Cambridge
Lower
Secondary
Complete
E n g li sh
Series
Editor:
Annabel
Dean
Charles,
Mark
Pedroz,
Second
Edition
Roberts
Alan
Tony
Jenkins,
Parkinson
7
Cambridge
Lower
Secondary
Complete
E n g li sh
Series
Editor:
Annabel
Mark
Charles,
Pedroz,
Jedidah
Dean
Kithia,
Roberts
Alan
Tony
Sujata
Jenkins,
Parkinson
Paul,
Khalid
Qenaway
7
Extract
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3
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Contents
Introduction
4
Spine-chilling
1
Features
Manic
2
3
Hazardous
hobbies
narrative
for
Joyous
Dating
of
Language
Lastling
and
In
of
you,
or
unit
you
Website:
opinion
38
non-narrative
poems
from
dierent
times
and
cultures
inform,
explain,
persuade
and
comment
70
ction,
writing
descriptive
narrative
86
drama,
playscripts,
performance
and
dramatic
102
science
ction
and
fantasy
genres
and
what
makes
story
118
non-ction
and
autobiography
134
poetry
Philip
Gross
150
reference
there
can
biography
nature
by
structure
plays
century
literacy
every
and
history
Pre-20th
The
facts
science
Nurturing
Reading:
viewpoint,
54
to
century
Contemporary
9
genre
drama
successful
Hairy
8
texts
features
Features
a
bias,
and
century
the
Sizzling
7
suspense
journeys
Pre-20th
and
ction
thought
Pre-20th
6
of
22
writing,
Non-ction
5
conventions
Journalistic
Food
6
media
Poetry:
4
and
suspense
are
listen
154
listening
to
the
tasks.
audio
Your
on
the
teacher
website
may
play
using
the
the
audio
QR
code.
for
www.oxfordsecondary.com/9781382019156
3
Introduction
W
elcome
to
Secondary
7. This
Oxford’
s
you
and
and
the
Student
Cambridge
Complete
book
support
to
English
student
your
Stage7
of
the
It
to
encourage
Student
as
7
E ac h
Lower
workbook
teacher
Cambridge
Book
you
Book
curriculum
you ’ l l
with
framework.
j ou r n e y
th e
you
in
Confident
in
your
a
g lo ba l
th e me .
sc ie n c e ,
sp ac e
a cr os s
th e
in
j o u r n ey s;
and
e xa mpl e ,
t e c h n ol og y,
Unit
wo r l d
a dv e n tu r e r
F or
7,
in
f in d
S iz z l in g
th e
P h il e as
ou t
the
s c ie n c e;
co mp an y
F og g
ab ou t
in
of
Unit
fo od
5,
fa ct s
becoming:
an d
●
an d
g r e at
Jo yo u s
aims
h as
e x pl or e
un i v e r s e
will
engage
un it
English
skills
and
p e r su as iv e
op in io n s
in
Unit
4,
Fo o d
for
your
tho u g ht
ability
●
●
to
for
responsive
to
and
Reflective
as
a
a
global
your
own
and
learning
respectful
learner
learner
Innovative
●
yourself
Responsible
life-long
●
express
–
not
ready
so
that
just
for
of
in
you
can
be
in
&
challenges
academic
and
the
Listening
social
what
you
think
and
book.
are
some
Here’
s
an
great
Thinking
features
already
critically
you
time
get
know
and
and
the
about
find
out
Speaking
chance
a
to
theme
more
express
or
from
&
topic,
your
Workbook
classmates
There
Listening
as
Through
both
Book
Speaking
now
situations.
Student
time
a
citizen
Engaged
Thinking
others
school
new
and
features
explanation
of
in
your
how
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they
whilst
exploring
new
ideas.
7
work.
