CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE Workbook answers 1 Nature and humans 1.1 1 I walked through the hills trying to find an ancient temple. I came to a small river. On the other side stood a leopard, quiet and proud. I, too, stood quietly. I was amazed. I had never looked on such an animal before and never have since. Our eyes locked for a second and then it vanished. I walked on, desperate to tell my story to the next person I met. Learner’s answers may include: the past tense verbs allow the writer to show the different stages of the action by contrasting movement to stillness, for example. It also show show emotional intensity builds up in the writer. 2 3 I walk through the hills trying to find an ancient temple. I come to a small river. On the other side stands a leopard, quiet and proud. I, too, stand quietly. I am amazed. I have never seen such an animal before and never have since. Our eyes lock for a second and then it vanishes. I walk on, desperate to tell my story to the next person I met. Learners’ answers will vary, but ensure that learners have used both past and present tense effectively and in a way that makes sense. 1.2 1 3 ‘Oh no, I forgot!’ exclaims Ravi. ‘Poor Whiskers must be starving.’ ‘Well, hurry up and feed him’, Mum urges. ‘It’s very late.’ ‘I’ll do it straight away,’ promises Ravi. 1.3 The wildness of eagles 1 a His father taught him. b Females are preferred because they are larger and they can catch larger prey. c Trainers sing and talk to their birds. d Birds are released after ten years because they need and deserve to be free. 2 • • Put punctuation such as commas, full stops, exclamation marks or question marks at the end of the spoken words inside the speech marks. Paragraph 1: how Arman catches a bird to tame. Paragraph 2: how Arman treats the bird and communicates with it as part of its training to hunt. The mysterious figure Use speech marks around the words that are spoken. Example answer: ‘Have you given the cat his dinner?’ asks Mum. ‘He looks a bit hungry.’ Paragraph 3: the bond that they develop; why he releases the bird after ten years. Answers may include: • 2 ‘Sorry, miss,’ replies Tim. ‘I’ll hand it in first thing tomorrow.’ The leopard 3 Answers may include some of the following ideas: • In the first paragraph the writer focuses on how Arman catches a young female bird, and phrases such as a hood is put over its head and tied down makes the process seem a bit cruel and unkind to the bird. • Arman later explains that he treats the eagle like his own baby and wants it to be happy. This makes it clear that he looks after it carefully. Start a new paragraph for a new speaker. Example answer: ‘Why haven’t you handed in your homework?’ asks Mrs Smith. ‘I just forgot,’ mumbles Tim, quietly. ‘But you shouldn’t forget, scolds Mrs Smith. ‘You’re a clever boy.’ 1 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE • 1.4 In the final paragraph, this is developed further as the writer discusses the respect Arman had for this incredible bird and explains that he releases them after ten years because they are noble and need freedom. This shows that he cares deeply about them. Learners’ answers will vary. Ensure that learners maintain the meaning of the poem when adding punctuation. 2 Learners’ answers will vary. 3 Example answer: Swimming through the depths Of the water is a bright fish. Its colours glimmer in the sunlight Bubbles rippling upwards. I sit for a moment, taken by its beauty. It pauses Tail and fins paddling A sound beyond the water troubles it And with a dart, it’s gone. I’m left with my thoughts again. 1 2 2 Example answer: Tsunami a Usually = root word of usual from the Latin ususualis – ‘ordinary’. Prefix ‘un-’ means not. Unusually = not ordinarily/ out of the ordinary. b Immediately = root word from Old French immediate – ‘without anything in between’. Means without delay/straight away. c Electricity = from Greek elektron meaning amber, but changed its meaning to define the physical force that was generated by rubbing amber. Now means a form of static or charged energy. Example answer: Being caught in a tsunami was the most disconcerting event I’ve ever been involved in. As the water crashed in, I froze, immobile. My body refused to move, but then – miraculously – instinct kicked in and I ran. I found energy from somewhere and I found myself ascending the stairs of a large building, seeking refuge from the water. Our planet is in a state of metamorphosis. Although it’s probably that humans have contributed to these changes, to claim we are entirely responsible is not valid: there are natural forces happening that homo sapiens have no influence over and it is entirely governed by the way Earth moves. Our planet is changing – agreed? Loads of people think we humans are to blame, but that’s just not true! There is plenty of stuff happening that we don’t control, like the way Earth moves. 2 1 Destroying the planet The effect these features have on you as a reader: The formality of the text gives it authority and emphasises what a serious topic this is. Using complex sentences makes it more serious too but also helps the reader to understand what argument is being emphasised, as it balances the claim that humans are solely responsible for climate change with the statement that the way that the Earth moves is responsible instead. Learners’ answers will vary, but should use ideas from the previous questions. 