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Cambridge Lower Secondary
FT
English
TEACHER’S RESOURCE 8
D
R
A
Patrick Creamer, Giles Clare & Helen Rees-Bidder
Second edition
Digital Access
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
D
R
A
FT
We are working with Cambridge Assessment International Education towards endorsement of this title.
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
Cambridge Lower Secondary
FT
English
TEACHER’S RESOURCE 8
D
R
A
Giles Clare, Patrick Creamer & Helen Rees-Bidder
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
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FT
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NOTICE TO TEACHERS IN THE UK
D
It is illegal to reproduce any part of this work in material form (including photocopying and
electronic storage) except under the following circumstances:
(i) where you are abiding by a licence granted to your school or institution by the Copyright
Licensing Agency;
(ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you have
gained the written permission of Cambridge University Press;
(iii) where you are allowed to reproduce without permission under the provisions of Chapter 3
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of short passages within certain types of educational anthology and reproduction for the
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Cambridge International copyright material in this publication is reproduced under licence and
remains the intellectual property of Cambridge Assessment International Education.
The diagnostic check, mid-point test, end-of-year test and end-of-unit tests have been
written by the authors. These may not fully reflect the approach of Cambridge Assessment
International Education.
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
CONTENTS
Contents
Introduction05
How to use this series06
How to use this Teacher’s Resource08
About the authors13
FT
About the curriculum framework14
About the assessment14
Approaches to learning and teaching 15
Approaches to teaching and learning English 17
Teaching notes
A
Setting up for success 19
Nature and humans
2
‘Grandmother’s Song’
44
3
Strange islands
65
4
This is the modern world
85
5
Heroes
106
6
Monsters
126
7
‘The Plantation’
148
8
Choices and decisions
176
9
Endings
200
Acknowledgement
00
D
R
1
20
3
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER‘S RESOURCE
Digital resources
The following items are available on Cambridge GO. For more information on how
to access and use your digital resource, please see inside front cover.
Active learning
Assessment for Learning
Developing learner language skills
Differentiation
Language awareness
Metacognition
Skills for Life
FT
Improving learning through questioning
Letter for parents – Introducing the Cambridge Primary and
Lower Secondary resources
A
Lesson plan template
Curriculum framework correlation
Scheme of work
Diagnostic check and answers
R
Mid-point test and answers
End-of-year test and answers
Answers to Learner‘s Book questions
D
Answers to Workbook questions
Glossary
You can download the following resources for each unit:
Differentiated worksheets and answers
Language worksheets and answers
Extract sheets and audioscripts
End-of-unit tests and answers
4
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
INTRODUCTION
Introduction
Welcome to the new edition of our Cambridge Lower Secondary English series.
Since its launch, the series has been used by teachers and learners in over 100 countries for teaching
the Cambridge Lower Secondary English curriculum framework.
This exciting new edition has been designed by talking to Lower Secondary English teachers all
over the world. We have worked hard to understand your needs and challenges, and then carefully
designed and tested the best ways of meeting them.
FT
As a result of this research, we’ve made some important changes to the series. This Teacher’s
Resource has been carefully redesigned to make it easier for you to plan and teach the course.
The series now includes digital editions of the Learner’s Books and Workbooks. This Teacher’s
Resource also offers additional materials available to download from Cambridge GO. (For more
information on how to access and use your digital resource, please see inside front cover.)
The series uses the most successful teaching approaches, like active learning and metacognition,
and this Teacher’s Resource gives you full guidance on how to integrate them into your classroom.
Formative assessment opportunities help you to get to know your learners better, with clear learning
intentions and success criteria as well as an array of assessment techniques, including advice on
self and peer assessment.
A
Clear, consistent differentiation ensures that all learners are able to progress in the course with tiered
activities, differentiated worksheets and advice about supporting learners’ different needs.
All our resources include extra language support to enable teaching and learning in English. They
help learners build core English skills with vocabulary and grammar support, as well as additional
language worksheets.
R
We hope you enjoy using this course.
Eddie Rippeth
D
Head of Primary and Lower Secondary Publishing, Cambridge University Press
5
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S
TEACHER‘S RESOURCE
How to use this series
All of the components in the series are designed to work together.
FT
The Learner’s Book is designed for learners to use in
class with guidance from the teacher. It offers complete
coverage of the curriculum framework. A variety of
activities, texts and images motivate learners and help
them to develop the necessary skills. Each unit contains
opportunities for formative assessment, differentiation
and reflection so you can support your learners’ needs
and help them progress.