Reading
Every
such
day,
as
novels,
bicycle
We
repair
read
tablets,
this
of
food
texts
to
At
the
start
page
above.
what
the
you
4
will
of
every
It
gives
unit
be
will
unit,
you
be
learning
a
you’ll
quick
about
and
and
see
the
type
summary
the
practising.
main
of
of
skills
books,
book,
Unit
6,
both
the
harsh
nature
Dating
and
and
that
you
understand
generating
lead
new
Nick
be
tasks
from
ideas
in
science
in
Unit
9,
playscript
be
in
around
you
and
poems
discovering
to
show
implicit
information
and
the
to
help
In
kinds
Time
world
explicit
all
of
you’ll
literary
reports.
experience.
time-slip
drama
blogs,
timetables.
reading
drama,
Comprehension
and
a
texts
computers,
bus
can
of
school
encounter
the
nature
the
literal
and
your
you.
meaning
phones,
In
kinds
cartoons,
weird
from
all
newspapers,
you’ll
enhance
how
reads
packaging
extract
Nurturing
us
recipes,
Charlotte’
s
fiction
about
7
of
manuals,
from
Stage
From
each
material.
retrieval
to
written
Word
Glossary
cloud
grow
‘language
strong. Then
yourself
As
you
near
and
read,
the
the
reading
explore
The
use
Word
texts
to
meanings
Glossary
phrases
that
because
they
will
you
may
are
learn
and
help
clouds
not
new
usage
you
in
with
find
uncommon,
that
appear
a
clearly,
language
vocabulary
activities
context.
grammar,
words
in
The
or
what
dictionary
colloquial
or
muscles’
in
awareness
this
Stage
spelling
them
mean
be
accurately
and
chance
able
and
and
express
development
book
will
improve
punctuation.
using
your
to
to
impressively.
connotations
how
empowers
7
and
contractions,
really
you’ll
the
Uncover
and
them
or
your
clichés
not
using
language.
technical.
Writing
Vocabulary
Every
Learning
new
importantly,
be
used
There
to
is
a
are
extend
expect
this
to
words
learning
key
lots
and
will
word
the
help
of
how
this
building
enhance
all
perhaps
exactly
element
of
know
book
and,
your
they
series
of
exercises
build
you
up
will
should
vocabulary.
words
you
more
learn
purposes
for
a
dramatic
a
local
you
Don’t
–
vocabulary.
the
writer’
s
skills
to
unit.
of
construct
Listening
will
your
ideas
using
presentations
In
every
unit
there
are
listening
tasks. Y
ou
your
to
audio
teacher
teacher
the
the
may
audio
you’ll
may
by
play
provide
recording
hear
a
scanning
radio
it
for
you
to
the
factory, a
accurate
with
the
report
transcript
you. For
about
a
of
Ghada
and
her
story
author
talking
conversation
fire
between
grandparents, a
about
at
skills
of
you
how
listen, you
listening
to
he
will
locate
guidance,
and
organise
sentences
powerful,
and
engaging
At
end
be
my
success!
the
of
each
unit
in
the
Student
Book,
is
a
practice
test
that
is
similar
to
the
12-year-
speech
writes
of
a
tests. There
is
also
an
opportunity
by
you
to
measure
your
progress
in
developing
suspense
some
fiction. As
your
example,
for
an
past
writer.
The
Cambridge
old
sports
code, or
there
fireworks
a
for
you. Sometimes, your
support
news
QR
step
of
have
write
family’
s
by
become
you
article
own
one
of
will
an
of
you
different
texts
you
structure
range
where
can
and
listen
to
7,
your
step
the
a
the
your
biography
develop
for
narrative,
into
grandparents. With
you
of
create
travel
a
writing
Stage
suspense
and
workshop
some
In
newspaper,
kenning
to
a
linked
read
in
has
the
books.
encounter
your
unit
practising
details, listening
important
language
and
literary
skills.
your
to
Workbook
understand
the
gist
listening
make
of
what
is
being
said, and
The
to
inferences…
trying
to
work
and
what
people
really
Workbook
expand
your
language
is
more
than
just
spoken
and
you
literature
learning
on
what
you’ve
independently
Workbook
development
helps
Developing
enable
you
to
practise
been
doing
in
mean.
lessons,
Language
activities
out
grammar!
It
gives
your
unit
ends
revisit
and
or
for
with
some
of
a
quick,
the
non-fiction
homework.
fun
quiz
language
you
Each
engaged
that
skills,
with.
5
Spine-chilling suspense
1
In this unit, you will explore the main features of suspense: cli-hangers,
dilemmas, scary moments, and how humour and satire can also be part of
suspense. You will read about a challenging climb on ice-laden rocks, consider
what might be scary in the future for the human race, and listen to a successful
writer explaining how to create suspense. You can also have a go at writing the
beginning of a suspenseful story.