1.6 The poetry of Tu Fu 1 1.5 3 3 sudden surge of large wave unsettling motionless amazingly climbing up a place of safety disconcerting = from Old French disconcerter meaning confused immobile = from the Latin immobilis meaning immovable or hard-hearted miraculously = from the Latin miraculum meaning object of wonder ascending = from the Latin verb scandere which means to climb refuge = from the Latin refugium meaning a place to flee to Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE 2 Grandmother’s Song 2.1 1 Life in the village The wind was a howling monster that attacked me as I left my house. I was late, as usual, and I ran like a cat chasing a mouse to the bus stop. The bus came around the corner, shuddering like an old man against the cold , and as it did so, I opened my wallet. My money flew away in the wind, spinning down the street like an outof-control dancer. Key: Metaphor Simile a and c 3 a xample answers: The old man was E floating on air as he travelled along the street. b The house came into view like a warm fire beckoning them. c The icy fingers of wind clutched at her. d He walked to school like a snail with his heavy rucksack on his back. 1 2 3 3 1 2 2 2.2 2.3 3 Growing up a The speaker is shocked and appalled about the actions/behaviour of the person they are speaking to. They may be a parent or teacher telling off someone younger. b The person is being asked to do something that they do not want to do. They are being obstinate. c The person is really relieved. Answers may include some of the following ideas: • Hassan is a dominant character. • Amir is nervous and hesitant. • Hassan may be persuading Amir to do something bad. • Amir is scared of Hassan. Learners’ answers will vary, but should build on ideas from the previous activities. Making progress For most of my last weeks at school, I was bored. I felt trapped. One of the things that held my interest was looking out of the window and watching the birds on the roof opposite. As the days went by, I watched them make nests and fly to get food for their chicks. Before I knew it, it was my final day at school and the chicks were out on the roof, fluffy and terrified. I stood in the school yard gazing up at them. It was the last day and I was free. My heart seemed light but I did have a moment of doubt as the sun blazed down. On the roof opposite, a tiny, hesitant little bird bravely launched itself into the air. It flew. negative feelings of frustration the chicks are vulnerable because they are helpless contrasts to trapped because school is ending as if a weight has been lifted / happiness concern about the young bird interrupts feelings of happiness implies the bird has fear / doubts shows the bird overcame its fears Learners’ answers will vary, but should identify that the writer is using the bird as a metaphor for the boy; its first flight representing the steps the boy himself will soon be taking into a different world beyond the school he has known. Learners’ answers will vary. Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE 2.4Climbing the mountains alone 1 2 a strong and skilful – this shows how resilient and capable she is. b Her spirit is all around them. c Happiness arising from having no worries. 2 Sound Touch Taste laughed cradled delicious food cried stroked salty sung warm whispering tears wind feel carefree laughter holding b 3 1 Crime 2 Answers may include some of the following ideas: b 4 Celebrating grandparents a As he sits hunched by the fire, it’s hard to imagine my grandfather as anything other than a quiet old man. But things aren’t always as they appear. Seventy-five years ago, he was a young man living in Poland. I’ve seen photographs from that time. He’s tall, handsome and looks great in his Polish army uniform – the one he got married in. He was a captain in the army, but when the Russians took over the part of Poland he lived in, he had to make a decision: should he stay in Poland with his family and risk danger, or should he take his new wife – my grandmother – and start a new life abroad? In the end, he did the only thing he could. He helped his wife and both their families start a new life in England. He used all his money to buy train tickets and made sure they got away safely. By this time, Poland had become a dangerous place to be, but he stayed there alone for a week after his family left before making his way across Europe. Sometimes he caught trains, sometimes he got lifts in cars, but most of the time he walked. It took him one month to reach England. Comparing texts 1 Learners’ answers will vary, but should use ideas from the previous activities and support points with quotations from the text. 2.5 Poland is presented as dangerous and somewhere to escape from. England is presented as a place of refuge where they can be safe and start a new life. Learners’ answers will vary but should use ideas from the previous activities and support points with quotations from the text. 2.6 Learners’ choice of words to explain will vary. 3 aAt the start, he is described in the present day, as an old man. Then the writer looks back at how he used to be as a young captain in the army. 3 omething bad happens at the S start. The main character has to solve a problem. Ends with a bad character being punished. Fantasy Set in a world different to our own. The main character goes on a journey. Ends with the main character being successful. Comedy Features a character who has to overcome a problem. Contains humour. Ends happily. • Both stories have parents who are dying/ have died. • In both stories, a younger person is forced to take over an important position. • Neither young person wants to take over the important position. Learners’ answers will vary. Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE 3 Strange islands 3.1 1 The mystery of Oak Island In 1909, the Old Gold Salvage Group arrived. 2 They dug 34 metres down, but found nothing. In 1969, Triton Alliance bought most of the island and dug 72 metres down. They sent a camera into the hole and claimed to have recorded images of tools and wooden chests. People who saw the images said it was impossible to tell what was down there. Soon after that, the hole collapsed and the project was abandoned. 3 3.2 1 5 Learners’ answers will vary. Strange islands Quotation Formal Less formal You’re welcome to visit the Japanese island of Okunoshima, but you’d be wise to bring plenty of carrots – there are thousands of completely tame rabbits hopping around the place! ✓ Many chemical weapons were used here (there’s even a museum dedicated to poison gas on the island), but these days the rabbits are the main inhabitants. ✓ Snake Island has the largest number of snakes, mainly golden lancehead vipers, in such a small place. ✓ You really wouldn’t want to visit – and in fact it’s illegal to land on the island – but poachers have been known to secretly go there to catch and sell the snakes. ✓ 2 Learners’ answers will vary. 3 a n the Isla de las Munecas (Island of the O Dolls) you’ll find yourself faced with dolls, or occasionally parts of dolls. This can be a rather sinister experience. The island can be found in Mexico City among the Xochimilco canals. b It was a long-term project for him. Over 50 years, he put hundreds of dolls (or parts of dolls) around the island. 