paintings.
rubbish bin.
• The prepositions ‘at’, ‘in’ and ‘on’ are the most common prepositions of location. They can be used
in different ways as follows:
Preposition Talk about ... Examples
• addresses 3 Sha Wan Drive, 268 Wa Fu Road

at • places The Peak, Pizza Hut
• hotels Mitusukoshi, San Diego Hotel, JW Marriott Hotel
• shops Fortress, Giga Sports, G2000
• continents and countries Asia, North America, Africa, the UK, Canada
• cities and districts Beijing, New York, Kowloon, Shatin,
in • rooms a bedroom, a waiting room, a classroom
• open spaces a park, the Pacific Ocean
• containers a refrigerator, a tin, a can, a bottle
• locations that are not buildings an estate, a farm
on • floors of buildings the first floor, the fifth floor, the twentieth floor
• surfaces a table, a desk, a wall
C. Prepositions of Movement
• We use prepositions of location to talk about WHERE people or things ARE GOING.
• They are used after VERBS that describe MOVEMENT, for example, climb, come, crawl, jump,
run, walk, etc.
• Examples are illustrated on the next page:
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Agnes is climbing up a rope. Arnold is climbing onto the trampoline.

Bonnie is climbing down a rope. Sue is stepping through the ring.
Stella is jumping over the vaulting horse. Mr Sung is walking into the gymnasium.
James is running along the thin, black line. May is running from the beam to the trampoline.
D. Practice for Examination
Exercise 1
Complete the following sentences with the correct prepositions.
1. Will you wait for me __________ the bus stop?
2. Jane is __________ her bedroom.
3. Daria's books are lying __________ the floor.
4. The girls didn't want to spend a long time __________ the carnival.
5. I let the cat sit __________ my lap, but then suddenly it jumped __________ my face!
6. Do you live __________ the city or __________ the country?
7. Trent arrived __________ the school building just in time.
8. The rancher built a fence to keep his cows __________ the pasture.
9. Kevin and Mack are out practicing __________ the football field.
10. From afar, Heathcliff could see a light __________ the window.
11. The old house had so much grime __________ the windows that Bradley could hardly see inside.
12. The shepherd boy grazed his flock __________ the grassy hillside.
13. The audience threw tomatoes __________ the terrible comedian.
14. Wrestling isn't real; those guys __________ the ring are just pretending.
15. David works _________ the field of network administration, while Marty works _________ web design.
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16. The car stalled and got stuck __________ the street.
17. Audrey lives __________ Third Street.
18. If William doesn't make any money on his book, he'll be out __________ the street.
19. I'll use my cellular phone when I'm __________ the bus, but never while I'm __________ the car.
20. Passengers are not allowed to use electronic devices __________ airplanes during takeoff and landing.
Exercise 2
Your teacher is deciding how to arrange the new multimedia learning centre. Below are two room plans.
Read Plan 1 and then fill in the blanks using the words in the top box to make Plan 2 OPPOSITE in
meaning. You should make sure that your answers are grammatically correct.
at the back of behind beside between in the corner of
inside on the other side of opposite to the right of
EXAMPLE:
I have decided to put the display boards outside the I have decided to put the display boards
(a) inside
classroom. ____________________ the classroom.
PLAN 1: PLAN 2
I think the wall calendar should go to the left of the I think the wall calendar should go
(1)
entrance so that it can be easily seen. ____________________ the entrance so that it can
The shelves for the computer books and CD-ROMS be easily seen.
should go at the front of the room. The shelves for the computer books and CD- ROMS
The computers should be placed in the middle of the should go (2)____________________ the room.
room. The computers should be placed
(3)
The scanners should be put against the right wall, on ____________________ the room.
the same side of the room as the printers. The scanners should be put against the left wall,
(4)
The interactive whiteboard should go in front of the ____________________ the room from the
teacher’s desk which is at the front of the room. printers.
The dustbin should not be placed next to the The interactive whiteboard should go
(5)
teacher’s desk. ____________________ the teacher’s desk which
The plant should be put near the window with is at the front of the room.
nothing on either side of it. The dustbin should be placed
(6)
The posters about microchips should be pinned up ___________________ the teacher’s desk.
on the back wall, not opposite the whiteboard at the The plant should not be put near the window — it
front of the room. should go (7)___________________ the boxes of
paper and the e-books cupboard.
The posters about microchips should be pinned up
on the back wall (8)____________________ the
whiteboard at the front of the room.
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Chapter 3 Reported Speech
A. Introduction
• There are two kinds of speech for us to report what someone said, they are:
1. Direct speech: we give the exact words of the speaker in quotation marks (‘), e.g. ‘Tom
and I are dating,’ said Mary. ‘We go out together twice a week.’
2. Reported speech: we change some of the words without changing the meaning of the
original sentence, and introduce them with a reporting verb, e.g. Mary and Tom were dating.
She added that they went out together at least twice a week.
B. Things to pay attention when using reported speech
• Reported speech is an important English skill when you study further in English and in this chapter,
you will learn how to change someone word from direct speech into reported speech properly.
• Be careful that don’t change the meaning of a statement when using reported speech, also don’t
attempt to change all the words in the statement if not necessary.
C. Reporting Statements
• We report statements like this.
1. We usually us the reporting verb ‘said’, e.g. ‘I like the new teacher,’ said Amy.
Æ Amy said (that) she likes the new teacher.

Other common reporting verbs include ‘added’, ‘admitted’, ‘announced’, ‘answered’,
‘complained’, ‘explained’, ‘replied’ and ‘told’.
2. We take away the quotation marks, e.g. ‘It’s too late to go out,’ said Mike
Æ Mike said (that) it was too late to go out.
3. We usually change the pronouns and possessive adjectives, e.g.
“I’ll call you later, Steve,” said Ivy.

Æ Ivy told Steve (that) she would call him later.
“We really enjoyed our holiday,” said the Chans.
Æ The Chans said (that) they had really enjoyed their holiday.
“It’s not your fault. It’s mine,” said Tom.
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Æ Tom said (that) it was not their fault. It was his.

4. We usually change the verb tenses.
a) simple present tense Æ simple past tense
b) present continuous tense Æ past continuous tense
c) simple past tense Æ past perfect tense
d) past continuous tense Æ past perfect continuous tense

e) simple future tense Æ ‘would’ + base form of verb
f) present perfect tense Æ past perfect tense
5. We usually change the time words.
a) last weekend Æ the weekend before
b) yesterday Æ the day before
c) today Æ that day
d) now Æ then
f) this afternoon Æ that afternoon
g) tomorrow Æ the following / next day
h) next Monday Æ the following Monday
6. Also, we change the place words, e.g. here Æ there
D. Reporting Questions
• Reporting questions is very similar with reporting statements. However, there is something more
have to be changed.
1. We usually use the reporting verb ‘asked’, e.g. ‘Who wants an ice cream?’ asked Brian.
Æ Brian asked (us) who wanted an ice cream.

2. We take away ‘do’ / ‘does’, e.g. ‘Which flavour do you want?’ asked Vivian.
Æ Vivian asked (us) which flavour we wanted.
3. We put the subject before the verb, e.g. ‘Where’s my ice cream?’ asked Amy.
Æ Amy asked (them) where her ice cream was.

4. We use ‘if’/‘whether’ for yes/no-questions, e.g. ‘Do your ice creams taste good?’ asked
Brian.
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Æ Brian asked (us) if/whether* our ice creams tasted good.

*Both ‘ if’ and ‘whether’
5. We put any names after the reporting verb, e.g. ‘How’s your ice cream, Amy?’ asked
Vivian.
Æ Vivian asked Amy how her ice cream was.

6. We change the question mark to a full stop, e.g. ‘Can I have one more?’ asked Amy.
Æ Amy asked (them) if she could have one more.
E. Reporting modal verbs
• There are some modal verbs which we have to change when using reported speech. They are ‘can’,
‘may’ and ‘must’. We change them into past tense, which are ‘could’, ‘might’ and ‘had to’.
* While ‘must’ doesn’t have a past tense form, so we use ‘had to’ to represent it.
• However, we do not change the modal verbs ‘ought to’ and ‘might (which is not the past tense form
of ‘may’)’ in reported speech.
F. Reporting things that are true
• When we report something that is always true or still true at the time of reporting, we can keep the
verb in the same tense, e.g.
‘The sun rises in the east,’ said Mr. Tse.
Æ Mr. Tse said (that) the sun rises in the east.
‘It’s raining over here in London,’ said Lisa.
Æ Lisa said (that) it’s raining over there in London.

