CAMBRIDGE LOWER SECONDARY ENGLISH 7: TEACHER’S RESOURCE
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Audioscripts
1.2 Quest!
Track 03
Alex: What a strange year I’ve had. It all started
one April morning. I woke up and thought it was
a school day. But it wasn’t − it was the weekend.
Once I was properly awake, I remembered that
I’d arranged to meet John. I looked at my phone.
Six messages and I’d missed all of them. Then I
noticed the time. I’d slept in again. My mother
said I was terrible for sleeping in. ‘Alex,’ she’d say,
‘One day you’ll surprise me and get up on time!’
I scrolled through the messages. They were all
asking where I was. We were meant to meet at the
bus stop at 10 a.m. Not surprisingly, John had
gone without me.
One of the things we like to do is take the bus
into the city on Saturday. John loves music so
we spend most of our time visiting guitar shops.
He never buys anything – the guitars are far too
expensive – but it’s great to hear him playing them
and the shop owners are happy enough to let him.
I suppose they’re hoping that one day, when he
does have some money, he’ll spend it on a fancy
guitar in their shop.
Anyway, I quickly got showered and dressed and
ran out of the door, munching on a piece of toast
as I went.
‘Have you got some money?’ shouted my mother.
‘What time will you be back?’ she asked.
I held up five fingers suggesting 5 p.m. and ran for
the bus.
Sometimes, a day can turn out much stranger than
you can ever imagine. When I got off the bus in
the city, I saw an envelope lying in the gutter. It
had a name on it – Lydia Jones. The envelope was
open, and inside was more money than I’d ever
seen in my whole life. I couldn’t even tell you how
much. I was amazed!
There was no one else around but the police
station wasn’t too far away, so I made my way
there and handed it in, leaving my details. I met
John who made fun of me for always being late.
I told him about the money, but I don’t think he
believed me. We had a great day and I was back
home for 5 p.m. as promised.
Two months later I got home from school to find a
letter on the table. Lydia Jones had been reunited
with her money. Turns out she was a famous
artist. I’d never heard of her, but my mother had.
Alongside a thank you letter from Lydia was a
cheque for a lot of money. It was her way of saying
thank you.
I’ve decided I’m going to buy a bike with half
of it. I like bikes. With the other half, I’m going
to buy John a new guitar. He deserves it. He’s so
talented. In fact, that’s where I’m going now –
back into town to meet John. As usual, he’s there
already and I’ve slept in . . . again!
‘Yes!’ I yelled and smiled back at her through
the window.
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CAMBRIDGE LOWER SECONDARY ENGLISH 7: TEACHER’S RESOURCE
2.3 Gold!
Track 13
Speaker A: I find Calvin funny. He’s not a very
nice person, but he’s easy to laugh at. From the
start of the story, he seems miserable and angry.
He treats Dora badly and he doesn’t like the
people down the hole. In some ways he seems
like a bad character, but I think he’s a fool. I like
reading the parts where he gets frustrated. It’s
funny to see him get angry.
Speaker B: Calvin is an awful person. He seems
really nasty. I know he is in a difficult situation –
his farm has no water – but that doesn’t give him a
good reason to be mean to his wife. He speaks to
Dora with no respect. She is always frightened of
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how he will react. Calvin is the villain of the story.
I hope by the end of the story he gets some sort
of punishment.
Speaker C: Dora is a bit annoying. I know that I
should feel sorry for her, because she has a mean
husband, but she seems weak and unable to think
for herself. She should refuse to do what Calvin
tells her to do rather than follow his orders. If she
stood up to Calvin, then I would like her a bit
more.
Speaker D: I feel really sorry for Dora. She is
a victim. Her husband is unpleasant. He treats
her like a servant and speaks to her in a really
nasty tone of voice. It seems to me that Dora is
trapped. She lives on the farm and can’t escape,
probably because she relies upon Calvin. I hope
that by the end of the story she escapes from her
horrible situation.
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3.6 Preparing a speech
Track 24
The Tham Luang cave rescue
In June 2018, 12 members of a junior football
team in Thailand and their coach became trapped
in an underground cave system. The story and
the rescue of the boys made headlines around
the world.
Tham Luang is a series of caves below mountains
on the border between Myanmar and Thailand.
The cave system is complex, with lots of narrow
passages, bends and tunnels. It is 10 km deep.
Many people visit these caves, but in Thailand’s
rainy season, between July and November, the
caves can flood easily.
On 23rd June, boys who played for the Wild Boars
football team decided to visit the caves after their
training session. They planned to celebrate one
of the boys’ birthdays in the caves and took food
with them. Once they were inside, the water rose
quickly. They found areas where they could stay
above water, but they were trapped. Their coach
was with them. The boys’ parents started to worry
when they hadn’t returned and after lots of phone
calls and a search, the boys’ bikes were found
outside the entrance to the caves.