4 In 1909, when there were much better things to do – such as prepare for a world war – the Old Gold lot turned up and dug. It was an old waste of their time. All 34 metres of it. Sixty years and 72 metres later, Triton Alliance left with precisely nothing. They reckoned they caught some treasure chests on camera . . . of course they did! Just like their dreams, the hole collapsed. Learners’ answers will vary. Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE 3.3 Treasure Island: Meeting Ben Gunn 1 2 Ellipsis – shows he is puzzled as he has to look for a word. b It means that his voice sounded extremely dry as if he has not used it very much recently. (Jim jumps in alarm as the loud sound of a colourful bird is heard.) c His eyes are very light compared to the darkness of his face. d Being shipwrecked means that you are stranded on the island because your ship has sunk or is so damaged it will not sail. Being marooned means that you were deliberately left behind with no means to escape. Sound effect of a bird to add atmosphere to the setting. jim: I need to get off this island. It’s not normal. (Sound of rustling. Someone is hiding.) Sound of rustling to raise tension. jim: What’s that? I can see eyes. Is that … a man? Hello! Example answer: Answers may include the following events: • 3.4 Jim begins to run with Ben beside him; Ben tells Jim to keep to the left and go under the trees to the cemetery; they hear gunfire. It gives the impression that Jim just lets his instincts take over and runs without really thinking about it. Treasure Island: The play Example answer: chen: (annoyed) Why have you done that? ling: (bewildered) I don’t know. I just felt like it. chen: (angrily) That’s not very fair! ling: (defiantly) I don’t care. 6 jim: This place is … weird. is voice sounded hoarse and awkward, H like a rusty lock. • 1 Example answer: a I was one of the crew on Flint’s ship when he buried the treasure with six strong seaman helping him. They were on the island for almost a week while they were burying it. Then three years ago when on another ship, I saw this island and told the crew that we should land and find Flint’s treasure. They looked for it for twelve days and as each day passed, they got angrier with me. Then one morning they all went on board the ship. 3 2 Ellipsis and use of short question shows his fear. (Jim’s ‘hello’ echoes around the island.) ben: Aaaargghhhh! Ben and Jim both shout/scream which frightens audience. jim: Aaaargghhhh! 3 Learners’ answers will vary. 3.5Singing sand 1 a journey to a different type of place ✓ a quest (some sort of puzzle or mystery) ✓ an unusual main character, for example, an orphan ✓ a main character who is lonely but finds help from non-human characters û a main character who has no family but finds friends û a powerful force in conflict with the main character û a mysterious person who helps the main character ✓ a dangerous event that threatens the life of the main character û some realistic elements and settings ✓ strange or magical events and items ✓ a happy ending û Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE 2 a Her heart skipped a beat. b Its tentacles glow brightly. c It makes it seem magical and mysterious. d It implies that there is a greater force at work. 3 Learners’ answers will vary, but should refer to some of the ideas in the Activity 1. 3.6Helix 1 Learners’ answers will vary. 2 Word Etymology Related words fantasy Greek – phantasia / imagination Fantastic Fantastical Fantasise Fancy marine Latin – mare / sea Marina Maritime Mariner biology Greek – bios / life Microbiology Biological Biologist octopus helix 3 7 Greek – oktopous / eight foot Octopodes Latin – helix / spiral ornament Helices Sophie woke up, opened her eyes and looked around. She was absolutely amazed. She looked at the sea – a huge purple ocean stared back at her. Every now and again, a sea creature that looked like a dolphin appeared above the water. What Octopi Helicidae was this place? Before she had time to think, a mysterious buzzing sound rose. It became louder until she realised it was some sort of aircraft – a type of helicopter, but unlike one she’d ever seen before. Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE 4 T his is the modern world 4.1 The birth of the internet 1 1 I nformation technology can often appear daunting; people of advanced years may encounter feelings of uncertainty or bewilderment when using it. This guide is intended to assuage those worries. 2 Congratulations on buying a computer. Technology can be confusing at times, but in this guide, we’ll help you set off on an exciting new journey, all the way from setting it up to using a range of programs. 3 2 3 Example answer: To conclude this guide, which we hope has been helpful, here is a reminder of how you can seek help if you have any issues with your purchase. You can either phone the retailer, or you can contact the designated helpline. We hope you enjoy using your new product. 4.2 1 Phone problems repetition – use of repeated words and phrases hyperbole – deliberate exaggeration So – you bought one of those computer things. Congrats! But don’t tell me . . . you can’t switch it on. Only joking! Keep calm. I’m Wayne. Look upon me as your friendly grandson. I’ll help you. Read on . . . triples – three words used together rhetorical question – a question used to make a point, which does not expect an answer emotive language – words and phrases that appeal to the reader’s emotions So… that’s it. We’re at the end of the guide. Enjoy it? Useful? Let’s hope you feel okay about using your new toy. Remember – there’s always help if you get stuck. Phone your local store. Phone the helpline listed. Phone a friend. There’s a pile of help out there. Go on – get started in the new world of tech! All the best, Wayne. exclamations – sentences ending in an exclamation mark statistics – the use of facts and figures figurative language – techniques such as metaphor, simile and personification direct address – speaking to the reader alliteration – when the same letter is used at the start of words imperatives – direct orders 2 Phones destroy childhood. Phones are stealing children’s innocence. Phones are dangerous. Millions of young people’s childhood are being corrupted. Why would any parent do that? Ninety percent of young people admit that they spend more time on their phone than is healthy. That is outrageous! Parents – act now before it is too late. Phones are dangerous, destructive and damaging. Repetition Hyperbole Rhetorical question Statistics Exclamation Imperative Triple 3 8 Learners’ answers will vary but may explore the examples below: Learners’ answers will vary, but should include some of the techniques explored in Activities 1 and 2. Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE 4.3 1 2 3 A flying car was another crazy prediction. It would run on a new type of fuel (which of course was never invented either) and would last for 1000 years. A sensible prediction? Er . . . no. altercation – fight incensed – angry cease – stop Another idea that failed to take off was a robot helper. The robot was meant to help you around the house by washing dishes and making beds. Unfortunately, the robot was never built. fatigued – tired Learners’ answers will vary, but may consider: placid – calm • stroll – walk 4.4 The use of short rhetorical questions at the beginning of the text: Flying cars? Computers in brains? making readers think about the possibilities. The use of the short rhetorical question But just how accurate were they? then makes the reader question the validity of the earlier assumptions. Ending the paragraph on a short unfinished sentence Read on . . . makes the reader think that these questions will be answered. A dystopian future In this novel, which is the type of tale that may appeal to a host of dystopian fiction lovers, the narrative centres on two distinct character types: one is Shay, who is a attractive but deeply complex persona, and the other is Magenta, a girl who (despite leaving school with few qualifications) exhibits the sort of qualities that mark her out as a deeply intellectual character. Example answer: Dystopian fiction explores a human emotion, fear, and what causes it. Humans have always been interested in the future, but also afraid of it. They are especially afraid of robots and artificial intelligence taking over the world. 3 1 The Glade implement – introduce • 2 4.5 Example answer: • 1 Predicting the future circular – round melancholy – sad ecstatic – happy Q G E M C L C W G S Y B F S V H D D M A T Z E E X A I T Y O A U A N G R Y V A T L G V U W J P J O U P I A X I E T H M S G P H P M Q P N L Q B N T R T O J Y V Z M I V D T O Z E Y Z X T T I R E D I J R Y F L M P S Z V B Q J H P I F O X V E C C Y V H C K F X Q T M D I H J C V U A L S D V Y D U M U Z L G A N J A S G C J N M U L S C L M W D H Q G U I X W N X Y E M D H I W Z O O K S H J J I A J R U K V R J H X V A F G P Q T P V T Q S F W E T V D I V K 2 Learners’ answers will vary. 3 Learners’ answers will vary. 4 Learners’ answers will vary. 4.6 Closing doors 1 The reader knows that Arvind is on a collision course with a bike. 2 who ‘he’ is why she was sent to the place Learners’ answers will vary. what the place is what her plan is what is in her pocket who Sapphie is 3 9 Learners’ answers will vary. Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE 5 Heroes 5.1 1 2 3 Defining heroes 1 Looking for Charlie having lots of money û not giving up, even when things are difficult ✓ being loyal ✓ being selfish û being confident ✓ being able to do things for yourself without needing help ✓ being creative ✓ being able to think quickly ✓ key: coordinating conjunction subordinating conjunction making sure you always win û never feeling anxious û Example answers: Learners’ answers may include: being kind, being thoughtful Musicians, actors and entertainers can be heroes. When I was younger, my first heroes were sportspeople. I admired their skills and I also admired their commitment, but as I grew older, I realised that there were many different types of hero. Although my favourite footballer was talented, he didn’t do much for the society he lived in. I realised that heroes should be more than just talented people, because a hero needs to do things for others. Furthermore, I realised that heroes don’t need to be famous. They can be normal people and sometimes, their actions can be unknown to many. Today, doctors and nurses are my heroes. a lthough many people don’t have a hero, A I definitely do: my grandfather. S b Ancient Greek heroes were usually strong and they were also brave. C c Some of my friends laugh when I tell them who I admire, but I don’t care. C d I admire my sister because she has overcome a lot of problems in her life. S e I am going to write about why we need heroes, so read on and I’ll explain . . . C f True heroes help people because they are selfless and kind. C C 2 Underground there was a new world, a bright, clean environment which, considering the neon mayhem going on above it, was astonishingly free of excessive advertising. Working out how to buy a ticket, though, had proved to be no easy job – even after he’d found the button which changed the Japanese characters on the text screen into English. Luckily someone who turned out to understand more English than they actually spoke spotted him standing, confused, in front of a bank of ticket machines, and between them they’d managed to buy a ticket that Adam hoped would get him to Roppongi and back again. The only problem was he had absolutely no idea where in Roppongi – no small area – to find the Bar Belle. Before leaving England he’d looked it up on the Net, but found nothing. Was it too small? He’d have to find it first to know, but how? Then, above the roar of the traffic, he heard a badly amplified voice calling out, something about music. Now he looked he could see that there were quite a few people and one of them might know something. Whether they’d tell him was another matter entirely. Example answer: Pearl is 35 and she is a nurse. Although she wanted to be a gymnast when she was young, Pearl is a nurse in war zones around the world. Nursing is the most important part of Pearl’s life. Pearl has saved lots of soldiers despite seeing lots of soldiers die. Pearl gets frightened at times, but she says she focuses on her patients. Pearl’s family in Zimbabwe miss Pearl, however Pearl’s family are very proud of her. 10 5.2 3 Learners’ answers will vary. Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE 5.3 1 Danger Right, to get to the, um, shopping centre, you need to. . . let me think, yes – that’s it. You’ll need to walk along this road, er, for about two minutes, until you come to. . . you know, the traffic lights. Now, once you, um, get there, you’ll need to go left, towards the er bank. So, once you reach the, you know, bank, look left and it’s, well, it’s just. . . sort of there. Anyway, I’d go that way. It’s much, you know, quicker. 5.5 1 3 WPPUREOSPRE = SUPERPOWER TERSEC RIAL = SECRET LAIR ILPREUSVLNIA = SUPERVILLAIN 2 1 2 11 Wants to destroy something such as a city, country or the whole Earth. Has to fight a superhero or rival to achieve his evil aims. 3 Learners’ answers will vary, but should use ideas from the previous activities. 1 Learners’ answers will vary, but should use the ideas in the previous questions. 5.6 Young heroes Writing a film script Establishing shot = the first image in a sequence which shows the viewer where the scene is taking place Close-up shot = an image focusing closely on a small part of a scene must, should, shall, will, would, might, could, may, can Circled: Imperative verbs Highlighted: modal verbs 3 Appears as a successful business person. Cheri: She seems nervous and uncomfortable; she uses a lot of fillers; she uses contractions; she doesn’t use discourse markers; her speech is fragmented. From time to time, you may feel as if everything is too much to cope with. At this point, you must ask for help. Your school should be able to help. You may have a teacher who you feel you can talk to. Go to see them at break time and ask for help. Tell your friends how you feel and they might be able to help too. You will feel better once you have spoken about things and you can be certain that people will want to help. Tough upbringing with a cruel parent. Highly competitive but wins through cheating. Mrs Rashid: She has authority; she does not use fillers or contractions but does use discourse markers; her speech is fluent. 5.4 IUEDGSIS = DISGUISE OUTSCEM = COSTUME Key: Discourse markers Contractions Ellipses 2 Superheroes Interior shot = an image showing the inside of a building Exterior shot = an image showing the outside of a building 2 Learners’ answers will vary. 3 Learners’ answer may include descriptions of: • the setting • the characters • the movements • the gestures • the facial expressions Learners’ answers will vary, but should use ideas from the previous activities. Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE 6 Monsters 6.1 1 A modern monster 2 Fear results from a perception of danger; when humans perceive a threat, they identify the risks involved and respond accordingly. The two main responses to fear are confrontation or escape. In situations of extreme fear, paralysis can occur. Fear can be rational and therefore it can help humans to survive. It can also be irrational and lead to phobias. 3 Learners’ answers will vary, but may include the following ideas: A – fear B – sympathy, anger C – happiness 2 Slowly, the creature made its way up from the basement. It made no sound apart from the scrape of its horrific claws on the wooden stairs. Henry lay motionless in the dark, breathing heavily. He knew what would happen when the evil creature and its gleaming fangs reached the top of the stairs. Kiran had run as fast as he could, but the other boys caught him. For months, they’d made his life unbearable. Once again, they held him down on the ground and did what they did every day after school. Kiran was five years younger than them, small and weak. When he cried, they smirked. He looked her in the eyes on this, their most special day, and said the words he’d always wanted to. ‘You’re the best person I know’, he said. ‘You’re intelligent, funny and beautiful. But more importantly, you’re kind, and being in your company makes me incredibly happy. I never want to leave your side’, he said. A single tear rolled down Alicia’s cheek as he said the words that she’d remember for the rest of their lives together. 3 1 12 • Text 1 – infants fear the dark / humans have always feared the dark as it represents potential danger / fear of the dark is engrained in the human psyche. • Text 2 – fear results from perceived danger / responses to fear are confrontation or escape / fear can cause paralysis or lead to a phobia. The giant 1 Tortoises are by nature very slow creatures. They are not known for their speed, unlike hares. One particular hare was always boasting about his abilities. He was arrogant and so when a tortoise challenged him to a race, he accepted, expecting to win easily. When it started, the hare sped off into the distance and the tortoise made a start, intending to walk slowly and get to the finishing line. The hare, certain that he would win, decided to stop for a rest and fell asleep. By the time he woke up, the tortoise had already crossed the finishing line. 2 Learners’ answers will vary, but may include the following ideas: Fear of monsters ‘It’s no surprise that infants have some fear of the dark. Throughout our evolutionary history, the dark was dangerous.’ Humans rely on vision above all other senses, Gray explains, and the dark placed us in acute danger for thousands of years. It follows that a healthy fear of the dark, and the monsters that prowl at night, is deeply ingrained in the human psyche. Text 1 focuses on fear of the dark whereas text 2 focuses on fear in a more generalised way. 6.3 Learners’ answers will vary. 6.2 • • Don’t be arrogant – the hare loses the race because he just assumed he would win so lost focus. He underestimated the steady persistence of the tortoise. • Things don’t always turn out as expected – the hare expected to win but didn’t because he fell asleep. He thought ability alone was enough, but the tortoise had more determination and drive so won instead. Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE • 3 Learners’ answers will vary. 6.4 1 Perseverance is an important quality – the tortoise knew that if he just walked slowly but steadily to the finish line, he had done his best. He carried on while knowing his opponent was faster and his perseverance paid off because his opponent fell asleep. 3 his line makes us feel sympathy for the T little boy because he seems vulnerable. b This makes us feel sympathy for the little boy because he is upset. c This makes us feel happy that the little boy has returned. d This makes us feel warm because the little boy is repaying the giant’s kindness to him. 2 Learners’ answers will vary but may focus on some of the following: kit described as armour; the game described as a battle; team described as armed and ready for the fight; pitch described as a battlefield; sound bombarded them; start of game as warriors charged into battle; a long and hard fight; brave attack; killed the game; opposition surrendered; winning is a victory. 3 Learners’ answers will vary. Learners’ answers will vary. 6.5 13 Learners’ answers will vary but may include the following examples: slithered; slowly and silently; narrow, beady eyes; head moved slowly; sight of his prey; coiled; waiting to strike. Example answer: a Monster below ground 1 The little boy At first the boy is helpless because he is so small that he can’t reach the branches of the tree like the other children. But the boy is brave and lets the giant help him without being afraid of him. When the boy returns, he is the one that can help the giant by taking him to his garden. He repays the giant’s kindness to him. 2 6.6 A smaller monster 1 Answers may include explanations of the following examples: stung, crawl beneath . . . , poison, lash of diabolic tail. 2 Learners’ answers will vary but may include explanations of the following examples: giant, skirting, satisfied, jog, circling, flipping, victim. 3 Answers should focus on the more threatening impact of the scorpion compared to the rather bumbling image of the cockroach. Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE 7 ‘The Plantation’ 7.1 1 The broken pipe 2 Example answer: Sunlight crept through the trees like an unexpected visitor, its fingers reaching through the leaves and touching parts of the forest floor. High in the trees, the cries of birds echoed and leaves rustled as the dawn began to rise. Down below, small animals emerged from their underground homes. They blinked in the sunlight and greeted the new day. Like excitable children, they sprang to life, ready for the adventure of a new day. 3 Annotations: Personification (sunlight crept, fingers reaching) combined with the simile (like an unexpected visitor) make the sun sound friendly and benevolent. Aural imagery such as cries of birds echoed and leaves rustled evoke the sounds of the forest and bring it to life. 3 b It makes the forest seem alive – the writer combines these techniques to show the reader that the forest is a vibrant place. (Justification for choice of statement should offer some examples from the text.) 1 • • 14 The first story does not inform the reader of the trick until later, so the reader shares Will’s disappointment. The second version starts by giving the reader more information than Will so the reader knows it will end happily. The first version has more mystery and tension as we do not know why Edward is unhappy at first, so it plays with the reader’s emotions. The second version doesn’t include any suspense or tension since the readers know more than the character. • The second version is happier from the start. The reader is given more information than Will, so shares the joke more. Learners’ answers will vary but should include some sense of the worry Will is feeling, and the sadness when he thinks that his father has forgotten his birthday. It may broaden out so he starts to wonder whether there is something else wrong. 1 a he woman in this monologue seems T quite weak and as though she allows her husband to dominate her. She thinks he is in the wrong but will not say anything to him. b The woman in this monologue is clearly angry and frustrated by her husband’s decision. She is questioning his reasons and thinks he has done the wrong thing. She seems more determined to blame him. 2 The writer has used lots of exclamations to show her anger. There are also questions to show her disbelief. The repetition of Why, why, why? shows how frustrated she is but also how helpless she feels. This is dramatic language and shows a lot of emotion. 3 Learners’ answers will vary. Namidi’s family Notes may include some of the following differences: The first version creates more suspense than the second version. The first version causes a shift in mood which affects the reader’s reaction. Namidi and Mama Efe Learners’ answers will vary. 7.2 • 7.3 Simile like excitable children emphasises how joyful the animals are and makes the scene idyllic. 2 Comments on the effect of structure may include: 7.4 1 Jackson and Ochuko The thin (shape) girl walked down the narrow (size/shape) street. Over her shoulder she wore small (size) brown (colour) leather (material) bag. Inside the bag was an exciting (opinion) new (age) book that she had bought from the town (origin) bookshop. Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE 2 Answers may develop the following ideas: 7.6 Disaster reports prickling adds tension 1 The petrol was discovered by Namidi. P odd, sickly adds mystery bMama Efe was worried by her husband’s decisions. A alien, trickling adds further mystery and suspense uncertain adds tension 3 The explosion 2 dark — light young — old evil — good happy — miserable natural — human-made pessimistic — optimistic 15 c The explosion was heard miles away. P d he boys played happily in the T plantation. A a The explosion was caused by Namidi. b ollowing her husband, Mama Efe went F to the plantation. c he plantation was destroyed by the T explosion. Learners’ answers will vary. 7.5 1 a 2 The contrast is between the gentleness of nature in words such as flutter, peaceful and harmony, and the destructive descriptions of the oil pipe in burst, slicks sloshed and choking. 