• On the other hand, we also keep the same time words when reporting the situation above, e.g.
‘It’s raining over here in London now,’ said Lisa. Æ Lisa said (that) it’s raining over there in
London now.
• We often keep the verb in the same tense when we are reporting people’s opinions, e.g.
‘Young people start dating too early,’ said Mr. Leung.
Æ Mr. Leung said (that) young people start dating too early.
• We also keep the verb in the same tense when the reporting verb is in the simple present tense, e.g.
‘I’m coming home now,’ says Irene. Æ Irene says (that) she’s coming how now.
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G. Reporting instructions
• When we’re reporting instructions, we do it like this.
1. Use the reporting verb ‘told’, e.g.
‘Sit down and be quiet, Benny!’ said Mrs. Au. Æ Mrs. Au told Benny to sit down and be quiet.
* The reporting verb ‘told’ is always followed by an object.
2. We use ‘to’ immediately before the verb for positive instructions, e.g.
‘Revise carefully for the exams, Mabel,’ said Mr. Ip. Æ Mr. Ip told Mabel to revise carefully for
the exams.
3. We use ‘not to’ immediately before the verb for negative instructions, e.g.
‘Bill, don’t forget to meet me for lunch,’ said Kelly. Æ Kelly told Bill not to forget to meet her
for lunch.
H. Practice for Examination

Exercise 1
Change the following examples of direct speech into reported speech. Complete the sentences on the lines
provided.
1. ‘I don’t usually like to go hiking,’ said Phil.
2. ‘Tom’s bored and doesn’t know what to do,’ Polly told her mum.
3. ‘I’m going to the airport now,’ replied Stella.
4. ‘Rachel and Ian bought a new computer yesterday,’ said Michelle.
5. ‘We’ve never been here before,’ said the tourists.
6. ‘Why did Joe take you there?’ Julia asked Eliza.
7. ‘Was it crowded at the youth club?’ Seven asked Jonathan.
8. ‘It’s in Tuen Mun,’ explained York.
9. ‘You must go to your swimming lessons more often,’ Ricky told Celina.
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10. ‘I still can’t swim very well,’ sighed Irene.
Exercise 2
You are writing a letter to your aunt to tell her how your sister Suki is getting on in England. Complete the
letter using the information in the two e-mail messages from Suki. Do not change the verb tenses unless
you have to.
Sent: 25/9/2007 Sent: 2/10/2007
Hi Chris Hi again!
I hope you’re warmer than me right now – the Guess what – for once, the sun is actually shining
weather in England is much colder than the over here! What’s more, I’m slowly getting used to
weather in Hong Kong. It’s raining today and I life in England.
can’t go out anywhere. I don’t know if it’s true Tonight I’m going to see a film with one of my
but some of the students say that it always classmates. Actually, it’s the same boy I went out on
rains in London on Sundays! a date with last week. I think English boys are really
Apart from the weather, I’m happy here in sweet!
London. Tonight I’m going out on a date…… Suki
Suki
Dear Auntie Rose

I thought I’d let you know how Suki’s getting on in England. Last week, she sent me an e-mail message
saying that the weather 1. . She added
that it 2. . Apparently, some of the students say
that 3. !
Actually, I received another e-mail message from Suki about ten minutes ago. She said that for once, 4.
. She also said that tonight, 5.
. She must really like him because she told me she thinks 6.
!
Chris
Notes
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Chapter 4 Connectives
A. Introduction
• Connectives are words that join two or more words, phrases, clauses or sentences together. In
this chapter, you will learn few of them.
B. “And” and “But”
• We use “and” when we want to show that things are similar. We can use ‘and’ to join nouns
(e.g. cats, dogs and birds), adjectives (e.g. enjoyable and interesting), adverbs (e.g. fiercely and
noisily), verbs (e.g. saw, caught and ate), and sentences (e.g. We left HK in the morning and
were diving in the afternoon.)
• When we join more than two words, we usually put ‘and’ between the last two items and
commas between the others.
• Note that we can omit repeated words when we use ’and’. We can also replace repeated nouns
with pronouns.
• We use “but” to show that things are different or opposite in meaning. We can use ‘but’ to join
adjectives (e.g. exhausted but fascinated), adverbs (e.g. quickly but carefully), verbs (e.g. didn’t
see this but saw that), and sentences (e.g. we wanted to go mountain-biking but went walking in
the bush instead.)
C. ‘Since’, ‘as’, ‘because’ and ‘because of’
• We use connective ‘since’, ‘as’ and ’because’ to show the reason for something. They are always
followed by a clause. We can put ‘since’ and ‘as’ at the beginning or in the middle of a sentence.
We normally put ‘because’ in the middle of a sentence.
• For example,
Since / As it was raining very heavily (reason), we couldn’t go mountain-biking.

*When we put ‘since’ or ‘as’ at the beginning of a sentence, we use a comma to separate the
clauses.
The day ended perfectly since/ as / because we saw a wild panda.(reason)
• We can also use ‘because of’ to show the reason for something. It comes in the middle of a
sentence and is followed by a noun, a pronoun or a noun phrase, e.g.
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We cancelled the expedition because of storms.
We couldn’t go because of them.
We stayed indoors because of the terrible storms.
D ‘So’
.
• We use ‘so’ to show the result of something. We normally use ‘so’ in the middle of a sentence.
It was raining very heavily so we couldn’t’ go mountain-biking.
Exercise 1
Join the following sentences using the connectives ‘and’ or ‘but’.
1. It was hot in the outback. It was dry in the outback.
2. The sun shone briefly. The sun shone brightly.
3. Our diving holiday was tiring. Our diving holiday was enjoyable.
4. We photographed turtles. We photographed dolphins. We photographed sharks.
5. Bush- walking was very difficult. The experience was amazing.
6. It rained all day. The weather didn’t affect our plans.
7. Every year, the turtles crawl up the beach. The turtles lay their eggs in the sand.
Notes
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Chapter 5 Use of articles
A. Usage
We often use an article in front of a noun. There are two types of articles: the indefinite article (i.e.
‘a’ and ‘an’) and the definite article ‘the’.
B. Indefinite Articles – ‘a’ and ‘an’

We use the indefinite article ‘a’ or ‘an’ before countable nouns. We use the indefinite article:
1. when there is one person or thing, e.g. a baby, a boy, a pen, an apple.
2. when we talk about one of a group of people or things, e.g. Kathy wants to be a teacher. I’m
not sure what this is – I think it’s an animal.
3. when we talk about someone/something for the first time, e.g. An old lady lives in this flat. I
have a new comic book.
We use ‘a’ or ‘an’ before the following sounds.
a / an Use Examples
a 1. Words beginning with consonant sounds a cook, a table, a uniform, a university,
2. Abbreviations beginning with consonant a CD, a DJ, a PC, a DVD player, a KCR
sounds ticket
an 1. Words beginning with vowel sounds an Arts teacher, an election, an ice

cream, an orange, an umbrella
2. Abbreviations beginning with vowel an LRT, an MD, an MTR station

sounds
C. Definite Articles – ‘the’

We use the definite article ‘the’ before both countable nouns and uncountable nouns. We use ‘the’:
1. when we have talked about a person or thing before, e.g. Our classroom has an overhead
projector. The projector is very useful.
2. when only one exists, e.g. The earth goes round the sun.
3. when everyone knows which person or thing we are talking about, e.g. Turn the lights on,
please.
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C. Definite Articles – ‘the’ (cont’d)

With most names of people and places, we do not use an article. However, with some names, we
need to add the definite article ‘the’. These include:
Use Examples
1. Some countries the United States of America (the USA), the United Kingdom (the UK),
the People’s Republic of China (the PRC), the Philippines
2. Seas, oceans, rivers the South China Sea, the Pacific Ocean, the Yellow River
3. Mountains groups the Himalayas, the Rockies, the Andes
4. Some places in Hong Kong the New Territories, the Science Museum, the Ruttonjee Hospital
5. Groups of people the rich, the poor, the elderly
6. Musical instruments the piano, the guitar, the violin, the trumpet
7. Ordinal numbers I live on the first floor of this building.

His birthday is the second of September.
E. Practice for Examination
Exercise 1
Andy has written a paragraph about the clubs at his school. He has missed out TEN articles. Read the
paragraph and help him to insert the articles in the correct places.
My school has lot of clubs. It has English Club, Art Club, Chess Club, Drama Club, Photography Club and
wide range of other clubs. Every year, my school organises Extra-curricular Activities Day. It is great
opportunity to find out more about the school clubs. Every school club has stall. The club members decorate
the stalls with posters. Every year there is competition for the best stall.
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Exercise 2
Fill in each blank with ‘a’ an’, the’ or ‘2’ if no word is needed.
1. I want __________ apple from the basket.