And in doing all that, you will be practising these key skills:
Speaking
£
Take
par t
sharing
&
in
a
Writing
discussion,
ideas
responding
your
Listening
£
and
to
create
Listen
and
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meaning
to
£
and
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useful
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choice
suspense.
of
language
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conjunctions
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talk,
longer,
sentences
compound
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of
accurately.
a
Write
condently
genre
of
ction
in
I
love
stories
always
my
on
seat
little
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on
’re
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th
6
enhance
suspense.
se
en
sp
su
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th
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th
no
at
th
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is
st;
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s
ter
ns
mo
where
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and
£
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be
aid
afr
of.
text
that
maybe
a
too.
,
Evil
are
ugly
n’t
frig
ers
cre
res
atu
g
nin
hte
terr
ify
personal
to
text
open
to
interpretations.
of
spid
to
features
satire.
I’m
edge
scared
key
the
several
u
yo
to
some
response
e
se
writer ’s
specic
non-ction
uses
£
It’s
a
to
feedback.
e
th
on
impact.
professional
evaluate
precisely
ideas.
£
£
verbs
extend
sensitively
par tner ’s
Use
Reading
but
.
me
1
Thinking
time
Myths and legends appear in dierent cultures. Many of these
stories involve horror and suspense.
1.
Do
you
prefer
reading
scar y
stories
or
watching
scar y
movies?
2.
Do
you
agree
terrifying
3.
Why
all
are
over
that
than
what
stories
the
these
Make
a
2.
Share
your
in
3.
list
eyes
imagines
is
more
see?
horror
and
suspense
so
popular
&
Listening
that
frighten
–
people
questions.
of
all
list
the
with
scar y
a
things
par tner.
you
Do
you
can
think
have
any
of.
things
common?
Compile
rank
4.
the
mind
world?
things
1.
the
involving
Speaking
Answer
what
a
combined
list
of
the
ten
scariest
the
word horror
things
in
order.
Write
a
denition
Creating
for
suspense
–
the
power
of
suggestion
Suspense
what
is
device
Read
suggests
about
for
the
It
in
had
to
ever
slowly,
it
the
shadows
eyes
shifted
ponderous
on
its
metre,
being
next.
Many
within
passage
pounce. A
set
of
tension
following
it.
waiting
feeling
happen
creating
imagine
lurked
to
a
creature
its
so
enormous
towards
the
the
hidden,
and
and
uncertain
use
suspense
creature
silently
mystical
features
bulk
or
about
as
a
texts.
draw
old
terrifying
writers
their
and
carefully
anxious
until
began
unsuspecting
you
watching
that
now!
to
as
no
and
human
Slowly,
move,
so
metre
by
crowd.
7
Spine-chilling
suspense
Clinging
Paris
is
part
legendary
the
1
The
rope
an
She
she
in
the
air,
was
plan
you.
.
so. Then
fall
might
Easy. All
she
be
had
had
looped
case,
and
three
said
“Only
.
.
if
the
and
too
to
you
the
by
her
and
Himalayas
friend
end
of
gave
hold
after
to
T
ahr
you
was.
.
rope
four
a
nd
and
moment
spare
rm
if.
the
Geng-sun,
rope
.
there
snaked
tug. “There,”
.”
He
was
tie
stopped.
little
back
he
this
a
said,
as
round
Just
the
her.
trust
around
extra
a
discussed. “We
for
.
the
it
much
do
the
or
to
already
can
gently. “Y
ou
if.
taut,
they’d
T
ahr
he
it
she
edge
hunting.
and
ifthis
.
helped
went
caught
a
is
was
ladder
the
expedition
down. T
ahr
word
10
yeti.
creature
hissing
5
of
to
the
her,
knots
at
yeh-teh. With
more
the
than
end
to
her
once,
be
life.
just
in
sure. “Now,”
climb.”
climb
too.
If
you.
.
.
talk
to
me.”
Word
“T
alk?” T
ahr
“Anything.
T
wice
15
she
could–
shut,
move
20
nearly
she
the
she
would
Please!”
and
through
all
tremble.
ladder
found
the
and
as
Except
But
when
swung
Paris. “I
away
out
–
against
her
she
as
calf
tried
and
she
just
she
need
it
her
she
with
could
shift
froze
to
and
From
wished
were
The
that
it
was
her
at
by
hugging
clamped
looped
clung
snaked
froze
taut
never
ache
the
it
and
rope
Glossary
again.