3 Answers should explore the idea of people swarming in and fighting for space is contrasted with the innocent children climbing trees and playing. 3 Sample answer: An explosion earlier today was caused by a burst petrol pipe. The plantation was completely destroyed by the explosion. Petrol pouring from the burst pipe was collected by large groups of people rushing to the scene. Before the problem could be reported, dangerous fumes built up in the area. Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE 8 C hoices and decisions 8.1 1 The Merchant of Venice 2 I really love walking through the woods. Nature is a wonderfully peaceful force – it makes me feel calm quickly. One evening last week, I took a walk through my local wood as the sun was going down slowly. It’s the best time to walk, because the dying sun shines brightly through the leaves and makes the place look stunningly beautiful. As I strolled happily among the trees, I could hear the nothing apart from the sound of running water in the far distance and birds enjoying their last joyous sing before sleep. pause a day or two / Before you hazard – Wait before you make your choice. choose not by the view – Don’t make a decision based on appearances. often have you heard that told – That has been said many times to you. in choosing wrong, / I lose your company – If you make the wrong selection I will not be able to see you again. 2 3 a For as I am, I live upon the rack 3 b Fair Portia’s counterfeit! 8.3 c I pray you, tarry: pause a day or two 1 Notes and quotations may include: • Portia tries to persuade Bassanio to delay making the choice to spend time with him: tarry: pause a day or two. • Portia will clearly be upset if Bassanio gets it wrong: for, in choosing wrong, I lose your company. • Bassanio is desperate to make his choice: Let me choose. • He can’t bear not knowing if he will be able to marry her: for as I am, I live upon the rack. • 16 Example answer: 2 Bassanio is delighted when he finds her portrait: Fair Portia’s counterfeit. 8.2 Life choices 1 a I was extremely disappointed with my result. M b Time went by slowly that summer. M c Nasir was known to play football aggressively. M d I nearly forgot to collect my order. D e I’m sorry – it’s entirely my fault. D f Kaz was absolutely fascinated. D 3 Learners’ answers will vary. Making decisions Two years ago, my family made an important choice. My dad had been offered a new job abroad and he wanted to know how I felt about moving. At first, I was surprised, but soon I got used to the idea. There were lots of reasons why it could be good. To start with, it might be the beginning of a new adventure. Furthermore, we would move to a warmer country – no more freezing cold winters! However, the main reason was that it would make my dad happy and that was good enough for me. Adverbs of time Linking adverbs a Example answer: Something must be wrong otherwise he would have called. b Example answer: I want to go to the party, but on the other hand, I should stay in and study. c Example answer: Meanwhile, back at the farm, the animals were causing mayhem. d Example answer: The cake was tempting but the pie looked equally good. Learners’ answers will vary. Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE 8.4 A dangerous decision 8.6 Different views 1 a Does this wallet belong to you? 1 b e walked further down into the train H carriage. c After that, he will never use another train. d It’s a long journey from Adelaide. 2 3 a Example answer: The train was stationary during its wait at the station until the guard blew his whistle for it to go. b Example answer: The man clung on during a terrible storm until his arms were aching too much. c Example answer: Until quite recently, it was freezing cold in the early morning. Learners’ answers will vary but should highlight added information such as dates, places, events. 8.5 1 17 Key: rhetorical question modal verbs examples from real life conjunction to introduce another point acknowledgment of the other side of the argument 2 2 Learners’ answers will vary but should link points clearly to a quotation from the text. 3 Words and phrases that may have had an emotive impact include: • the dream of getting to Europe: the word dream shows its importance but also that it may just be an unattainable fantasy • died when I was very young: stresses his vulnerability • try my luck: stresses that it is all down to chance and he has little control • shoved: indicates that he was treated badly • small rubber boat: does not sound very stable or reassuring • very aggressive: the men sound like criminals • aimlessly floating around and basically lost: makes them sound helpless. Example answers: Opening sentence: Many people argue about whether we have a responsibility to take in refugees as a developed country. Impossible choices Learners may note the following feelings: sympathy for the death of his mother, etc.; concern/fear because of the small boat and danger; anger at the aggression of the armed men; sorrow that they drifted for five days. Although many people say we can’t afford to take refugees, I say why not? We may not have the largest amount of land, but we must look after other humans. For instance, we must look after people like Emmanuel, who had no one to look after him, and no choice but to leave his country. Furthermore, refugees can change countries for the better, bringing different cultures and ideas with them. Closing sentence: So, as far as I am concerned, we have a moral obligation to help refugees and recognise the contribution they can make to our society. 3 Learners’ answers will vary. Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE 9 Endings 9.1 1 c Saying goodbye Example answer: a I was secretly pleased when my three children left home. However, I’m not sure they really left. My son, Ted, left for college when he was 18. But he came back every weekend, mainly to have his clothes washed. And when Alison left, she used to visit every day for dinner. But she never washed up. And she never offered to cook. Still, when Sarah finally left, she said she’d visit every week. But she didn’t. She visited every week day. And every weekend. 