2. __________ Church is located in Bonham Road.
3. Mr. Ng does not speak __________ Chinese.
4. I borrowed __________ pencil from your pile of pencils and pens.
5. One of the student said, ‘__________ teacher was late today.’
6. Eli likes to play __________ badminton.
7. I always bought __________ when I go out in rainy days.
8. My sister is learning to play __________ piano in her school.
9. Please give me __________piece of cake.
10. I live in __________ Hong Kong Special Administrative Region.
11. Beijing is the capital of __________ China.
12. Manchester is one of the cities in __________ UK.
13. My friend speaks __________ Putonghua.
14. __________ ink in my pen is red.
15. Our neighbour has __________ a cat and a dog.
16. Einstein was __________ famous scientist.
Exercise 3
Fill in each blank with ‘a’ an’, the’ or ‘2’ if no word is needed.
When Albert Einstein was awarded (1) Nobel Prize for (2) physics in 1921, few people in (3) world could
understand his theory. Yet, they knew tis man had changed (4) world’s idea of (5) universe.
Einstein was born in (6) Germany. During his boyhood he lived in (7) Munich. His father had (8) small
factory there. (9) boy was slow in (10) school. In (11) fact, he was considered backward by his family. Then
when he was twelve, somebody gave him (12) book on (13) geometry. Einstein called (14) book (15)
miracle. It opened his eyes to (16) invisible world of (17) science. He said later (18) book had changed his
whole life.
1 2 3 4 5 6
7 8 9 10 11 12
13 14 15 16 17 18
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Chapter 6 Conditionals
A. Introduction
There are totally 4 main types of conditionals in English. They are type 0, 1, 2 and 3. It is very
important for you to distinguish the differences among them so as to use correctly in your
composition.
B. Usage
(1) Type 0
to talk about facts – things which are always true. Look at the sentences below which describe
general situations. ''If'' generally means ''Whenever''.
Tenses required:
Condition Result
Simple present tense Simple present tense
Examples:
(a) If we heat water to 100 degree Celsius, it boils.
(b) If plants don't get water, they die.
(2) Type 0
to describe things we think will happen. That is to say we want to talk about probable situations.
There is a good chance that they will come true.
Tenses required:
Condition Result
Simple present tense Future tense
Model (will / can / may) + verb
Examples:
(a) If I see John, I will give your message.
(b) If I have enough money, I will buy a new MP3 Player at Christmas.
(c) If I finish my homework early, I can go out tonight.
(d) If you pass the exam, I'll give you a present.
(e) If we don't hurry, we will be late.
(f) If I study hard, I can go to university.
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(3) Type 2 (Used when you are writing imaginative passages)

For things which we believe are unlikely to happen. It can refer to both the past and the future.
To show the it is unlikely to happen, we use an ''unreal'' past tense. = To talk about situations
which are improbable, impossible or imaginary.
Tenses required:
Condition Result
Simple present tense Future tense
Model (will / can / may) + verb
Examples:
(a) If I were Superman, I would fly to school every day.
(b) If I had more hair, I would look even more handsome.
(c) If I became a doctor, I would try to find a cure for SARS.
(d) If I met some aliens, I would say hello.
(e) If I had I million dollars, I would buy my teacher a new car.
(f) If I got 100 marks in all my tests, my dad might buy me a present.
(4) Type 3
This is a harder type of conditionals. You must have the knowledge of perfect tenses in order to
learn it. So this part is to be learnt in junior secondary three.

Exercise 1:
Fill in the blanks with correct tenses.
1. There ________ be problems if you don't hand in the work on time.
2. What would you do if you ________ (see) a ghost?
3. If I ________ (see) John, I'll give him your message.
4. I ________ (go) to visit him if I had known he was so ill.
5. I'm going to tell mom if you ________ (not stop) annoying me!
6. What a shame you missed the game. You ________ (enjoy) it – our team won!
7. If you had done the homework, the teacher ________ (not scold) you!
8. What would you do if there _______ (be) a holiday tomorrow?
9. I won't talk to her unless she ________ (apologize)

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10. He would have been killed if the driver _______ (see) him just in time.
11. I'll help him if he ________ (ask) me
12. If I got full marks in all my tests, what __________________ (you do)?
13. I _______________ (wash up) if you do the cooking.
14. You ________ (be late) if you hadn’t run for that bus.
15. If it ________ (be) sunny tomorrow, I'll go to the beach.
16. Unless you ________ (hurry) up, you'll be late.
17. If you press this button, the light ________ (go) on.
18. If you _______ (be) more careful, you wouldn't have damaged the computer.
19. If Paul ________ (be) not so bad-tempered, he would have more friends.
20. If Peter __________ (work) harder, he would have passed the test.
21. If I were you, I _________ (apologize) to her.
Notes
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Chapter 8 Tenses – Talking about the Future
A. Overview
The introduction of the tenses you’ve learnt or you will learn are briefly introduced below.
(1) Past tense:
We use it when we are reporting a passed event or writing most stories.
We usually use this form : verb (end with ''y'') + ed (Cross ''y'' +ied)
Exceptional cases: ''Steal'' -------> ''Stole''
(2) Present tense:
We use it when we are telling facts or our daily routines.
Generally, we only change the formation of words when the subject of the sentence is (He / She / It).
The form is : verb (end with ''y'') + s ( Cross ''y'' + ies)
Some are (+ es)
(3) Present Continuous tense:
We use it when we are talking about something we are doing right now.
Sometimes, we can use it to tell others something we will probably do in the coming future. (Not a
plan + 90% sure)
Formation of verb: Is / Are + verb + (-ing)
(4) Future tense:
We use it when we are talking about our future plan or the things you will do. (Not very sure in
this case)
Formation of verb: will + verb ''Shall'' for (We/ I)
In this chapter, we will discuss about future tenses. Are you ready?
B. Usage of Future Tense

(1) Using ‘will’
z The word ''Will'' expresses an intention or decision made at the moment of speaking. For
example,
(a) I've split some tea on the floor.
(b) Don't worry. I'll get a cloth to wipe it up.
(c) I forgot I was playing football tonight. I'll phone Peter and tell him I'll have to cancel out
meeting.
z It also expresses a future fact. For example,
(a) You'll be 15 in a few weeks time.
(b) What time will she be back?
(c) Scientists say that the sun will burn itself out in a few million years.
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z It can also be used for predictions. For example,

I bet Peter will get the highest marks in his class for the test.
z It is also used when we are not certain about what the future will be like, and is common
with ''I think'' or ''perhaps''. (+''probably'' and ''definitely'') For example,
I think I'll go to university when i grow up, but I haven't really decided yet.
z We use it to express hopes, threat, promise and request.
(a) I'll do my homework after I've watched this programme. Mom! Stop nagging!
(b) I hope I will pass the test. It was really difficult.
(c) Stop doing that, or I'll tell my dad.
(d) I'll do my homework in a minute.
(e) Will you carry this bag for me?
(2) Using ‘going to’
z It expresses a plan, or an intention or decision thought about before the moment of
speaking.
Examples:
(a) We're going to travel to Thailand this Easter.
(b) I'm going to be a doctor when I grow up
z We use it when we can see evidence in the present of something is going to happen in the
future.
Example:
Look at that airplane! It's going to crash into those mountains!
(3) Using present continuous
z It can be used to express a future arrangement between people. We use it when we talk
about definite arrangements such as booking a holiday, meeting someone for lunch, etc. It
is also common with verbs such as go, come, have (a meeting/party/meal), see, visit meet,
leave.
Examples:
(a) I'm babysitting for my uncle's daughter tonight, so I can't go out!
(b) I'm meeting John this evening.
(c) Pat and Peter are coming for a meal tonight.
(d) We're having salmon for supper.
z Sometimes there is little or no difference between a future intention (going to) and a future
arrangement (Present continuous) and the two can be interchangeable.
Examples:
(a) We're going to see a film tonight.
(b) We're seeing a film tonight.
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(4) Using future continuous

z It is formed with will + be+ the present participle (-ing). It describes a situation or
activity that continues for a period of time in the future.
Examples:
I will be studying at university next year at this time.
Don't phone after 11! I'll be sleeping.
z We often use the future continuous when we compare what we are doing now with that we
will be doing in the future.
Examples:
A: What will you be doing in the five years' time?
B: I'll be living in a large flat on the Peak, and you will be working for me as my cleaner!
(5) Using future perfect
To be discussed in higher forms.
(6) Timetable future
When we talk about events which are fixed or timetables, we use present simple. This is especially true
of transport arrangements.
Examples:
(a) Our plane leaves at 1200.
(b) We have a English lesson in the afternoon.
Reminder:
In future time clauses with when, after, before, as soon as, until, by the time, etc, we refer to the
future with the form of the present simple after a time word. WE can also use present perfect,
when we emphasize that an action is complete. We do not use future tense in both clauses.
Examples:
(a) We will wait until he returns.
(b) As soon as we hear any news, we will phone you.
Exercise 1:
Choose an appropriate future tense for the following sentences.
1.'Are you going out?' 'Yes. I ___________ (buy) a new dress for the party next week. Don't
worry. I'll be back before dinner.'
2.Tomorrow, we'll have to get up early, because the plane _________ (leave) at seven in the
morning.
3.In two weeks' time, I _____________ (finish) all my exams.
4.I ___________ (give) Aunt May your message if I meet her.
5.I __________ (meet) John at two o'clock on Saturday. We're going to watch a football
match.
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6.Peter and Mary _________ (have) dinner at the Peninsula tomorrow to celebrate their first
wedding anniversary.
7.This time tomorrow, I ______________ (sleep) because it's a holiday! Yippee!
8.I think I ___________ (stay) at home tonight. I 'm feeling quite tired at the moment.
9.We'd better hurry! The film _______ (start) in ten minutes!
10.Look! Those masked men rushing out of that car _____________ (rob) that bank!
11.By the end of the week, I ______________________ (hand in) three projects!
12.In the summer, I'm going back to England. I'm not booking a hotel because I
____________ (stay) with my parents in their house for the whole trip!
Exercise 2:
Read the calendar below. Try to write down the things that Susan will do in the following week. Write in
complete sentences!
SUN MON TUE WED THU FRI SAT