Lastling
ache
Eyes
and
to
all,
arms
right,
here
starting
weight
all
there.”
she
strength.
right
clung
you’re
ladder,
her
and
stay
her
know
the
all
cheek
muscles
to
to
almost
clamped
hugging
long
cloud
what?”
herself
rung
right
again.
said
blacked
rungs
felt
be
said. “About
Philip
Gross
blacked out
became
unconscious
calf muscles
Understanding
in
Answer
the
following
the
lower
How
does
2.
Paris
has
T
ahr
try
to
help
Paris
to
make
the
trust
leg
area
the
‘yeh-teh’
to
keep
her
the
author ’s
climb?
term
to
muscles
questions.
Lastling
1.
the
safe
but
why
for
the
last
of
its
might
kind
this
be
a
problem
for
her?
yeh-teh yeti, a legendary
3.
In
the
rst
paragraph,
how
do
you
know
that
Paris
is
creature of the Himalayas
frightened
4.
How
is
the
paragraph
8
by
the
climb?
author
of
the
successful
extract?
in
creating
suspense
in
the
last
1
Key
concept
“Hmm,
a
I
really
need
good
Verbs
verb
here.”
Every sentence contains at least one verb. Verbs are
used to describe a state, an action or a feeling. They are
sometimes called ‘doing’ words.
When trying to create suspense, a writer will describe
exactly the way a character feels or moves, using a variety
of verbs to build the image.
Example:
Her
calf
muscles
were
star ting
to
ache
and
tremble.
The verb tremble is used to show how much she is
suering.
Trembling suggests fear of losing her footing
and falling, so its use builds suspense.
Developing
to
create
Answer
1.
those
2.
an
in
alternative
bold
The
b
“Run
for
c
“Hit
the
verb
was
your
many
at
forms
2.
as
hard
b
Why
to
3.
of
T
aut
held
is
so
the
How
had
as
alternatives
suspense
than
the
avalanche
lifeguard
you
as
can
you
when
or
can
would
it
for
he
won’t
these
bury
saw
the
him.
shark.
work.”
verbs:
said
words
questions.
in
the
Word
cloud.
Most
are
different
verbs.
is
not
a
is
taut
the
use
verb. What
more
of
effective
use
does
used
verbs
builder
following
the
a
How
more
move
the
Look
creates
life!” said the
alarm
Word
1.
that
worried
talk
Answer
using
below.
climber
as
–
questions.
a
Write
language
suspense
these
Write
your
of
tied
in
instead
explaining
clamped
looped
effective
froze
in
kind
and
make
the
of
word
is
than
using
stretched?
of
stopped
Paris’
it?
and
fear?
clung
How
instead
does
it
of
relate
hugging?
the
phrase
image
clearer
“T
ahr
tied
the
than
rope
if
the
writer
around
her”?
9
Spine-chilling
suspense
Remember
Key
concept
A sentence is a group
Types
of
sentence
of words beginning
with a capital letter and
A sentence is a group of words containing a subject, a verb and
ending with a full stop or
sometimes an object that makes complete sense on its own.
equivalent punctuation. It
Example:
contains a verb, a subject
I
am
going
to
the
cinema.
and often an object, and
Here, the subject is
I and the verb is am going – the sentence
is acomplete idea. This is called a main clause, or an
makes complete sense on
its own. Example:
independentclause.
I hate horror movies.
A simple sentence
usually consists of one main (independent)
clause.
Example:
The
teenager
was
really
Here, the subject is the
A
clauses
of
theme
parks.
teenager and the verb is scared
compound sentence
(independent)
scared
contains
that
may
two
be
or
more
joined
main
using
a
conjunction.
Example:
I am going to the cinema but I don’t want to see a scary lm.
We
can
state
use
one
simple
idea
Rollercoasters
T
wo
simple
My
sentences
to:
make
clearly:
scare
sentences
me.
join
name
I
together
I
am
don’t
to
a
important
like
make
huge
a
being
is
10
Ali.
theme
thrown
compound
fan
and
parks.
of
ask
points:
around.
sentence.
Do
you
questions:
like
theme
parks?
1
Using
dierent
Answer
the
types
following
of
Remember
sentence
questions.
Conjunctions are joining
words. Examples:
1.