R
A
A digital version of the Learner’s Book is included with
the print version and is available separately. It includes
simple tools for learners to use in class or for self-study.
D
The skills-focused write-in Workbook
provides further practice of all the reading
and writing skills presented in the Learner’s
Book, and is ideal for use in class or
as homework. A three-tier, scaffolded
approach to skills development promotes
visible progress and enables independent
learning, ensuring that every learner is
supported. Teachers can assign learners
activities from one or more tiers for each
exercise, or learners can progress through
each of the tiers in the session.
A digital version of the Workbook is
included with the print version.
6
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HOW TO USE
INTRODUCTION
THIS SERIES
FT
The Teacher’s Resource is the foundation
of this series and you’ll find everything
you need to deliver the course in here,
including suggestions for differentiation,
formative assessment and language
support, teaching ideas, audio, audioscripts,
answers, tests and extra materials. Each
Teacher’s Resource includes:
a print book with detailed teaching
notes for each topic
•
digital access with all the material
from the book in digital form
plus editable planning documents,
downloadable answers, audio,
audioscripts, worksheets and more.
A
•
D
R
A letter to parents, explaining the course, is available to download
from Cambridge GO (as part of this Teacher’s Resource).
7
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER‘S RESOURCE
How to use this
Teacher’s Resource
FT
This Teacher’s Resource contains both general guidance and teaching notes that help you to deliver
the content in our Cambridge Lower Secondary English resources. Some of the material is provided
as downloadable files, available on Cambridge GO. (For more information about how to access and
use your digital resource, please see inside front cover.) See the Contents page for details of all the
material available to you, both in this book and through Cambridge GO.
CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
Teaching notes
1 Nature and humans
This book provides Teaching notes for each unit of the Learner’s Book and Workbook.
Each set of teaching notes contains the following features to help you deliver the unit.
The Unit plan summarises the sessions covered in the unit, including the number of learning hours
recommended for the session, an outline of the learning content and the Cambridge resources that
can be used to deliver the session.
A
Unit plan
Approximate
number of
learning hours
Outline of learning content
Resources
1.1 The
leopard
2 hours,
30 minutes
Learners look at verbs in descriptions and
explore structural and language techniques.
Learner’s Book Session 1.1
Workbook Session 1.1
Language worksheet 1.1
R
Session
D
1.2 Background
The
2 hours, feature explains
Learners
study and act out a drama script as
Learner’s Book Session 1.2
The
knowledge
prior
mysterious
30
minutes
well
as
create
an
audio
drama
script.
BACKGROUND KNOWLEDGE
Workbook Session 1.2
knowledge required to access the unit and gives
figure
suggestions
for addressing any gaps in your learners’
This
unit focuses
on textsLearner’s
such as Book
articles,
fables1.3
prior
knowledge. 2 hours,
1.3 The
Learners analyse imagery
in poetry,
compare
Session
and
poems.
You
will
find
it
useful
to
make
wildnessprior
of knowledge
30 minutes
the language of poems and articles, and
Workbook Sessionsome
1.3
Learners’
can be informally
notes
on
the
key
language
differences between
eagles through the Getting started feature
engageinwith
assessed
the debates and discussions.
these texts in order to point them out to learners.
1.4 The poetry
Learners examine poetic language and
Learner’s Book Session 1.4
Learner’s
Book. 2 hours,
of Tu Fu
30 minutes
themes, and write a response to poetry.
Workbook Session 1.4
1.5
2 hours,
Learners detect bias and explore text
Learner’s Book Session 1.5
Destroying
30 minutes
structure, including connectives.
Workbook Session 1.5
The Teaching skills focus feature covers a teaching skill
TEACHING SKILLS FOCUS
the planet
Differentiated worksheets
and suggests how to implement it in the unit.
1A, 1B and 1C
You can use your own language awareness to
Book
1.6
1.6 Creating
2 hours,
Learners practise techniques
forlanguage input Learner’s
explain
to learners
– bySession
filtering,
suspense
30 minutes
understanding unfamiliar
words andreinterpreting,
analyse
mediating,
explaining
or clarifying
Workbook
Session
1.6
how a writer creates effects
through word
language.
Language worksheet 1.2
choice and grammatical structure.
BACKGROUND KNOWLEDGE
For the teacher
8
Original material
© Cambridge
University
Press
2021.