Today
Go to church Attend a Play Go to the Visit my
piano lesson badminton City Hall cousin’s
with Tony Library home
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Chapter 7 Pronouns
A. Usage
• You will learn reflexive pronouns in JS2A.
• Reflexive pronouns end in -self / -selves.
• They are a type of OBJECT PRONOUN.
• The word ‘reflexive’ comes from the root word ‘reflect’ which means ‘to bounce or look back
at’. A reflexive pronoun reflects, or looks back at, the subject of the sentence.
• We use them when the OBJECT of a verb or a preposition is the SAME as the SUBJECT of
the sentence, e.g.
I tried to control myself. We should behave ourselves.
You should take good care of yourself. You must keep yourselves fit and healthy.
Billy hurt himself when he cut the watermelon. The children are very proud of themselves.
Judy makes all her clothes herself.
My cat loves washing itself.

• We can also use reflexive pronouns for the following purposes:
Purpose Example
1. to EMPHASISE a noun or pronoun The breakfast itself was not good.
2. to EMPHASISE that someone did The puppy cleans itself by licking its soft fur.
something WITHOUT any help
• We often use the verbs ‘behave’, ‘enjoy’, ‘help’, ‘hurt’, ‘introduce’, ‘teach’, ‘be proud of’,
‘feel sorry for’ and ‘take care of’ with reflexive pronouns.
B. Practice for Examination
Exercise 1
Fill in the blanks with suitable reflexive pronouns.
1. I did not want to believe it and then I saw the UFO
2. The girl looked at in the mirror.
3. Freddy, you'll have to do your homework .
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4. You don't need to help them. They can do it .

5. I introduced to my new neighbour.
6. Boys, can you make your beds ?
7. She made a pullover.
8. What happens when a fighting fish sees in the mirror?
9. The father decided to repair the car .
10. We can move the table .
11. Ronald’s sickness is mystery – ever the doctors ______________ are not able to know what it is!
12. Martin is teaching ______________ how to fix a computer.
13. Nicky, you should not blame __________________ for the accident.
14. Has Jane introduced ________________ to the audience?
15. I want you all to help ________________ to anything you want
Exercise 2
Fill in the blanks with suitable personal pronouns, possessive pronouns, possessive adjectives and reflexive
pronouns.
1.__________ am a singer and this is about a person like 2. __________. Jennifer Lang is one of 3.
__________ favorite singers. 4. __________ is a jazz singer and often performs in clubs like 5.
__________, but _____ voice is very different from 6. __________. I consider 7. __________ a singer
of standard jazz songs. Jennifer, on the other hand, considers 8. __________ a singer of original material
only. One thing is certain: 9. __________ both consider 10. __________ lovers of great music! 11.
__________ both went to the Julliard School of Music in New York. 12. __________ teacher, Jeannie
Sax, continues to teach other students at the school. She gives 13. __________ three lessons a week -
just like 14. __________ did when 15. __________ went to school. Another similarity of 16.
___________ is that 17. _________ are both from Wisconsin.
Jennifer grew up in Green Bay while 18. __________ grew up in Plainfield, a much smaller city than
19. __________. Jennifer is married and 20. __________ husband, Andy, works as an investment
banker in New York. 21. __________ office is on 5th Avenue where 22. __________ arrives every
morning at seven thirty. 23. __________ have very different professions, but 24. __________ feel 25.
__________ marriage is successful for this very reason. 26. __________ am not jealous of 27.
__________ success, but 28. __________ AM jealous of 29. __________ wonderful marriage. Maybe
one day 30. __________ will meet a man just like 31.__________.
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Chapter 9 Question phrases
A. Introduction
Generally, we would use the ‘wh-words’ to ask questions. They are ‘what’, ‘who’, ‘when’, ‘which’,
‘where’, ‘whose’, ‘whom’ and ‘how’.
B. Revision
You have learnt how to change the form of a direct speech to become a question.
For example,
Noun Verb
The donkey carried Two big sacks.
What did the donkey carry?

Something that you should remember when you do this ‘translation’…
a) Subject
b) Tenses
c) Punctuation
Your Go!
Ask questions with the following statements given.
¾ Black clouds covered the sky.

¾ Clocks and watches tell us the time.
¾ The wolf killed two sheep.
¾ The wind blew Jack’s hat off.
¾ Hens lay eggs.
C. Asking questions with ‘how’

1) How many / how much
to ask someone concerning the amount of something.
How many For countable nouns (e.g. apples, books)
How much For uncountable nouns (e.g. money, time)
For example, (a) how much time do you spend on playing computers every day?
(b) How many apples are there in the refrigerator?
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2) How often
to talk about the frequency of doing a job or task.
Examples
A: How often do you go to the church?
B: I go to the church once a week.
3) How tall / high / far / deep / big, etc.
to ask somebody about the measurement of certain objects.
Examples:
How far is from Hong Kong to Osaka?
How long does it take to travel from London to New York?
How high is the International Financial Centre II in Hong Kong?
How big is a standard football field?
4) How
We can use ‘how’ alone. For example, when we meet someone, we say ‘how do you do?’ and it
means ‘how are you?’ We can also use it to ask someone concerning the way they used to do
something.
Examples:
How did you climb to the top of that building?
Notes
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Exercise 1:
Choose the correct option. (Multiple-choice questions)
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Chapter 10 Writing Skills
A. Introduction
z Writing refers to the process to convey your messages to others. It is as important as reading in
learning English.
z In this chapter, you will learn how to write a film review, an invitation letter and will have a
revision on writing a story.
B. Writing a Film Review
(1) Genres of Movies
Exercise 1
Different movies belong to different genres. Match the genres of movies in Column A with their
descriptions in Column B below.
Column A Column B
1 Crime A A movie that tells a story
2 Science Fiction B A movie that tells a story
3 Horror C A movie involving the police
4 Thriller D A movie with lots of songs and dancing
5 Drama E A movie involving science matter
6 Documentary F A movie without real people
7 Musical G A movie with a love story
8 Comedy H A movie that is very frightening
9 Romance I A movie that will make you laugh a lot
10 Animation J A movie that is factual
(2) Introduction Part

The first paragraph of a movie review usually includes the following elements
z A short summary of the movie including its genre.
z Information about the director and important stars.
z A comparison to a similar movie - for example a sequel, other movies by the same director
or with the same actor.
(3) Second Paragraph
The second paragraph of a movie review is usually a short summary of the plot of the movie. This
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can be quite challenging. While you need to summarise everything in the movie within a few lines,
you also have to be careful not to give away too much about what happens at the end of the movie.
(4) Third and Final Paragraph
The third and final paragraph of a movie review usually has your overall opinion of the movie.
Some parts may get a favourable review - perhaps the acting - while other parts will be criticised -
perhaps the plot. The summary should then end with a clear recommendation - to see or not to
see the movie
(5) Try to think of a catchy title and start your writing with an interesting opening sentence. They
can help attract more readers to read your film review.
Exercise 2
There will be a film show held at school. Attend the film show, watch the film, complete the exercise and
write a film review. (You will be informed by your tutor about the details of the film show later)
A. Fill in the form below when you are watching the movie
Movie Facts
Name of film:
Genre: Director:
Starring:
The Story:
My Opinions:
Recommendation: Yes / No
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Exercise 3 Write a Film Review

Read again your notes above and write a film review in not less than 220 words. Write your review on
a single-lined paper on alternate lines.
You are reminded the importance of clear handwriting and the need for planning and proof-reading
Stick Your Composition Here

Film Review
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Film Review
This exercise aims to develop your skills in writing a film review as well as to make use of sentence
structures and grammar learnt previously. According to the latest HKCEE English syllabus, your
composition will be marked with reference to the following criteria.
Marks
Relevance and adequacy of content for purpose (C) /25
Accuracy and appropriacy of punctuation, vocabulary and language patterns (A) /25
Planning and organization (O) /25
Appropriacy of tone, style and register; appropriacy of features for genre (G) /25
Total /100
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C. Writing Formal Letters