Read
this
simple
sentence.
and, as, but, because, or, so
Tamsin
loves
a
Who
is
b
What
c
Add
3.
four
Which
of
I
is
b
When
these
I
in
sentences
love
rollercoasters.
are
dizzy
came
of
not
on
off
the
c
It
to
d
I
like
Read
was
gentle
this
apprehensive
the
thrill
Who
b
Which
c
What
has
is
I
is
the
written
on
but
Rossa
three
in
world.
Formula1
to
go
and
The
a
a
People
b
The
c
I
d
My
rst
why?
I
felt
sick
because
the
I
riding
don’t
a
get
big
rollercoaster.
scared.
time
it
is
I
rode
a
rollercoaster
b ut
I
me.
in
each
main
clause?
used?
blog
post
all
to
in
park
times.
You
ride
to
Abu
used?
about
simple
his
latest
rollercoaster
sentences.
car.
is
own
friend
I
called
Ferrari
This
not
the
I
of
is
the
can’t
compound
to
ride
fast
before
turned
hates
150
force.
most
clause
wanted
reaches
1.7G
park.
suspense
being
Dhabi.
ride
reach
the
love
is
The
independent
love
and
paragraph
fast.
conjunction
racing
your
an
the
are
theme
back
Write
too
since
gave
holiday
The
ridden.
a
Rewrite
this
blog
conjunctions.
Rossa.
the
sentences
rollercoaster,
before
subject
verbs
using
went
it
the
experience
post
eat
rides
form
sentence.
a
Ali
not
simple
to
rollercoasters.
moved
best
sentence?
simple
rollercoaster
is
this
used?
more
become
loved
5.
subject
T
amsin’
s
a
I
4.
the
verb
about
2.
rollercoasters.
b est
ride
World.
I
km/h.
It
You
feel
to
ride
sentence
each
Formula
rode
is
like
of
by
in
the
Formula
the
you
rollercoaster
frightening
wait
to
to
I
fastest
are
have
world.
in
a
ever
I
want
Formula
Rossa
adding
conjunction
these
a
simple
again.
sentences.
rollercoasters.
we
start
upside
moving
is
my
favourite
part.
down.
rollercoasters.
11
Spine-chilling
How
Lord
Kelvin
some
lively
the
as
he
Professor
the
air.
“Free
how
into
world.
a
prominent
the
world
as
the
an
free,
in
of
denite
air
we
be
in
scientist
of
used
1900
these
up
by
Rees,
in
who
was
that
about
300
Herbert
and
made
C.
Lord
Fyfe
Kelvin,
end.
American
the
scientist,
exhaustion
warning
it
will
cannot
exhausted
enormous
come
for
home
and
support
breathe,”
out-of-date,
for
who
have
One
Professor
might
question
be
necessary. Those
10
would
prominent
gives
future.
published
of
end?
19th-century
the
oxygen
views
the
He
of
for
the
a
world
of
the
of
has
the
been
air
coming
going
supply
‘failure’
of
of
Word
become
and
the
extract
Rees,
the
be
the
considers
further
5
was
supply
Read
describing
1
will
predictions
world’
s
years.
suspense
misleading
will
afford
to
daily
doled
buy
and
supply
out
life. The
not
it,
to
to
of
the
will,
and
will
sold
for
these
their
air
distant
as
part
daily
for
will
oxygen
will
agriculturalist
inhales
clothed
perish
fringing
prominent
longer
other
air
supply,
will
stored
up
applicants
then
the
be
future,
no
Nature
be
will
of
will
any
receptacles
oxygen. This
manufactured
the
like
perish,
articial
family
in
expression. Air
work
supply. The
reservoirs,
their
writes,
manufactured
who
her
he
cloud
be
day’
s
will
carried
means
breathed
in
to
as
Glossary
a
carbonic acid gas heavy
15
diver
inhales
the
air
supplied
him
when
he
sinks
beneath
the
gas
with
no
smell
that
is
waves.
“Died
from
air
starvation”
coroners’
courts
of
the
life. The
the
will
be
future,
a
for
common
“no
verdict
money,
no
in
air”
the
will
harmful
for
breathe
in
humans
be
coroner’
s court a
rule
of
wealthy
will
gain
a
reputation
for
by
free
gifts
of
will
no
air
to
the
aged
poor
at
Christmas
time.
Men
longer
be
able
to
look
be
clothed
at
each
other
with
eyes
for
diver
of
everyone
will
in
a
great
air
helmet,
like
a
is,
however,
clouds
of
speculation.
of
evil,
nature.