This material is• not
final and
subject to further
to publication.
Articles:
useis paragraphing
andchanges
layout toprior
create
This unit
examines poetry,
prose,
drama
and
effects; often make a series of points in an
articles, so you will find it useful to note some key
argument; may use language that reflects the
language differences between these text types.
We are working with Cambridge Assessment International Education towards endorsement of this title.
HOW TO USE THIS TEACHER'S RESOURCE
Reflecting the Learner’s Book, each unit consists of multiple sessions.
At the start of each session, the Learning plan table includes the learning objectives, learning
intentions and success criteria that are covered in the session.
It can be helpful to share learning intentions and success criteria with your learners at the start
of a lesson so that they can begin to take responsibility for their own learning.
LEARNING PLAN
Learning intentions
Success criteria
8Rv.02, 8Rg.03, 8Rs.01,
8Rs.02, 8Ri.01, 8Ri.10, 8SLg.03
Learners will:
Learners can:
• look at how structural features
can be used for effect
• understand how a writer
structures a story to create
specific effects
FT
Learning objectives
LANGUAGE SUPPORT
The Writing tip in this session is about embedding
quotations in a grammatically correct way. It may
be useful to remind learners how to do this for
both short and long quotations.
A
The Language support feature contains suggestions for
how to support learners who may need extra language
support.
R
There are often Common misconceptions associated with particular learning area. These are listed,
along with suggestions for identifying evidence of the misconceptions in your class and suggestions
for how to overcome them.
How to identify
How to overcome
The terms 'imply' and 'infer' mean
the same thing.
Ask learners to listen to the
following phrases and to say what
you are implying (suggesting or
hinting at):
Draw a picture of a mouth speaking
with imply written underneath. Draw
a picture of an ear listening with
infer written underneath. Draw an
arrow from the mouth to the ear.
D
Misconception
Wow, your sandwich looks good!
Why don’t you wear that
other shirt?
Explain that the speaker or writer
implies meaning and the listener or
reader infers meaning.
9
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER‘S RESOURCE
For each topic, there is a selection of Starter ideas, Main teaching ideas and Plenary ideas.
You can pick out individual ideas and mix and match them depending on the needs of your
class. The activities include suggestions for how they can be differentiated or used for assessment.
Homework ideas are also provided.
Starter idea
Main teaching ideas
Poetic form (5 minutes)
1
Learning intention: Compare and comment on texts
with similar themes.
Resources: Learner’s Book, Session 2.6, ‘Jessie Emily
Schofield’, Activities 1–3
Description: Explain the learning intention by
introducing the poem ‘Jessie Emily Schofield’ and its
themes. Learners should then read the poem
FT
Resources: Learner’s Book, Session 2.6,
Getting started activity
Ask learners to explain the difference between a poem
and a story. What makes a poem a poem? Do all poems
look the same? How are stories and poems organised
and presented? It may be helpful to provide support
with the technical vocabulary learners will need to
answer these questions (see Language support).
Comparing a poem and a short story
(40 minutes)
The Cross-curricular links feature provides suggestions
for linking to other subject areas.
CROSS-CURRICULAR LINK
R
A
Geography: Ask the whole class to create a city
profile about Tokyo. Learners could look at one
aspect of physical or human geography, such as
population studies, land use, transport networks,
industry, tourism or the threat posed to the city
by natural disasters. Their research and materials
could be collated into a single document.
D
Note: some texts used in the Learner's Book and Workbook have been abridged, so please be
aware that learners may not be presented with the full version of the text.
10
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
HOW TO USE THIS TEACHER'S RESOURCE
Digital resources to download
This Teacher’s Resource includes a range of digital materials that you can download from
Cambridge GO. (For more information about how to access and use your digital resource, please see
inside front cover.) This icon
indicates material that is available from Cambridge GO.
Helpful documents for planning include:
•
•
•
Letter for parents – Introducing the Cambridge Primary and Lower Secondary resources:
a template letter for parents, introducing the Cambridge Lower Secondary English resources.
Lesson plan template: a Word document that you can use for planning your lessons.
Curriculum framework correlation: a table showing how the Cambridge Lower Secondary
English resources map to the Cambridge Lower Secondary English curriculum framework.
Scheme of work: a suggested scheme of work that you can use to plan teaching throughout
the year.
FT
•
Each unit includes:
•
•
Differentiated worksheets: these worksheets are provided in variations that cater for different
abilities. Worksheets labelled ‘A’ are intended to support less confident learners, while worksheets
labelled ‘C’ are designed to challenge more confident learners. Answer sheets are provided.