Formal letters are letters that we write to businesses or officials.
(1) Style
The types of words, style and grammar used in formal letters should be formal. They should not use
contractions (don’t), abbreviations (HK) or direct speech (he said, ‘hello!’). The letter should also be
punctuated properly and should not include informal punctuation, such as dashes and brackets.
Lastly, these letters have a direct but polite tone.
Exercise 4
Choose which paragraph below is written in a register that is appropriate for a formal letter.
I’m fed up with people saying Hong Kong’s boring – there’s loads of great stuff to
do! Plus, there’re always new things opening up. Like, the other week, I went to see a
show called Chinese Opera Celebration at Tsuen Wan Plaza Theatre – it was so fab!
And then, yesterday I went to Kowloon’s new restaurant called Mexican Diner. It
was really funky and cool – the staff were on roller skates an there was a jukebox
playing 50s music! It rocks!
I am writing to complain about people saying Hong Kong is boring. I think that Hong
Kong has a lot of attractions. For example, last week I attended a show called
Chinese Celebration at Tsuen Wan Plaza Theatre. It was a fabulous show. In
9
addition, yesterday I went to a new restaurant in Kowloon, called Mexican Diner. It
was a lot of fun as the staff were on roller skates an there was a jukebox playing
music in the 1950s. The restaurant was really good.
Write down what was wrong with the other paragraph and state the reason on the space provided
below.
Word/ Phrase What was wrong? Word/ Phrase What was wrong?
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(2) Format
When we write a formal letter, we usually use the following format
z We write the sender’s address in the top right-hand corner of the first page.
z We write the date directly below the sender’s address.
z We write the recipient’s name, title and address on the left-hand side of the page, one space
below the date.
z We write the greeting one or more lines below the recipient’s address.
z We write the subject one line beneath the greeting. This should be no longer than one line.
z The opening paragraph should briefly explain the reason for writing the letter
z The body of the letter should give further details about the subject. You should start a new
paragraph for each point.
z The closing paragraph should include a summary of the main points in the letter and a polite
statement of thanks. It may also include details of how to contact the writer.
z The closing follows the closing paragraph. When we use Dear Sir / Madam, the correct
closing is Yours faithfully. When we use the recipient’s family name, we use Yours sincerely.
z The signature follows immediately after closing paragraph. We sign both our first and family
names.
z The sender’s name and, if necessary, the official title of the sender (e.g. Chairperson of the
English Society) should be written after the signature.
Notes
You will understand more about formal letters after completing the exercise on the next page.
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Exercise 5
Read the formal letter below. Then match the labels (A-K) with the different parts of the letter.
A body B closing C closing paragraph D date
E greeting F opening paragraph G recipient’s address
H sender’s address I sender’s name J signature K subject
Flat 2, Block C
22 Castle Peak Road
Tuen Mun
15 March 200_
The Manager
Plaza Theatre
Seaview Plaza
Tuen Mun
Dear Mr Fung
Re: Advertisement for staff for Mexican Diner, 14 March 200_
I am writing to apply for the position of waiter at the Mexican Diner as advertised on
Saturday 15 June in the Hong Kong Post.
I am confident and outgoing and enjoy meeting new people. I am also hard-working and
willing to take on responsibility. I am currently treasurer of the school’s Sport Club, so I am
used to looking after money.
I am also very sporty and enjoy roller-skating, so I would be happy to serve food and drinks
while skating. I have won several competitions for skating and I would be happy to teach
other people how to skate.
I have enclosed my CV and hope you will consider this application. I can be contacted at
the above address or on phone number 9850 1991.
Yours sincerely
Chris Wong
Chris Wong This exercise is typed by Alvin Cheung
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D. Writing a Story (Revision)

In form one, you learnt about how to write a story. Note that, in the examination, you may be asked to
write a story based on a few pictures. Now let’s revise the structures and language features of a short
story.
Notes
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E. Practice for the Exam

A. Write a letter on one topic below with 220 words on a single-lined paper on alternate lines. You are
reminded the importance of clear handwriting and the need for planning and proof-reading
1. You saw some students of another school misbehaved in a restaurant so you wrote a letter to the
principal of that school and describe the incident.
King’s College Annual Examination 2006-2007 S2 English Language Q3
2. You are the chairman of the Mathematics Society and your society is going to hold a workshop
called ‘How to be a Sudoku Expert’. Mr Lam, the teacher in-charge, wants to invite Miss Wong
Lok Yi, the president of Hong Kong Sudoku Association, to be the guest speaker in the workshop.
He asks you to write her a letter of invitation. You may use the instructions given by Mr. Lam
below and the notes of how to write a formal letter in the previous pages.
Instructions
Structure – Divide your letter into four paragraphs
Paragraph 1 – Introduce yourself and explain why you are writing this letter
Paragraph 2 – Outline the relevant details of the workshop. Mention only things that she
needs to know
Paragraph 3 – Invite her to be our guest speaker at the workshop and give details.
Paragraph 4 –Say that you are honoured to invite her to participate in our workshop. Then,
politely ask her to contact you ASAP.
Mr. Lam
B. Write a story based on the following comic strip with 220 words on a single-lined paper on alternate
lines. Use your imagination to write what happened. You are reminded the importance of clear
handwriting and the need for planning and proof-reading
? www.snoppy.com
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Composition Practice Part A
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Composition Practice Part A
Marks
Total /100
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Composition Practice Part B
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Composition Practice Part B
Marks
Total /100
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Chapter 11 Comprehensions
A. Introduction
• Reading refers to the process of understanding written texts. In this chapter, you will learn
important skills when reading a variety of written texts of different lengths.
• In examinations, candidates need to read different types of passages and answer a variety of
questions. In this chapter, you will understand more about the style of examination questions.
B. Focus on Skills
(1) Skimming and scanning
When doing a reading exercise, students should take a moment to preview the text only. You should
know:
- what type of text it belongs to (a report, an informal letter, a formal letter, advertisement......)
- what the purpose of writing the text is (to describe, to inform, to explain, to persuade......)
- the general content of the text
This is called skimming.
After skimming the text, students should study the questions and then the text in more detail. They
should look for specific information that is required. This is called scanning.
(2) Understanding the structure of paragraphs

• Each paragraph deals with ONE aspect of the subject.
• A typical paragraph consists of THREE parts:
- The 1st part is the topic sentence, which is the heart of the paragraph.
- The 2nd part contains supporting sentences. These sentences may contain arguments,
explanations, details, examples, and other supporting evidence.
- The 3rd part is often a summary of the paragraph or a linking sentence to the next paragraph.
(3) Understanding “wh-words” in the Questions

‘Wh’-word questions are used for description or giving opinions, and are more useful in getting
specific information. We place a Wh-word at the beginning of a question. Typical examples are as
follows:
‘Wh’-Word Purpose Example
1. What Ask for information about something What is your name?
2. When Ask about time that something happened or will happen When is the party?
3. Where Ask about a place or a position Where is Amy?
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4. Which Ask for one piece of information of a limited number of Which is your car?
things
5. Who Ask for someone’s identity Who is your class teacher?
6. Why Ask for a reason Why did he get so angry?
7. How Ask about the way in which something in done How did you go to school?
C. Common Types of Questions