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A huge international mission to rescue the boys
began. Diving teams from Thailand, Britain,
America, China and Australia arrived. The first
divers to enter the cave were from the Thai Navy
SEALS. They found that the water was so cloudy
that very little could be seen. Two British divers,
Richard Stanton and John Volanthen, eventually
located the boys sitting on a rock shelf. The boys
were confused and clearly in danger. The rescue
looked nearly impossible. Some of the boys
couldn’t swim. Conditions were so bad that it took
six hours to get from the cave mouth to the boys.
While preparations were made for rescue, food
was brought to the boys as well as notes from
their parents. Pumps were used to extract more
than a billion litres of water. The operation was
dangerous and a Thai diver lost his life delivering
air tanks to the boys. More heavy rain was
due, so it was decided on 8th July to start the
rescue attempt.
In order to get the boys out, 18 divers entered
the caves. The boys were anaesthetised – put to
sleep – and given air tanks then guided to safety
by the divers through the long, narrow caves.
The operation involved hundreds of people from
all corners of the world, and by 10th July the
boys and their coach were all saved. The people
involved received numerous awards and a film is
being made about the rescue.
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4.2 Small but perfect
Track 27
My special object
My special object has no value to anyone other
than me. It’s basically a small piece of plasticcoated paper with writing. The writing is now
faded, but you can still make out the two words
and the numbers – but only just!
I’ve had this object for 32 years now. I will never
forget when it was handed to me at the hospital.
I’ve got the piece of paper in my hand now as I
talk to you. There’s lots of them about – they’re
mass-produced – but this is the only one of its
kind. It feels a bit dirty now. The plastic covering
is cheap but still quite strong. As I turn it to the
light, the words become clearer and you can see
where it’s a little frayed on the edges. I keep it in
an envelope inside my bedside drawer.
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The object wasn’t mine to begin with. It was given to
Abeed. He knew nothing about it though. He was
too busy crying. I was too, actually. It soon came off
Abeed’s wrist though and I kept it all these years,
alongside a lock of his hair and a small photo of him
when he was just one day old – precious memories of
his first day in the world. The bracelet has his name
and date of birth on it, written quickly in pen.
Abeed lives overseas now. We’re still in contact
every week, but he’s a man with his own family.
He now has his own beautiful child – my
granddaughter – and no doubt her mother also
has a similar handwritten paper identity bracelet
kept somewhere safe too.
Cambridge Lower Secondary English 7 – Creamer, Williams, Rees-Bidder & Elsdon © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 7: TEACHER’S RESOURCE
5.3 Homeschooling
Track 45
Interviewer: Hi Joanne. Thanks for agreeing to talk
about homeschooling.
Joanne: My pleasure.
Interviewer: So first question – for how long were
you homeschooled? Was it for the whole of your
school life?
Joanne: It was. Looking back, it must have seemed
odd to lots of people, because in 1990, when I was
five, homeschooling was not a common thing. My
father and mother were very keen on it though. I
knew no different and so from the age of five until
I was sixteen, I was educated at home. My dad had
a job that involved moving to a different country
every year, so it made a lot of sense for the family
to move with him. So the natural thing was for my
mother to educate me rather than move schools.
Interviewer: Most people have favourite memories
of school. Was it any different for you? Do you have
any favourite memories from your education at
home?
Joanne: I can remember lots of things, such as
learning to count by using objects around the
house and putting on plays for visitors. My
favourite memory is writing poems in the garden
of our house in Australia. I must have been about
eight years old. My mother and I sat in the heat
of the garden, closed our eyes and listened to the
sounds. Then I wrote a poem about it. I still have a
copy at home with some drawings I did.
Joanne: I wanted to learn Arabic. By the time I was
ten, we’d moved to the Middle East and I thought
it’d be a good thing. Unfortunately, none of us
found it easy. I can remember trying and largely
failing to grasp it. My mother felt the same. It was
difficult because my mother wasn’t an expert and
there was nobody around; we couldn’t ask for help.
Interviewer: Now you are in your mid-30s and have
a career. What is it you do?
Joanne: I’m a gardener. One of the great things
about my childhood was spending lots of time
outdoors. I think children can learn just as much
outdoors as they can in a classroom. My love of
plants and the earth started then I think.
Interviewer: You have children of your own. Are
they homeschooled?
Joanne: They’re not. My husband and I both work
full time and unlike my father, we don’t have to travel
the world. It made sense for our children to go to the
local school. It’s a lovely place and they have many
friends there. I think if they weren’t enjoying school
and learning, I might consider homeschooling them.