Language worksheets: these worksheets provide extra language support. Answers sheets are provided.
Extract sheets: these are copies of all the texts in the Learner’s Book which can be shared and
annotated by learners.
•
Audioscripts: these are transcripts of all the listening activities in the Learner’s Book.
•
End-of-unit tests: these provide quick checks of learners’ understanding of the concepts covered
in the unit. Answers are provided. Advice on using these tests formatively is given in the
Assessment for Learning section of this Teacher’s Resource.
A
•
Additionally, the Teacher’s Resource includes:
•
D
•
Diagnostic check and answers: a test to use at the beginning of the year to discover the level that
learners are working at. The results of this test can inform your planning.
Mid-point test and answers: a test to use after learners have studied half the units in the
Learner’s Book. You can use this test to check whether there are areas that you need to go over
again.
End-of-year test and answers: a test to use after learners have studied all units in the Learner’s
Book. You can use this test to check whether there are areas that you need to go over again, and
to help inform your planning for the next year.
Answers to Learner’s Book activities
Answers to Workbook activities
Glossary
R
•
•
•
•
In addition, you can download more detailed information about teaching approaches.
Audio is available for download from Cambridge GO (as part of this Teacher’s Resource and as part
of the digital resources for the Learner’s Book and Workbook).
11
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER‘S RESOURCE
CAMBRIDGE LOWER SECONDARY ENGLISH
8: WORKSHEE
T 3A
Name
Date
Worksheet 3A
LISH
ONDARY ENG
E LOWER SEC
CAMBRIDG
CAM
1 Look at the three simple sentences
in the following paragraph:.
There was some sort of sea creature in
the pool. The surface was rippling. It was
impossible to see properly.
INT TEST
8: MID-PO
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test
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change the order of the simple sentences
. Use one or more of the connectives in
the
box if necessary.
GE LO
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12
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
ABOUT THE AUTHORS
About the authors
Giles Clare
FT
Giles Clare is an experienced teacher and educational author. He has written
multiple titles for major educational publishers for the UK and international
markets. He has written books and resources for a wide age range of learners,
from Reception to GCSE, including revision and test materials, home learning
resources, teacher guides, as well as fiction and non-fiction titles. He also
has over ten years’ experience of specialist language teaching. He believes
in engendering a love of language in learners. He has helped provide local
authority teacher training and has presented at a national languages conference.
Patrick Creamer
A
Patrick is an English Language and Literature teacher, and an author of
learning resources for children, adolescents and adults, specialising in writing
guidance and supporting materials for teachers. His main areas of interest
are metacognition, teachers’ use of questioning strategies, active learning,
and linguistics.
Graham Elsdon
R
Graham has been an English leader in a successful school in the north of
England, and he is an experienced examiner. He is a visiting lecturer at
Newcastle University, and presents staff and student training on English courses
for a variety of organisations and training providers. In addition, Graham has
authored several GCSE and A Level study guides and textbooks.
D
Helen Rees-Bidder
Helen taught in the UK for 27 years. She is now a freelance educational
consultant and her current roles include working as an examiner. Helen has
delivered face-to-face and online training courses and enrichment workshops in a
number of countries. She is passionate about developing oracy skills across
the curriculum.
13
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We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER‘S RESOURCE
About the curriculum
framework
The information in this section is based on the Cambridge Lower Secondary English curriculum
framework (0861) from 2020. You should always refer to the appropriate curriculum framework
document for the year of your learners’ assessment to confirm the details and for more information.
Visit www.cambridgeinternational.org/lowersecondary to find out more.
FT
The Cambridge Lower Secondary English curriculum framework has been designed to help learners
to become confident communicators. They will learn to apply reading, writing, speaking and
listening skills in everyday situations, as well as developing a broad vocabulary and an understanding
of grammar and language. Through this curriculum, learners will develop evaluation skills, learn to
appreciate texts from different cultures and learn to write for different audiences and purposes.
The Cambridge Lower Secondary English curriculum framework is split into three strands: reading,
writing, and speaking and listening. For more information, visit the Cambridge Assessment
International Education website.
A
A curriculum framework correlation document (mapping the Cambridge Lower Secondary English
resources to the learning objectives) and scheme of work are available to download from
Cambridge GO (as part of this Teacher’s Resource).