Types of Questions Details
Multiple-Choice Choose the best answer from the given options.
True or False Justify each given statement is true or not.
Students are required to choose one meaning in Column B which best explains
Matching
each word in Column A as they are used in the passage.
Students are required to answer about 5 questions in complete sentences. For
each question, if one or more grammatical mistakes are made in answering,
Long Questions
ONE mark will be deducted. So, students are reminded to be careful about the
grammatical accuracy of the sentences they make.
For each given word/phrase, students are told to find ONE word of similar
Searching for words
meaning from the paragraphs indicated.
Reading to identify A number of pronouns are provided, and students are required to write what
reference each refers to.
Exercise 1
Read the article. Then do the exercises on the following pages.
Height of happiness
_1_ On 24th March 2007, the tallest man in the world made headlines around the world with news of
his marriage. After a widely-publicised search for a bride, Bao Xishun, a shy, gentle herdsman from Chifeng
in Inner Mongolia, married Xia Shujian, a saleswoman from his hometown. Standing at 236.1 centimetres,
Bao towers over his new wife who is just 168 centimetres tall.
_2_ Bao has five brothers and sisters, all of whom are of average height. As a child, Bao’s height was
normal, too. Then, at the age of 16, he experienced a massive growth spurt. Within a year he had
skyrocketed to a height of 189 centimetres. He did not reach his current height until the age of 23.
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_3_ When Bao left school, he joined the People’s Liberation Army. He was discharged after three
years due to rheumatism, a disease that makes the joints and muscles stiff and painful. Doctors believe he
developed rheumatism because when he was young he liked to sleep outside, unprotected from the elements.
After he was discharged from the army, he returned to Chifeng to live with his parents and look after the
family’s herds of sheep and goats.
_4_ Bao first came to the world’s attention when he was confirmed as the world’s tallest living man by
the Guinness Book of Records on 15th January 2005. The next year, he made the news again when he saved
the lives of two dolphins in a Beijing aquarium. The dolphins had eaten some sharp pieces of plastic and the
veterinarians at the aquarium had not been able to remove them. They called Bao, who used his
106-centimetre-long arms to reach down each dolphin’s throat and remove the plastic from its stomach.
_4_ Bao was a hero, but he was a lonely hero. Because of his extreme height, he had never even dated.
He decided to take out a newspaper advertisement, stating that he needed love and wanted to find a wife.
The marriage advertisement was sent around the world but, in the end, it was a woman from his hometown
who captured the heart of Bao Xishun, the gentle giant.
A Answer the following questions in complete sentences.
1 Which town is Xia Shujian from?
2 How many children did Bao Xishun’s parents have?
3 What caused Bao to develop rheumatism?
4 When did Bao save the dolphins’ lives?
5 Why was Bao lonely?
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B Choose the best answer for each question. Circle the correct letter.
1 Bao was discharged from the army 2 In paragraph 3, ‘elements’ means ...
because he ... A bandits.
A suffered from a painful disease. B weather.
B was not strong enough. C wild animals.
C was too tall.
3 The aquarium veterinarians asked 4 The writer of the article implies that
Bao for help because ... Bao is ...
A he is a dolphin expert. A a brave man.
B nobody else was brave enough. B a nice man.
C their own arms weren’t long C an unhappy man.
enough.
C Choose ONE topic below and write about it in NOT LESS THAN 100 WORDS
1 What do you think are the advantages of being as tall as Bao Xishun?
2 Would you like to be as tall as Bao Xishun? Why or why not?
3 What do you think caused Bao to grow so tall?
4 What kinds of challenges do you think Bao faces in his daily life?
5 Do you think advertising in a newspaper is a good way to find a wife or husband? Why do you
think this?
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Exercise 2
Read the article. Then do the exercises on the following pages.
Hong Kong’s rock kid
_ 1_ Meet Indy Shome: singer, guitarist, filmmaker and record-label owner. Sound
impressive? Well, it certainly is when you consider that Indian-born, Hong Kong-raised
Indrayudh Shome is a seventeen-year-old student at Hong Kong International School.
_2_ It all started when Shome was sixteen. He was interested in alternative rock music but
found it difficult to find the music he loved in Hong Kong. ‘The type of music I like wasn’t being
listened to — it just wasn’t here,’ Shome explains. So, he decided to do something about it. He set up his own
record label.
_3_ Shome had been interested in business for some time, but many people thought he was too young to set
up his own. ｀A 16-year-old starting up a record label? This isn＇t going to work,＇ Shome＇s friend and
schoolmate, Ben Gagnon said to himself when he heard Shome＇s idea. For Shome, however, age was not a
problem. ｀I thought it was big and impossible for a kid — but it＇s not really,＇ he says. ｀It＇s just something
you can go out and do.＇
_4_ In fact, Shome ｀went out and did it＇ very well. With just a small loan from his family and a lot of
hard work and enthusiasm, Shome established Concrete Lo-Fi Records, a company that produces and
distributes alternative rock music in Hong Kong. ｀I underestimated him,＇ admits Gagnon, as Shome signed
first US rock band, The Brian Jonestown Massacre, then Swedish band, Sgt. Sunshine.
_5_ As well as managing bands through his label, Shome is also lead singer and guitarist for metal band,
Molten Lava Death Massage. He has played in several other Hong Kong bands, and recently made his first music
video for local rock group 22 Cats. As if that is not enough, Shome is also president of his school＇s student
senate, a member of the film club and music club, and editor of the school magazine.
_6_ Even with support from his family and friends, it is surprising how much Shome has achieved. Yet, in
setting up his label, perhaps the most surprising thing is that he did not do it sooner. ｀I wanted to do this for a
while but I guess it required me to reach a certain maturity,＇ says Shome.
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A Match the half-sentences in Column A with their endings in Column B. Write the correct letters in the
spaces provided.
Column A Column B
1 Indy Shome A is the first band Shome signed.
2 Shome set up his label B is a band Shome plays in.
3 Ben Gagnon C helped him succeed by giving him a small loan.
4 Sgt. Sunshine D he put in a lot of hard work.
5 Molten Lava Death Massage E grew up in Hong Kong.
6 When Shome set up his label F because he couldn’t find the music he loved in
Hong Kong.
7 The Brian Jonestown G thought Shome would not succeed.

Massacre
8 Shome’s family H is the name of one of the bands that Shome’s

label has signed.
B Choose the best answer for each question. Circle the correct letter.
1 Shome … 2 In paragraphs 2 and 4, ‘alternative’ means ...

A was born in India. A different from the usual.
B plays drums in a band. B strange.
C studied business at school. C popular.
3 ‘Concrete Lo-Fi Records’ is the name of ... 4 Which of the following is something Shome has
A a rock album. NOT done?
B a Swedish band. A sung in a band
C Shome’s label. B started a film club
C owned a business
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Chapter 12 Usage
A. Introduction
• Cloze passage means fill-in-the-blanks. There are two types of cloze passage, Multiple-Choice cloze
and open cloze.
• For Multiple-Choice Cloze passage, candidates are required to choose the best answer from the
given options.
• For open cloze passage, candidates are required to think of ONE word on their own to insert the
blanks so as to make the meaning and usage correct in the whole passage.
• Editing refers to the ability to make corrections on wrong items. It is also called proof-reading.
B. Multiple-Choice Cloze Passage
• From the given options, candidates are required to choose the best answer that is suitable to insert in
the passage. This type of questions mainly test candidates in THREE aspects:
(a) Grammar – tenses, infinitives, prepositions
(b) Vocabulary
(c) Collocation – phrasal verbs, collocations
C. Open Cloze Passage
• In this type of questions, candidates are required to fill in ONE word to the passage so as to complete
the passage in a meaningful and grammatically accurate way.
• Be careful of the traps hidden in the passage.
D. Proof-reading
How to tackle proof-reading questions?
1. Before correcting something, think about these questions.

(i) Does the sentence sound right? If not, is there an unnecessary word, a wrong word or
anything missing?
2. If you add in a word or correct a word, think about these questions.
(i) Is the new sentence grammatically correct?
(ii) Is the new word spelt correctly?
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D. Practice for the Exam

Exercise 1
Mark Cheung, a teenage swimmer received tough training three years ago. Read the article about his
training and CIRCLE the best answer for each blank.
Young Champion Underwent Tough Preparation for World Swimming Cup

Good preparation 1.___ essential for the best performance in competitions. To achieve peak
performance in the World Swimming Cup, Mark Cheung and other athletes had to abbey strict training
guidelines. In every aspect of their daily schedule, they 2.___ follow the instruction of their trainers.
Before they 3.___ food and drink, they 4.___ to ask for advice from their nutritionists who 5.___
responsible for their well-being. Their nutritionists generally 6.___ them to follow a strict diet. Sometimes
when they 7.___ training, doctors would test their blood pressure and heart rate. After they 8.___ training,
their doctors 9.___ a small amount of blood from them for tests. The training of a champion 10.___ always
very demanding.
1. a. was b. is c. are d. were

2. a. have to b. has to c. had to d. had had
3. a. take b. taken c. was taking d. took
4. a. needed b. needs c. was taking d. took
5. a. is b. was c. were d. has been
6. a. require b. required c. were adjusting d. had adjusted
7. a. were undergoing b. competed c. was competing d. had competed
8. a. had finished b. was taking c. is taking d. is finished
9. a. took b. is c. were d. being
10. a. is b. be c. was d. were
King's College First Term Uniform Test 2005-2006 English Language/ (G)
Exercise 2
Fill in each blank below with ONE suitable word. Write down your answers on the next page.
Think before you go

Dear Pat,
I have received your letter. It’s _1_ to know that you are going to Japan but you said your parents are
unhappy. So I _2_ you should consider this plan again.
Your parents have the _3_ to be unhappy. You are going to Japan with a friend _4_ you know only _5_
e-mails. How can your parents feel safe for you to go to a foreign country with a stranger? Can you know
one well if you have not talked to him in _6_? I know it will be very exciting but it is also _7_. If you had a
daughter, would you let her do what you will do?
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Don’t make them unhappy. You should listen to them. If you want to go with a friend, it is not necessary
to go with someone you have never met _8_. You should think about it again, and talk to your parents.
Nothing is more important _9_ your family.
As your friend, I would ask you to consider your travel plan again. Write to me when you make the final
_10_. I hope you can enjoy a safe and happy holiday.
Yours sincerely,
Chris
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
King's College Half-yearly Examination 2005-2006 English Language II/ VII Cloze Passage
Exercise 3
Read the following conversation. There is one mistake in each numbered line. Correct the mistakes.
Underline a word that is incorrect and write the correct word above it. Mark the position of a missing word
with a ‘^’ and write the missing word above it.
An interview with Ang Lee
1 Ang Lee, the director of Crouching Tight, Hidden Dragon, is a quietly