He
so
plant
person
died
in
repor ted
to
them
doled out distributed;
today.
There
prophet
establish
a
given
25
to
of
cases
love,
used
and
how
women
law
charity
cour t
20
to
a
silver
Lord
neither
looks
lining
are
of
Kelvin
his
hope
fringing
himself
views
of
to
the
agriculturalist
on
the
globe
is
not
these
wholly
an
entirely
to
improve
as
equal
shares
going further into
a
pessimistic
his
out
gloomy
exploring
and
researching
methods,
necessary essential
that
life
may
be
able
to
absorb
the
surplus
element
carbonic
acid
gas
and
to
release
sufcient
oxygen
to
cope
for
human
with
silver lining hopeful
30
the
growing
consumption
of
fuel.
aspect
of
situation
12
a
dicult
life
1
Understanding
Key
Answer
1.
the
From
following
memory,
warning
concept
questions.
what
does
Professor
Rees
give
a
denite
Adverb
about?
Adverbs give information
2.
In
is
3.
4.
your
own
mainly
else
in
next
Look
explain
in
one
sentence
what
paragraph
2
about.
What
the
words,
that
again
at
Example:
is
300
about verbs or adjectives.
free
to
humans
do
you
think
might
run
out
years?
the
sentences
in
lines
6–14. What
We
breathed
too
quickly.
the
air
in
The adverb quickly shows
other
how fast the air was being
necessary
commodity
might
we
have
to
collect
and
bring
breathed in.
home
5.
Do
in
you
300
years’
think
the
time?
‘silver
lining’
in
the
nal
paragraph
Many adverbs end in
is
–ly.
An adverb can also answer
reasonable
to
hope
for
in
our
future?
Explain
why
or
why
not.
questions, e.g. “How?”
6.
If
you
air
lived
in
running
1900,
the
adverb
1.
Professor
2.
“We
would
you
solve
the
problem
of
the
out?
Developing
Find
how
your
in
Rees
should
language
each
is
of
these
extremely
invest
money
–
adverbs
examples.
concerned
immediately
about
in
air
running
factories
to
out.
make
Remember
oxygen”,
said
a
local
3.
Actually,
science
4.
Everyone
businessman.
An adjective is a word
proves
that
air
will
not
run
out.
that describes a noun or
will
be
clothed
beautifully
in
lovely
headgear!
pronoun (somebody or
5.
The
expert
6.
Divers
in
said
deep
Word
we
should
always
seas
should
not
check
inhale
our
facts.
something).
rapidly.
Global
builder
Perspectives
Look
at
the
Word
cloud
and
answer
the
following
questions.
It’s not likely that Earth
1.
Name
a
scientist
you
would
describe
as
prominent
will run out of air soon
2.
Perish
can
mean
when
a
person
dies
but
it
can
also
be
used
for
but some places are short
things
that
are
not
human. What
other
things
could
perish?
of other natural supplies.
3.
Give
three
4.
Clothed
5.
Fringing
adverbs
that
would
work
well
with
inhales
Where in your region
or country is struggling
is
an
unusual
word. What
is
a
more
modern
version?
because of a lack of natural
sounds
like
a
verb,
but
is
not. What
type
of
word
is
resources? How could
it,
as
used
on
line
24?
people collaborate to
6.
An
agriculturalist
does
a
specialist
job.
Give
two
synonyms
improve the situation?
for
agriculturalist.
13
Spine-chilling
Key
suspense
concept
Complex
sentences
A complex sentence
contains one main (independent) clause
and one or more subordinate (dependent) clauses.
Can
I
join
Example:
you
please?
I am really scared of monkeys: they move so fast and they bite.
subordinate
main
subordinate
Here, the main clause tells you the subject is afraid of monkeys
and the subordinate clauses tell you that monkeys are quick
and dangerous.
Complex sentences are used when more information is
required about the subject of the sentence.
The main clause can also appear after the subordinate clause,
separated by a comma.
Example:
When
it
was
younger,
the
ogre
was
subordinate
afraid
of
humans.
main
The ogre is the subject and
was is the verb. The main idea is
that the ogre was afraid. The subordinate idea tells you when
this happened.
Using
Answer
complex
these
sentences
Remember
questions.
A main (independent)
1.