Interviewer: Looking back, are you glad you were
homeschooled?
Joanne: I am. It was right for the situation my family
was in. I got to travel the world and had a personal
tutor – my mother! I also got to see my dad. If I
had stayed in our home town and went to the local
primary school, I would have seen a lot less of my
father. I probably didn’t have the same friendships as
other schoolchildren, but I loved my childhood.
Interviewer: Thank you for sharing your
experiences, Joanne.
Interviewer: Were there any subjects you
found difficult?
5
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6.6 Changing the world
better homes, better schools and better jobs. South
Africa was run by white people.
Track 62
Apartheid – the political system which separated
blacks and whites – was introduced in South
Africa in 1948. Among other things, it meant that
black and white people had to eat in different
restaurants, travel on different buses and go to
different schools.
Mr Mandela was actually called Rolihlahla as a
child. The name he is known by – Nelson – was
given to him by a teacher in his first school. He
was born in 1918 in South Africa. His home
village was Mvezo which is in the Transkei area.
He didn’t have the easiest childhood. His father,
Henry, died when he was nine, but Nelson was an
industrious boy and he made sure that he made
the most of his education.
Once he left school, he attended the University
of Fort Hare and from there he moved to
Johannesburg. In Johannesburg, he trained
to be a lawyer. By 1942, he qualified.
In 1944, Nelson joined the ANC – the African
National Congress. This was an organisation
that wanted equality between black and white
people. As a black person growing up, Nelson
became aware of the different ways in which black
people were treated. For example, most black
people held poorly paid jobs and lived in difficult
situations. Their communities and housing were
in poor areas. They had fewer rights and weren’t
allowed to vote. By contrast, white people had
6
Nelson Mandela took a stand against this system.
He protested and travelled around the country
encouraging others to protest. This was unpopular
with the rulers of South Africa and in 1956, he
was put in prison for five years. The government
banned the ANC.
In 1961, he helped to form a military group with
the intention of continuing to protest. This proved
dangerous, because in 1964, he was put in prison
for the remainder of his life. Many people around
the world realised that his imprisonment and
the apartheid system were unfair. After years of
protests, he was freed in 1991. He worked with the
South African president to bring a peaceful end to
apartheid. In 1994, he became president himself
and worked hard to make his country a place
where all people could live together. He retired in
1999 but continued to promote peace around the
world until his death in 2013.
Cambridge Lower Secondary English 7 – Creamer, Williams, Rees-Bidder & Elsdon © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 7: TEACHER’S RESOURCE
7.2 The keys
Track 66
Mystery, history and beauty: come to Shanghai!
Shanghai is a marvellous place. It’s a city tied
to the past, but it also looks forward. There’s
nowhere like it in the world. It’s a place of luxury
but also a place with great history. People have
been coming to Shanghai to experience its culture
for centuries. Why don’t you come and find
out why?
If shopping is your thing, you’ll discover that
Shanghai is the only place you’ll need to go for
all of your retail needs. It might be that you want
the latest in designer fashion. Think of any of the
top fashion labels and they’re here. And some of
these brands are not high street chains. They are
the real deal. Be prepared to spend some money
for the best that style has to offer. If you’re more
interested in cool clothes from decades gone by,
you’ll find plenty of vintage shops with fantastic
fashion from the past.
It’s a well-known fact that 50 percent of the
world’s luxury goods are consumed in China,
so you won’t be surprised to learn that small,
exclusive shops full of eye-wateringly beautiful
jewellery await you. High-end art and ceramics
can be found in the galleries of Shanghai, and if
the treasures of times past are your desire, there
are loads of antique shops and markets. You
don’t have to be rich to come here, though. Many
travellers enjoy the experience without spending
anything at all, except perhaps in the cafés, where
tasty treats are served while you enjoy a well-earnt
rest from window shopping.
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Food and drink are a very important part of
Chinese culture and, as you might expect, modern
Shanghai has plenty of places to eat. From
humble but heart-warming cafés to world-famous
restaurants, there’s plenty here for all tastes. You
might choose to eat in your hotel – there are many
fantastic restaurants available – but if you venture
further afield, you’ll discover that 21st-century
Shanghai has it all. Want perfectly created fancy
food? It’s here. Simple, homecooked food? No
problem. I recommend ‘The Key’ restaurant for
lunch. You’ll find nowhere better.
Most people don’t associate Shanghai with music,
but it’s absolutely buzzing with music of all sorts.
The sounds of everything from the latest hip hop
and traditional rock can be heard in the throbbing
streets of the city. The creative arts are thriving
in Shanghai, so once you’ve had your fill of pop
music you could have a night at the opera. The
city is spectacular: watch the acrobats perform
breathtaking tumbles and then round off the
evening in a jazz club.