2 and gentle man. May Chan met him he visited Hong Kong last week.
3 May Chan: When do you direct your first film?
4 Ang Lee: That was a film called Pushing Hands on 1992. I worked on
5 films before that and not as a director. I’ve directed five now.
6 May Chan: How is your favourite film?
7 Ang Lee: I like them all. However, I loved it when I work on Crouching
8 Tiger, Hidden Dragon. I am real happy that this film is popular
9 with both Chinese Western audiences.
10 May Chan: Some of the stunts look quiet dangerous. Did any actors get hurt?
11 Ang Lee: Yes, some did. Michelle Yeoh hurt her knee she was
12 doing a difficult stunt but she had to rest for three months.
13 May Chan: Did it take a long time to make a film?
14 Ang Lee: It took over two years to plan only five months to shoot it.
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Exercise 4
You have just finished writing a composition about an ancient Chinese strip called ‘The Pearl’. You need to
proofread it and correct the mistakes. There is one mistake in each line. Underline the words that are
incorrect and write the correct words above them. Mark the position of a missing word with a ‘^’ and write
the missing word above it. Cross out any unnecessary words with an ‘X’.
1 The atmospheric at the pier was very lively. Men carried bags and shouted
2 to one another loudly as they loaded the ships were bumping heavily against
3 the pier. As I walked through the crowd, I thought my heart might be burst
4 with excitement. I could hardly wait to see that spectacle ship, The Pearl,
5 which that was going to take me on my adventure.
6 I could not see The Pearl among all the other ships so I asked one the men
7 who were carrying contain onto the ships where to find The Pearl. The man
8 said ‘When you see the red fishing boats, turned left.’ There it was! It
9 was more unbelieve than I had ever imagined. Its huge sails and red lanterns
10 to scare any evil spirits looked absolutely amazing.
11 I looked up and saw the captain staring at me. He said that he would wanted to
12 leave before dark so I should hurry up and get on board. ’If you stood there
13 any longer, you make everyone late,’ he shouted. I took a deep breath and
14 stepping onto the ladder, holding tightly to the rail. My adventure had begun.
The exercises of this chapter are typed by Alvin Cheung
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Chapter 13 Oral Skills
A. Introduction
z Your performance in the oral examination takes up 10% of your English mark in the report card.
Therefore, you should do well in the oral examination as it is also very important to your overall
mark.
z Speaking is the most important aspect in English. When you communicate with foreigners, you
always need to express your opinions by speaking English.
z In this chapter, we will focus on two important oral skills – Individual Presentation and Group
Discussion
B. Focus on Skills – Individual Presentation

(1) Mode of Exam
z In the exam, you will be given a Question Paper with a topic on it. Sometimes you will also
find a mind map or some points relevant to the topic on the Question Paper.
z You will have a few minutes to prepare your speech. When time is up, you have to present
your ideas either to the examiner or a group of candidates.
(2) Preparing Your Speech
z Usually, you will be given a couple of minutes for preparation. In this short period of time,
think of as many points as possible
z Try to think of your own points instead of using all the points given on the Question Paper.
z Jot your points down on the mind map or some empty spaces quickly. If you are not
allowed to write, try to organize the ideas in your mind.
z Make sure your words can be clearly read in order to have a fluent presentation.
z You should try to organize the ideas by classifying them into different sub-topics.
z Think of how to elaborate your points when you are doing your presentation. Jot down only
key words on the question paper if necessary
(3) Presentation
z Make full use of the time. Note that marks will not be deducted if your speech ends a few
seconds after the timer stops. However, if you end with a lot of time left, you may lose a lot of
marks because of insufficient content
z If you timer alarms while you are presenting your ideas, keep calm and try to finish your
conclusion as soon as possible.
z Do not speak too fast or too slow when you are doing your presentation. You should speak
clearly in a moderate speed. Do not speak with monotone.
z Have eye contact with the examiner or the audiences. Avoid exaggerated body language.
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z Make yourself comfortable when you are presenting your ideas. Do not be too nervous.
z Stand straight. Respect the audiences and the examiner.
C. Focus on Skills – Group Discussion
(1) Mode of Exam
z In the exam, your group will be given a Question Paper with a topic on it. Sometimes you will
also find some points relevant to the topic
z You will have a few minutes to prepare for the discussion. When time is up, you have to start
discussing about the topic with your group mates.
(2) Preparing Your Speech
z Please refer to Chapter 15 B (2)
(3) Presentation
z If you are confident enough, start the discussion. Note that the one who starts the discussion
does not necessarily score the highest mark.
z Make full use of the time. Try not to have dead air during your discussion.
z This is an informal discussion, but you have to respect your group mates.
z A conclusion should be made at least 30 seconds in advance. Your group should watch the
time carefully and do not go too in deep in certain points.
z Do not speak too fast or too slow when you are doing your discussion. You should speak
clearly in a moderate speed. Do not speak with monotone.
z Have eye contact with your group mates. Avoid exaggerated body language.
z Make yourself comfortable when you are discussing with your group mates. Do not be too
nervous.
z Everyone should have equal time to present their ideas. One should not dominate the
discussion or be very quiet during the discussion. However, this is not a mixed individual
presentation. Make the discussion lively and casual. Group mates should not present their
ideas one by one.
z You can always ask for clarification politely if you cannot follow what your group mates
suggested. You can also check if your group mates understand your points after you have
expressed your opinion. Note that the examiner will not deduct your mark if you ask for
clarification.
z If you see someone sitting very quietly, you should encourage him / her to speak.
z If the discussion is out of the topic, you should keep the discussion on track.
z You may make use of the discussion languages on the next page
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(4) Discussion Languages

Starting the discussion
¾ Shall we start?
¾ OK. Let’s get started, shall we?
Making suggestion (and supporting them with reasons and examples)
¾ I suggest …/ I suggest that …
¾ Let’s …
¾ Why don’t we …
¾ How / What about …
Responding to suggestions – agreeing & making further suggestions, disagreeing & giving reasons,
offering alternative suggestions
¾ That’s a good idea.
¾ I’m not sure about that.
¾ I think it’s better if …
Expressing opinions (and supporting them with reasons and examples)
¾ I think…
¾ In my opinion…
Agreeing with others (and explaining why)
¾ I agree. (Reason)…
¾ That’s right. …
¾ Yes, you’re right
Disagreeing with others (and explaining why)
¾ I’m sorry, I disagree. …
¾ I’m, sorry, I don’t agree. …
¾ I’m afraid I don’t agree with you. …
¾ I’m not so sure about that
Summing up at the end of a sub-topic
¾ OK, so we agree that…
¾ To sum up, so far we’ve decided to/ agreed that…
Asking for and giving clarification
¾ Sorry, but I don’t understand what you mean.
¾ Sorry could you repeat that, please? I didn’t hear you properly.
¾ I don’t understand. Can you explain what you mean?
¾ I’m not quite with you. Do you mean that … ?
¾ What do you mean by … ?
¾ Let me explain what I mean.
¾ Well, what I mean is that …
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¾ What I said is that…

¾ What I mean is …
Checking understanding
¾ Do you know what I mean?
¾ Is that clear?
Encouraging others to speak
¾ Does anyone have any other ideas?
¾ Do you think that’s a good suggestion, XX?
¾ How / What about that idea?
Keeping the discussion on track
¾ I’m sorry, but let’s not get off the topic. …
¾ Excuse me, I think we’ve wandered off the topic. …
¾ Well, I think we should move on to the next point/ sub-topic. …
¾ Well, I think we’ve covered that point. …
Summing up at the end of the discussion
¾ To conclude, …
¾ In conclusion, …
¾ To finally sum up, …
D. Practice for the Exam

You will have separate worksheets for the practice. Please refer to the announcement made by your
tutor.
Notes
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Chapter 14 Listening Skills
A. Introduction
• Listening is also an extremely important aspect in learning English. When you communicate with
foreigners, you always need to listen carefully so as to give response and understand what they are
talking.
• In examinations, it is also a very common way in assessing the ability of candidates.
B. Type of Questions
In this chapter, we mainly focus on 3 important skills.
(1) Making corrections on texts/ tables/ forms
(2) Marking locations on maps/ floor plans
(3) Form filling
(4) Combined tasks