Identify
the
main
and
subordinate
clauses
in
these
sentences.
clause can be used on its
a
She
b
He
still
loved
him
after
the
accident
in
the
laboratory.
own but a subordinate
(dependent) clause must
had
to
save
his
friend
because
she
was
afraid
of
be attached to a main
heights.
clause for it to make sense.
c
2.
Before
I
except
comedies.
Add
a
became
suitable
The
b
Dangling
from
c
Don’t
me
ask
horror
subordinate
a
14
thrill
a
of
the
chase
the
why
clause
to
excited
edge
I
writer,
am
of
so
the
I
never
each
of
watched
these
anything
main
clauses.
him.
cliff
afraid.
didn’t
worry
him.
1
concept
o
r
d
in
at
b
n
ju
n
c
i
o
n
a
s
b
c
a
u
s
e
w
erofe b
s
a
er
ehw
subordinate clause.
t
al
th
o
u
g
h
e
r
e
h
w
joins the subordinate clause to
the main clause. It is always positioned at the beginning of the
enjoyed
a
ne
The
narrated
host
narrated
an
o
h
t
spine - chilling
the
tale.
n
excellent
dinner,
h
g
u
they
eh
n
e
v
e
r
Example:
After
co
r
e
v
conjunctions
A subordinating conjunction
er
aft
e
il
h
w
S
Subordinating
in g
s
Key
h
e
v
e
host
enjoyed
a
ne
an
excellent
spine- chilling
tale
after
e
n
they
if
u
n
ti
l
dinner.
un
less
e
c
n
si
In both cases, after is the word that joins the two clauses,
irrespective of which is written rst. It tells you when the tale
wastold.
Using
Answer
1.
subordinating
the
following
Complete
these
appropriate
a
it
questions.
complex
conjunction
__________
I’ve
seen
I
watch
King
a
most
case.
Kong
many
times,
This
is
a
I’ve
I’d
like
to
see
movie,
movie
__________
because
thrillers
when
always
keep
my
eyes
__________
conjunctions
the
acting
is
realistic.
so
until
I
although
the
I
though
Since
tense
read
Change
Even
horror
As
whereas
2.
each
the
closed.
If
d
in
using
Because
__________
partially
c
sentences
again.
Whenever
b
conjunctions
was
10
years
old.
since
used
in
these
sentences
to
improvethem.
a
But
I
b
My
all-time
the
other
c
3.
I
read
Write
Use
went
at
to
comic
favourite
characters
three
two
the
thrillers
paragraphs
least
three
store,
I
character
read
is
my
the
copy
of
werewolf
Suspense
if
I
like
also.
a
week
about
complex
whereas
your
I
have
favourite
sentences
in
the
book
each
time.
or
movie.
paragraph.
15
Spine-chilling
The
An
author
has
becoming
features
Key
a
of
just
suspense
to
been
writer
and
writing
Writing
given
what
an
he
Suspense
award.
thinks
Listen
are
the
to
his
most
account
of
important
suspense.
Understanding
Answer
1.
2.
On
these
what
Give
the
island
two
dictionary
3.
Do
you
4.
Which
gave
5.
help
agree
do
the
difcult
the
think
the
author
of
author
is
the
successful
do
the
born?
word
Bajan.
Use
your
Listen
to
the
audio
for
this
task:
you.
that
you
best-selling
was
meanings
to
about
How
questions.
you
was
most
it
in
important
writing
think
lucky
of
would
his
tip
success?
the
author
suspense?
be
to
become
a
Word
cloud
author?
cli-hangers
half-hear ted
Describing
Barbados
murder-suspense
whodunit
Use
the
author’
s
speech
to
imagine
what
Barbados
may
be
like.
sugar
Carry
out
Key
research
on
Barbados
and
discuss
your
cane
ndings.
concept
Glossary
Bajans/Barbadians
Ellipses
natives
of
Barbados
An ellipsis is a series of three dots used to show an omission
from written text. It can be used in writing to create suspense.
Barbados
a
Caribbean
island
Example:
climax
I
stood
at
the
door way
to
the
strange
old
house…
I
the
most
don’t
impor tant
remember
entering…
the
hallway
reeked
of
or
Icouldn’t
quite
par t
of
a
stor y
something
event
place.
Daily Nation
a
Barbadian
newspaper
Using
ellipsis
dilemma
Use
ellipses
in
the
following
piece
of
a
major
problem
writing.