R
About the assessment
D
Information concerning the assessment of the Cambridge Lower Secondary English
curriculum framework is available on the Cambridge Assessment International Education
website: www.cambridgeinternational.org/lowersecondary
14
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
APPROACHES TO LEARNING AND TEACHING
Approaches to
learning and teaching
Active learning
FT
The following are the teaching approaches underpinning our course content and how we understand
and define them.
Active learning is a teaching approach that places learner learning at its centre. It focuses on how
learners learn, not just on what they learn. We, as teachers, need to encourage learners to ‘think
hard’, rather than passively receive information. Active learning encourages learners to take
responsibility for their learning and supports them in becoming independent and confident learners
in school and beyond.
A
Assessment for Learning
R
Assessment for Learning (AfL) is a teaching approach that generates feedback, which can be used
to improve learners’ performance. Learners become more involved in the learning process and,
from this, gain confidence in what they are expected to learn and to what standard. We, as teachers,
gain insights into a learner’s level of understanding of a particular concept or topic, which helps to
inform how we support their progression.
Differentiation
D
Differentiation is usually presented as a teaching approach where teachers think of learners as
individuals and learning as a personalised process. Whilst precise definitions can vary, typically the
core aim of differentiation is viewed as ensuring that all learners, no matter their ability, interest or
context, make progress towards their learning intentions. It is about using different approaches and
appreciating the differences in learners to help them make progress. Teachers therefore need to be
responsive, and willing and able to adapt their teaching to meet the needs of their learners.
Language awareness
For all learners, regardless of whether they are learning through their first language or an additional
language, language is a vehicle for learning. It is through language that learners access the learning
intentions of the lesson and communicate their ideas. It is our responsibility, as teachers, to ensure
that language doesn’t present a barrier to learning.
15
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We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER‘S RESOURCE
Metacognition
Metacognition describes the processes involved when learners plan, monitor, evaluate and make
changes to their own learning behaviours. These processes help learners to think about their
own learning more explicitly and ensure that they are able to meet a learning goal that they have
identified themselves or that we, as teachers, have set.
Skills for Life
FT
How do we prepare learners to succeed in a fast-changing world? To collaborate with people
from around the globe? To create innovation as technology increasingly takes over routine work?
To use advanced thinking skills in the face of more complex challenges? To show resilience in the
face of constant change? At Cambridge, we are responding to educators who have asked for a
way to understand how all these different approaches to life skills and competencies relate to their
teaching. We have grouped these skills into six main Areas of Competency that can be incorporated
into teaching, and have examined the different stages of the learning journey and how these
competencies vary across each stage.
These six key areas are:
Creativity – finding new ways of doing things, and solutions to problems
Collaboration – the ability to work well with others
Communication – speaking and presenting confidently and participating effectively in meetings
Critical thinking – evaluating what is heard or read, and linking ideas constructively
Learning to learn – developing the skills to learn more effectively
Social responsibilities – contributing to social groups, and being able to talk to and work with
people from other cultures.
A
•
•
•
•
•
•
R
More information about these approaches to learning and teaching is available to download from
Cambridge GO (as part of this Teacher’s Resource).
Cambridge learner and teacher attributes
This course helps develop the following Cambridge learner and teacher attributes.
Cambridge teachers
Confident in working with information and
ideas – their own and those of others.
Confident in teaching their subject and
engaging each learner in learning.
Responsible for themselves, responsive to
and respectful of others.
Responsible for themselves, responsive to
and respectful of others.
D
Cambridge learners
Reflective as learners, developing their ability Reflective as learners themselves, developing
to learn.
their practice.
Innovative and equipped for new and future
challenges.
Innovative and equipped for new and future
challenges.
Engaged intellectually and socially ready to
make a difference.
Engaged intellectually, professionally and
socially ready to make a difference.
Reproduced from Developing the Cambridge learner attributes with permission from
Cambridge Assessment International Education.
16
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We are working with Cambridge Assessment International Education towards endorsement of this title.
APPROACHES TO TEACHING AND LEARNING ENGLISH
Approaches to
teaching and learning
English
FT
Structure of the course
The Learner’s Book contains nine units, each based on exciting themes like ‘Adventure’ and
‘Dangers of the sea’. Most units contain a range of international fiction, non-fiction, poetry and
drama text extracts, reflecting the interests and diverse cultural backgrounds of your learners. There
are two units that are different (Unit 2: ‘Hey, You Down There’ and Unit 7: ‘The Travel Agency’).