3 3 The voice created is sad and wistful. • The conjunctions stress the things that remind her of him, even things that are annoying. • The final sentence But I miss him is effective because it is so blunt and honest. Learners’ answers will vary. 9.2 1 2 a They represent pauses between falling down and getting back up again. These pauses represent the learning process. b 18 From the stranger’s perspective, we see the door open and then see the father’s sad-looking face. They say no words and walk through to a dimlylit room. Cut to close-up of Tony’s eyes peering through a crack in the door. We then see it from Tony’s point of view – a mysterious stranger and his mother talking very quietly. VOICEOVER: I didn’t know what was happening. My parents said nothing. And then the stranger took my wrist. 2 The first voiceover is pessimistic and makes the situation sound bad whereas the second voiceover is positive and focuses on the opportunity the boy is being given. So viewers would be more supportive of the stranger in the second version whereas in the first version, they may view him as a villain. 3 Example answer: The end of childhood Walking along a road is used as an extended metaphor for growing up. The child falls and gets up, which is representative of how we learn lessons in life to progress. The parent watches as they have to let their children make mistakes in order to learn. When the child turns the corner, it represents the child growing up and becoming independent. The parent can no longer see them and has to allow them to make their own way through life. he full stop at the end of line 5 may T represent childhood ending. The Stranger – film trailer VOICEOVER: I never heard the knock, but it was a knock that changed my life forever. Answers may include some of the following: • The stranger Establishing shot of front door. Close-up shot of a hand wearing a black leather glove knocking on the door. b Starting the sentences with conjunctions adds to the comedy because it emphasises the writer’s exasperation. It builds up all the things her children did to irritate her. 2 Learners’ answers will vary. 9.3 1 he lines get shorter as the child gets T older. The long opening lines are childhood. The shorter middle lines are about leaving home and becoming independent. The short final line is the parent left alone. VOICEOVER: (spoken by the mother): I had dreaded hearing that knock on the door from the day he was born. I knew it would happen one day. VOICEOVER: What could I do? I couldn’t stop my father and undo centuries of tradition. I wished I’d had a girl. The effect of the change is that it allows the audience to hear the mother’s perspective and her regret about losing her son. It also introduces the idea of her father and tradition which will be developed later. Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE 9.4 1 a The old man entered the courtyard walking alongside his grandson. b c d e 2 The police step towards him. c ✓ I was amazed to discover my grandfather was a Shaolin monk. û I felt proud that I was passing my knowledge on to my grandson. ✓ e walked through the courtyard, W ready to exercise. û riginating from northern China, my O grandfather moved south in later life. ✓ ooking to Dad, I could see he was just L staring at the fireplace. Example answers: ‘No!’ I shout, charging at him. It’s too late. His arms are wrapped around Joey’s neck. He’s strangling her. Dad dives at him and grabs Toad’s arms, forcing them apart. Joey wriggles out of his grip but Toad seizes her leg again. The police tackle Toad. Joey is there, under a tangle of arms and bodies. I edge closer, trying to spot a way to get Joey free. Kangaroos scare easily. They pause a second. ‘Let her go’, I say. 3 Learners’ answers will vary. 9.6Learning things 1 Extract A Characteristics of villains: Everyone falls back. Joey lies on the ground, panting. Her little chest rises and falls too quickly. I rip my jumper off, cover her eyes, scoop her up, and hold her to my chest. I turn to Stinger and Toad. ‘The world isn’t yours to take without thinking about others’, I say. ‘You can’t just hurt living things to get what you want. I know that. And I’m twelve.’ I watch from the window as Toad and Stinger are marched off the mountain. • They do criminal or immoral things. Extract B • They take what they want regardless of the effect on others so act selfishly. • They get on the wrong side of the law/police. ‘Your mum lives on in you, Ruby. She would be so very proud of what you did today and how you saved the cub.’ • They can behave violently/hurt others. • They are taught a lesson at the end, thanks to the hero. • They resist arrest/attempts to stop them. Watching my sister carefully, I checked that the gate was still shut. Remembering my manners, I smiled and said thank you. 9.5 2 Kangaroos can’t hop backwards and Joey trips as she turns to get out of the way. Toad grabs her. ushing quickly past him, I hid behind my P father’s legs. Running down the road, I thought to myself that I really should get up earlier. 1 ‘Well I’m not going down alone’, Toad yells and he makes a sudden lunge for Joey. aDriving me to the harshest extremes, he trained me. b 3 A new beginning How stories end Stinger nods. ‘I’m tired. I’ve had enough of this all. I used to protect animals like this one here.’ He points at me. ‘Not poach them.’ I smile. I know he’s right. I can feel it in my bones. That night, I realise I’m not afraid any more. I’m not scared of the dark, or of falling asleep. Going through everything I did to save the leopard made me realise I can handle more than I thought.I roll over and fall asleep clutching my necklace, and dream of Mum. ‘Do you know how long it’s taken me to keep people away?’ Toad says. 19 Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE 2 3 20 Answers may focus on some of the following: • Ruby stands up to the villains • she tells them why their behaviour is unacceptable • Ruby learns that her mother would have been proud of her actions • she loses her typical childish fears, for example, the dark • she realises that she is more capable than she previously thought. Learners’ answers will vary. Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021