Washington, D.C. capital
Imagine
Write
in
a
you
in
paragraph
several
16
are
places.
the
house
describing
and
you
what
walk
you
see
into
and
the
kitchen.
include
ellipses
city of USA
1
Key
concept
Hyphens
Hyphens join two or more words to show that they have a
combined meaning, creating compound nouns, adjectives
or verbs, e.g. re-ghter, part-time, test-drive. These words are
always hyphenated.
Other words are only hyphenated to show that they are linked
in the grammar of a sentence. This helps to avoid ambiguity.
Example:
My
grandmother
Developing
your
hyphenated
Answer
1.
these
Which
of
(i.e.
they
Use
a
owns
a
little-used
Grandmother’s
car.
language
Global
words
words
always
Perspectives
from
have
dictionary
to
car
–
questions.
the
little-used
to
this
be
help
list
are
xed
hyphenated)
The author you listened to
compounds
and
which
are
not?
set his suspense story in
the sugar-cane industry,
you.
which is important in his
fast-paced
fty-fty
sub-plot
long-range
open-handed
short-sighted
long-term
re-edit
local region. Research
your region or country to
2.
Explain
the
difference
in
meaning
of
these
two
sentences
and
identify a good setting for
why
a
hyphen
is
necessary
in
the
second
example.
a suspenseful story.
The
writer
resigned
The
writer
re-signed
Word
Use
1.
A
the
words
device. What
do
2.
you
think
Half-hearted
do
they
author’
s
3.
Sugar
4.
a
is
the
not
does
it
contract.
extend
his
contract.
Word
cloud
someone
the
term
to
complete
hanging
mean
and
from
how
a
the
cliff
following.
but
a
literary
appropriate
a
name
is?
and
describe
murder-suspense
and
how
are
effective
adjectives. What
are
they
in
nouns
expressing
the
ideas?
cane
create
to
his
builder
in
cliff-hanger
from
does
play
on
not
require
words
in
a
the
hyphen
title
of
but
his
the
new
writer
wants
to
book.
a
By making it ‘Sugar-cane Frame’ what happens to the rhythm?
b
Do
Write
you
think
three
confusion.
this
other
is
an
phrases
effective
that
use
require
of
a
hyphen?
hyphens
to
avoid
17
Spine-chilling
Writing
suspense
suspense
planning
Y
ou
are
going
suspense
to
story.
a
plan
Use
Discuss
the
suspense
How
advice
so
does
want
your
his
to
and
Planning
●
What
you
●
age,
●
●
●
●
is
add
the
●
two
provided
paragraphs
to
help
●
18
a
you.
are
gave
you
for
going
successful
to
write
about?
in?
reader’
s
attention
have
reader
to
be
wanting
immediately
fast-paced
to
nd
out
and
more.
introduction:
will
detail
main
you
use?
from
Choose
a
familiar
setting
so
memory.
character?
Think
about
name,
gender,
you
use
rst
What
major
What
dilemma
What
is
the
crisis
your
main
third
will
must
time
opening
to
or
the
crisis
the
time
narrative?
character
face?
overcome?
pressure?
paragraph:
character
location
your
be
introduce:
the
person
The
●
●
pressure.
second
the
the
paragraph:
dilemma
more
and
●
●
of
paragraphs
the
location
Remember
●
leave
rst
personality.
Will
The
author
paragraphs
the
can
Who
the
the
guidance
t
your
grab
write
meeting
the
advice
opening
eventful,
and
writing. What
Planning
Y
ou
beginning
the
Planning
–
details
time
and
its
about
pressure
cliff-hanger.
link
the
to
the
story
character,
location
1
Elements
of
T
ry
most
an
to
include
explosive
Use
the
start
graphic
suspense
to
as
a
of
these
the
elements
in
your
writing
to
provide
story.
checklist
for
your
story.
hyphenated
compound
time
pressure
ellipsis
likeable
hero(ine)
compound
familiar
sentences
setting
Building
suspense
complex
cli-hanger
sentences
simple
sentences
questions
dilemma
anticlimax
19
Cambridge
Lower
Secondary
Complete
7
E n g li sh
Second
Edition
Cambridge
Lower
Secondary
understanding
of
the
The
stretching
approach
and
speaking,
and
Complete
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supports
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Secondary
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excellent
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listening
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the
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Workbooks,
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Perspectives
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Handbooks
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