Each of these two units focuses on one full short story, promoting reading for pleasure and allowing
students to delve deeper into language and meaning.
A
Every unit contains six sessions, each designed to take around 2.5 hours of teaching time including
the Workbook activities and Worksheets. If your timing is different, we hope the materials are
flexible enough for you to be able to fit them to your requirements.
The Workbook accompanies the Learner’s Book, providing supplementary and extension material.
The content mirrors the content of the Learner’s Book to support:
reinforcement of concepts introduced in the Learner’s Book
•
the Language focus parts of some sessions
•
differentiated activities
•
independent work or homework.
R
•
Skills development
D
Cambridge Lower Secondary English offers an integrated approach to the four language skills
(Speaking, Listening, Reading and Writing), allowing you to cover learning objectives from each
strand of the curriculum framework in your English lessons.
Speaking and listening
Speaking and Listening underpin this course. Each session offers opportunities to consolidate
and develop the Speaking and Listening sub-strands (making yourself understood, showing
understanding, group work and discussion, performance, and reflection and evaluation). Listening
activities are included in the Learner’s Book with accompanying recordings available in this
Teacher’s Resource. (If you are unable to play the recordings, audio scripts in this Teacher’s
Resource allow you to read the text out to your class instead.) Audio tracks actively promote good
pronunciation of English and you will find recordings of all the texts from the Learner’s Book in this
Teacher’s Resource.
17
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We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER‘S RESOURCE
Reading and writing
We ensure rich coverage of each Reading and Writing sub-strand as follows:
Word structure (spelling): students are encouraged to explore the etymology of words and improve
their spelling through checking their own and others’ work.
Vocabulary and language: we provide multiple opportunities for securing vocabulary, exploring
context, grammatical features and word families. We also explore texts with learners to reflect
on writers’ choices of vocabulary and language. You will find further vocabulary practice in the
Workbook and Language Worksheets (available to download from this Teacher’s Resource).
FT
Grammar and punctuation: while mindful of reading for pleasure and text coherence, we focus on
the grammar and punctuation arising from a text so that learners experience new structures and
grammar rules in context. Wherever you find a Language focus box in the Learner’s Book, there
is further practice in the corresponding Workbook session. We have respected both teachers’ and
learners’ capacity for understanding and using correct metalanguage in the classroom, especially in
writing activities.
Structure of texts: an exciting range of authentic texts is provided for discussion, performance,
reflection and as models for learners’ own writing. This is especially true in the final sessions of each
unit when learners aim to write within the support of frameworks or scaffolds.
Interpretation of and creation of texts: while the units provide a rich and broad selection of texts, it
is also expected that learners enjoy texts outside of the course, especially aligned in some way to the
topic or theme. Differentiation within each activity ensures that all learners can explore authentic
texts and experiment with creative ideas and writing.
A
Appreciation and reflection of reading: we support the ethos of reading for pleasure, and encourage
learners to reflect and evaluate their wider reading. In particular, the two short-story units allow
students the satisfaction of reading a story from beginning to end.
D
R
Presentation and reflection of writing: we encourage learners to adopt a write, reflect/evaluate and
improve’ cycle of working. We encourage them to present their own work and listen for feedback as
well as to talk about and reflect on their own and others’ ideas.
18
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SETTING UP FOR SUCCESS
Setting up for success
Our aim is to support better learning in the classroom with resources that allow for increased learner
autonomy while supporting teachers to facilitate student learning. Through an active learning
approach of enquiry-led tasks, open-ended questions and opportunities to externalise thinking
in a variety of ways, learners will develop analysis, evaluation and problem-solving skills.
Some ideas to consider to encourage an active learning environment are as follows:
Set up seating to make group work easy.
•
Create classroom routines to help learners to transition between different types of activity
efficiently – for example, move from pair work to listening to the teacher to independent work.
•
Source mini-whiteboards, which allow you to get feedback from all learners rapidly.
•
Start a portfolio for each learner, keeping key pieces of work to show progress at
parent–teacher days.
•
Have a display area with learner work and vocab flashcards.
FT
•
Planning for active learning
A
We recommend the following approach to planning.
Plan learning intentions and success criteria: these are the most important feature of the lesson.
Teachers and learners need to know where they are going in order to plan a route to get there.
2
Plan language support: think about strategies to help learners overcome the language demands
of the lesson so that language doesn't present a barrier to learning.