You will have separate worksheets for the practice. Please refer to the announcement made by your tutor.
Notes
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Chapter 15 Language Arts
A. Introduction
Language arts refers to the class of art forms that focus on the creation of art works which are
primarily language-based. In this chapter, we focus on the characteristics of poems.
B. Basic Elements of a Poem
1. Theme
The theme of a poem means the central or main idea of a poem.
2. Setting
The time at which and the place where a story happens.
3. Atmosphere
The atmosphere of a poem is the general impression you get of it. It can be ordinary, joyful,
sorrowful, touching, hopeful, terrifying, mysterious and etc.
4. Tone
The tone of a poem is its style and the opinions or ideas expressed in it. It is a reflection of the
writer or poet’s attitude towards his readers. The tone may be playful, ironic, sarcastic, hostile,
indifferent, insulting, serious, friendly, unconcerned, doubtful and so on.
Note: Everyone may have different feelings and impressions on the same poem. Therefore, there
is no standard for the atmosphere and the tone of a poem.
5. Stanza
Stanza is a structural unit in a poem set off by a space. A stanza is sometimes called a verse. It is
similar to a paragraph in a prose.
6. Syllable
A syllable is part of a word that contains a single vowel sound. It is pronounced as a unit. For
example,
In-ter-na-tion-al (a 5-syllable word)
sur-prised (a 2-syllable word)
I’m not tall. (3 syllables)
There is an elephant. (7 syllables)
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Look at the following example, see what basic elements of the poem you can point out.
My School Life By Leslie Lui

My classmates don’t like me
Just because I’m not smart enough at school
Just because I don’t join them to loo
Just because I often look very cool
¾ The theme of this poem is the reasons that the writer’s classmates dislike him.
¾ The story happened at school during the writer’s school life.
¾ The atmosphere of this poem is upset.
¾ The tone is a bit upset and unhappy.
¾ There is only a one stanza.
C. Prosody
1. Alliteration
Occurrence of the same sound at the beginning of two or more words in a line.
For example,
Fight for Food By Leslie Lui

Five furious families fought for a table
In a Chinese restaurant
The waitress watched the war
What’ll happen worries them all
All the customers fled without paying at all
(/f/ sound is repeated in line 1 and /w/ sound is repeated in lines 3 and 4)
2. Repetition
Repetition means the use of the same word(s), phrase, sound, structure or idea to create certain
stylistic effects.
3. Rhyme
Sameness in sound between words or syllables, especially the endings of lines of a poem.
4. Rhyme Scheme
The arrangement of rhyming words gives the poem its characteristic pattern
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Look at the following example.

My School Life By Leslie Lui
My classmates don’t like me [6 syllables]
Just because I’m not smart enough at school [10 syllables]
Just because I don’t join them to loo [10 syllables]
Just because I often look very cool [10 syllables]
¾ “Just because” is repeated three times in the poem.
¾ In the poem above, “school” rhymes with “cool”.
¾ The rhyme scheme of the stanza above is “a b b b”.
D. Rhetoric
1. Contrast
Comparing and contrasting is a way of presenting information in a text. By contrasting one thing
or idea with another, we can let the readers to see their difference. Setting up a contrast is also a
means of creating certain stylistic effects.
For example, Small friends can be of big help. (A mouse helps a lion.)
2. Exaggeration
When we exaggerate something, we indicate that something is less or more important than it
really is. We can also exaggerate a situation, a quality or a feature to make it appear greater, more
obvious, or more important than it really is.
For example, I can eat an elephant. (This means “I can eat a lot.”)
3. Irony
The use of words to convey an implication opposite to the literal meaning of what is said.
For example, Ricky is so honest that he always tells lies.
4. Metaphor
A metaphor is a imaginative way of describing something by referring to something else which is
the same in a particular way.
For example, Derek is a tortoise. (Derek is very shy and frightened of things.)
5. Onomatopoeia
Combination of sounds in a word that imitates or suggests what the word refers to. The lines in the
stanza should have the same theme. For example,
The hiss of snakes The tick of a clock
The chirp of birds The meow of cats
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6. Personification
Personification means treating something that is without life as a human being or representing it in
human form. For example,
I am a poor television set. My disgusting enemy is the LCD TV. She came to my home three days
ago. Then my master threw me away and I got abandoned in the rubbish dump.
7. Simile
A simile is an expression that describes a person or thing as being similar to someone or
something else by making the association explicitly.
For example, Matthew runs like a deer. Then his face becomes as white as a sheet.
E. Practices
Exercise 1
Read the poem below and finish the following questions.
Descendant of the Dragon Heiman Lui
I come from a land

Of red and gold,
Of silk and spice,
Of history old.
I belong to a culture
Of art and poetry,
Of wisdom and music,
Of legends and mystery.
I live in a kingdom
Whose lands stretch wide,
Of mountains and rivers,
Of beauty that’s thrived.
I am kin to those
Of golden skin and dark eyes,
Of black that shines,
I am a descendant
Of the dragon.
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1. How many stanzas are there in the poem?
2. Write down the words which rhyme in each stanza.
Stanza 1: and
Stanza 2: and
Stanza 3: and
Stanza 4: and
3. Write down the number of syllables in each line in stanzas 1 and 2
Stanza 1: , , and
Stanza 2: , , and
4. What are the rhyme schemes of stanzas 1 and 2 respectively?
Stanza 1:
Stanza 2:
5. Match the theme of each stanza with the correct stanza number (1 - 4).
The civilization of the mother country of the writer
The national identity of the writer
A geographical description of the mother country of the writer
An overall description of the mother country of the writer
6. What is the theme of the entire poem?
A A description of China
B The view of the writer on her own national identity and mother country
C The national identity of the writer
D A description of Chinese
7. In stanza 1, copy the line in which “alliteration” is used. What sound is repeated there?
8. From the second to the fourth line in both stanza 1 and 2, what technique is used?
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King’s College

Counseling Team – Study Group 2007-2008

Chapter Topic Page

Copyright © King’s College Study Group 2007

Chief Editors: A. Hsu, K. Chan

Form 2 English Tutorial materials (1st Term) Page 30

Adjective patterns started with it is

1 to-infinitive It’s difficult to do this question.

2 that … It’s obvious that the advert is unattractive.

4 of … to-infinitive It’s ridiculous of you to ask him for advice.

Form 2 English Tutorial materials (1st Term) Page 31

Adjective patterns staring with a subject

5 adjective + enough The book isn’t simple enough to read.

7 to be + too adjective + (for…)* It is too small (for most people) to see.

* In pattern 7, the “for …” is optional

C. Practice for Examination

2. creating designs that appeal to people of all ages – impossible

3. people without training produce outstanding adverts – not easy

4. creating a logo that people will easily remember – very difficult

5. give adverts as much colour as possible – usually important

7. an inexperienced designer makes minor mistakes – not unusual

8. inexperienced designer should try out a lot of different ideas – good

9. they should seek feedback from more experienced colleagues – useful

10. they shouldn’t rely on themselves alone – important

Form 2 English Tutorial materials (1st Term) Page 32

• In this chapter, you will learn prepositions of location of movement.

Form 2 English Tutorial materials (1st Term) Page 33

There is some paper in the rubbish bin. sink.

• addresses 3 Sha Wan Drive, 268 Wa Fu Road

Form 2 English Tutorial materials (1st Term) Page 34

Agnes is climbing up a rope. Arnold is climbing onto the trampoline.

Form 2 English Tutorial materials (1st Term) Page 35

Form 2 English Tutorial materials (1st Term) Page 36

Chapter 3 Reported Speech

B. Things to pay attention when using reported speech

• We report statements like this.

Æ Amy said (that) she likes the new teacher.

Æ Mike said (that) it was too late to go out.

3. We usually change the pronouns and possessive adjectives, e.g.

“I’ll call you later, Steve,” said Ivy.

Form 2 English Tutorial materials (1st Term) Page 37

Æ Tom said (that) it was not their fault. It was his.

a) simple present tense Æ simple past tense

b) present continuous tense Æ past continuous tense

c) simple past tense Æ past perfect tense

d) past continuous tense Æ past perfect continuous tense

f) present perfect tense Æ past perfect tense

5. We usually change the time words.

a) last weekend Æ the weekend before

b) yesterday Æ the day before

c) today Æ that day

f) this afternoon Æ that afternoon

g) tomorrow Æ the following / next day

h) next Monday Æ the following Monday

6. Also, we change the place words, e.g. here Æ there

Æ Brian asked (us) who wanted an ice cream.

Æ Vivian asked (us) which flavour we wanted.

Æ Amy asked (them) where her ice cream was.

Form 2 English Tutorial materials (1st Term) Page 38

Æ Brian asked (us) if/whether* our ice creams tasted good.

Æ Vivian asked Amy how her ice cream was.

Æ Amy asked (them) if she could have one more.