For many people though, it’s the history and
glamour of Shanghai that remains with them
after their trip has ended. As you stand gazing
wide-eyed at the architecture of the city, you feel
like you’re back in the 1920s: the age of glamour.
The beautiful buildings of the early 20th century
dot the city, alongside religious buildings of many
faiths, but it’s perhaps the modern, glass-fronted
skyscrapers that dominate. Their height and
dominance is awe-inspiring, and a reminder that
Shanghai is also a city of fast-paced business.
If you want a holiday in a place of busy beauty – a
modern, mysterious and captivating charm – come
to Shanghai.
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CAMBRIDGE LOWER SECONDARY ENGLISH 7: TEACHER’S RESOURCE
8.4 Bringing the city
to life
Track 76
Charles Dickens and the city
M: Hi everyone. This is Martin here with another
in our series of podcasts about famous writers.
Today we’re going to be talking about Charles
Dickens and the world he lived in. I’m pleased to
say we are joined by Alina Petrov, an expert in
the life of Dickens. Hi, Alina. Could you tell the
listeners about Dickens’s early life in the city?
A: Hello, Martin. Dickens was actually born
in 1812 in Portsmouth, a city in the south of
England. It was only when he was ten that he
moved with his family to London.
M: What do we know about his first experiences
of London?
A: I think it’s fair to say that he had a miserable
time. His father had money problems and spent
time in prison. While his father was in prison,
young Charles worked in a factory.
M: Are any of these early experiences seen in
his novels?
A: Yes. He used these early experiences in some of
his novels, such as Hard Times and Oliver Twist.
He had seen how poverty affected people and
wanted to show his readers how poorer people
struggled to survive. Oliver Twist was incredibly
popular. The young Queen Victoria loved it and it
sealed his reputation as a brilliant writer.
M: How did he come to write A Christmas Carol?
Was that based on his experiences of London?
A: Around a month before he started writing A
Christmas Carol, Dickens gave a speech where he
talked about the many poor children in London
prisons. He argued that the poor needed access to
education. He made it clear that rich people had a
duty to help the poor.
M: Was Dickens really aware of the lives of the
poor in London?
A: He absolutely was. Before he started writing,
he read a report about child labour in England.
He was shocked to read about children working
16 hours a day sewing dresses. The dresses would
be bought by rich ladies. He also read accounts
of eight-year-old boys working in coal mines 11
hours a day. Children were the cheapest workers.
M: Dickens travelled widely didn’t he?
A: Yes. Before he wrote A Christmas Carol, he
visited America with his wife. He wrote about his
experiences, commenting on the horrors of slavery
and the beauty of the landscape. He gave lectures
in New York and also did some acting. When he
returned to England, he wrote A Christmas Carol,
a story which remains hugely popular to this day.
He also visited Canada, Italy and Switzerland.
Dickens was a great public speaker and often
performed readings of his books.
M: Did his travels inspire his writing?
A: Yes. For instance, in 1865, he was involved in a
train crash while returning from Paris. He survived
and helped tend those who were seriously injured.
The incident inspired some short stories involving
train travel.
M: Thank you, Alina.
8
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9.5 The Rime of the
Ancient Mariner 1
Track 97
Part I of the original poem
by Samuel Taylor Coleridge
‘The ship was cheered, the harbour cleared,
Merrily did we drop
Below the kirk, below the hill,
Below the lighthouse top.
The Sun came up upon the left,
Out of the sea came he!
And he shone bright, and on the right
Went down into the sea.
Higher and higher every day,
Till over the mast at noon—’
The Wedding-Guest here beat his breast,
For he heard the loud bassoon.
The bride hath paced into the hall,
Red as a rose is she;
Nodding their heads before her goes
The merry minstrelsy.
The Wedding-Guest he beat his breast,
Yet he cannot choose but hear;
And thus spake on that ancient man,
The bright-eyed Mariner.
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And now there came both mist and snow,
And it grew wondrous cold:
And ice, mast-high, came floating by,
As green as emerald.
The ice was here, the ice was there,
The ice was all around:
It cracked and growled, and roared and howled,
Like noises in a swound!
It ate the food it ne’er had eat,
And round and round it flew.
The ice did split with a thunder-fit;
The helmsman steered us through!
And a good south wind sprung up behind;
The Albatross did follow,
And every day, for food or play,
Came to the mariner’s hollo!
Save thee, ancient Mariner!
From the fiends, that plague thee thus!—
Why look’st thou so?’—With my cross-bow
I shot the ALBATROSS.
Cambridge Lower Secondary English 7 – Creamer, Williams, Rees-Bidder & Elsdon © Cambridge University Press 2021