3
Plan starter activities: include a ‘hook’ or starter to engage learners using imaginative strategies.
This should be an activity in which all learners are active from the start of the lesson.
4
Plan main activities: during the lesson, try to: give clear instructions, with modelling and written
support; coordinate logical and orderly transitions between activities; make sure that learning is
active and all learners are engaged; create opportunities for discussion around key concepts.
5
Plan assessment for learning and differentiation: use a wide range of Assessment for Learning
techniques and adapt activities to a wide range of abilities. Address misconceptions at
appropriate points and give meaningful oral and written feedback which learners can act on.
6
Plan reflection and plenary: at the end of each activity and at the end of each lesson, try to: ask
learners to reflect on what they have learnt compared to the beginning of the lesson; build on
and extend this learning.
7
Plan homework: if setting homework, it can be used to consolidate learning from the previous
lesson or to prepare for the next lesson
D
R
1
To help planning using this approach, a blank Lesson plan template is available to download from
Cambridge GO (as part of this Teacher’s Resource).
For more guidance on setting up for success and planning, please explore the Professional Development
pages of our website www.cambridge.org/education/PD
19
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
1 Nature and humans
Unit plan
Approximate
number of
learning hours
Outline of learning content
Resources
1.1 The
leopard
2 hours,
30 minutes
Learners look at verbs in descriptions and
explore structural and language techniques.
Learner’s Book Session 1.1
Workbook Session 1.1
Language worksheet 1.1
1.2 The
mysterious
figure
2 hours,
30 minutes
Learners study and act out a drama script as
well as create an audio drama script.
Learner’s Book Session 1.2
Workbook Session 1.2
1.3 The
wildness of
eagles
2 hours,
30 minutes
Learners analyse imagery in poetry, compare
the language of poems and articles, and
engage with debates and discussions.
Learner’s Book Session 1.3
Workbook Session 1.3
Learners examine poetic language and
themes, and write a response to poetry.
Learner’s Book Session 1.4
Workbook Session 1.4
1.4 The poetry 2 hours,
of Tu Fu
30 minutes
FT
Session
2 hours,
30 minutes
Learners detect bias and explore text
structure, including connectives.
Learner’s Book Session 1.5
Workbook Session 1.5
Differentiated worksheets
1A, 1B and 1C
1.6 Creating
suspense
2 hours,
30 minutes
Learners practise techniques for
understanding unfamiliar words and analyse
how a writer creates effects through word
choice and grammatical structure.
Learner’s Book Session 1.6
Workbook Session 1.6
Language worksheet 1.2
R
A
1.5
Destroying
the planet
D
BACKGROUND KNOWLEDGE
For the teacher
This unit examines poetry, prose, drama and
articles, so you will find it useful to note some key
language differences between these text types.
• Poetry: uses sound through rhythm and rhyme;
uses figurative language; uses stanzas and
layout to create effects
• Drama: sets out the speakers’ dialogue on
separate lines; uses stage directions and other
notes to indicate physical action or sound effects
• Articles: use paragraphing and layout to create
effects; often make a series of points in an
argument; may use language that reflects the
bias of the writer
• Prose: uses figurative language; novels and stories
describe characters and settings in vivid ways.
In addition, this unit examines past and present,
main and auxiliary verbs, so familiarity with these
terms and concepts may be helpful.
20
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We are working with Cambridge Assessment International Education towards endorsement of this title.
1 NATURE AND HUMANS
CONTINUED
TEACHING SKILLS FOCUS
So, background knowledge of the following
concepts may be useful:
• word classes: nouns, verbs, adjectives, adverbs,
prepositions, pronouns, conjunctions
• phrases: noun phrases, verb phrases,
prepositional phrases; pre- and post-modification
• sentences: single and multi-clause sentences;
main and subordinate clauses
• clause elements: subject, verb, object,
adverbial.
FT
For the learner
Learners are asked to closely examine individual
words, phrases and sentences in ways such as:
• study an individual word (Is it a verb? What
tense? What synonyms are there?)
• examine a phrase (Can it be expanded, reduced
or moved?)
• analyse a sentence (Is it simple, compound or
complex? Can clauses be reordered?).
However, an active role is more likely to increase
learning opportunities. Actively filtering language
may mean you need to modify materials before
lessons to ensure they will be clear to learners. Make
sure you clarify language used in the classroom
at the moment it is heard or read – perhaps by
rephrasing sentences, using synonyms to help
learners understand unfamiliar words, or annotating
language examples on the board to explain them.
A
Language awareness
You can use your own language awareness to
explain language input to learners – by filtering,
mediating, reinterpreting, explaining or clarifying
language (see diagram).
The language being filtered may come from your
teaching materials, other learners or directly from
you. This way of understanding language awareness
in the classroom allows you to take either a passive
or an active role in filtering language for learners.
R
Language
contained in
teaching materials
Teacher’s language
awareness
D
Language
produced by other
learners
Unfiltered
Language
produced by the
teacher
Unaware language ~ not re-interpreted
or explained by teacher
Filtered
Aware language ~ re-interpreted and
explained by teacher
Learning input in the classroom
21
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
1.1 The leopard
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
8Rv.02, 8Rg.03, 8Rs.01, 8Rs.02,
8Ri.01, 8Ri.10, 8SLg.03
Learners will:
Learners can:
• look at how structural features
can be used for effect
• understand how a writer
structures a story to create
specific effects
• consider how verbs can be
used in descriptions
• discuss what might happen
next in a story.
LANGUAGE SUPPORT
• analyse the effect of language
and structural choices in a text
FT
• explore how a writer
combines structural and
language techniques
• explain how verbs can be used
to bring descriptions to life
• Auxiliary verbs ‘help’ the main verb to express
tense: I was walking to school. They have been
sleeping all day.
• Auxiliary verbs are used at the start of sentences
to form questions: Did you dream last night?
Have you eaten your lunch?
• Auxiliary verbs are also used in negative statements:
She doesn’t like running. I didn’t sleep well.
Language worksheet 1.1 offers more practice on
identifying auxiliary verbs.
R
A
When exploring how verbs can be used in
descriptions, it is useful to distinguish between
main and auxiliary verbs:
• Main verbs contain key meanings: walk, talk,
dream, think, eat, sleep.
• Main verbs change their form to indicate
tense, singular/plural (number) and first/
second/third person: walk/walks/walked, eat/
eats/eaten.
• develop a discussion, sharing
and listening to ideas.
D
Common misconception
Misconception
How to identify
How to overcome
Nouns do not name actions – only
verbs name actions.
Write the following sentences on
the board:
The run for the bus was
exhausting.
All the studying helped the
students.
Ask learners to find a word in each
sentence that looks like it could be
a verb but is in fact a noun.
After learners have given their
answers, underline the words:
The run for the bus was
exhausting.
All the studying helped the
students.
Explain that nouns can also name
actions.
22
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1 NATURE AND HUMANS
Starter idea
sentences and figurative language that show: how the
writer describes the opening setting and situation,
including characters; and how the writer uses language
to dramatise the changing situation.
Using verbs (10 minutes)
Resources: Learner’s Book, Session 1.1, Getting
started activity
Differentiation ideas:
Description: Organise learners into pairs and ask them
to briefly discuss verbs as in the Getting started activity.
Come back together as a class and ask several pairs for
their definition of a verb. Write the following sentences
on the board:
•Support: Ask learners to examine carefully
the paragraph that starts Suddenly, a shot . . .
Explain that this will help them focus their
answers to part a of Activity 1 and
parts b and c of Activity 2.
•
After school, I will drink a fizzy drink.
•
The cook can’t cook lunch today.
•Challenge: Ask learners to write a paragraph
explaining how the first-person point of view
helps the writer to dramatise the scene.
Main teaching ideas
Story scenes and the writer’s use of
language (45 minutes)
2
Past and present in story time
(40 minutes)
Learning intention: Explore how a writer combines
different techniques.
Resources: Learner’s Book, Session 1.1, Activity 3
Learning intentions: Look at how structural
features can be used for effect. Explore how a writer
combines structural and language techniques.
Description: Read the Language focus information
as a class. Then write the following on the board:
Resources: Learner’s Book, Session 1.1, When the
Mountains Roared Extract 1, Activities 1 and 2
•
Past: She walked over and grasped my hand.
•
Present: She walks over and grasps my hand.
A
1
Assessment ideas: Ask learners to share their
answers to part c of Activity 2 with the class. Assess
how well they have commented on effect – could
they have given more detail?
FT
Ask learners to find the following words in the
sentences: ‘drink’ as a noun; ‘cook’ as a noun; ‘drink’
as a verb; ‘cook’ as a verb. Ask learners to write a
sentence of their own in which the same word is used
as both a noun and a verb. Share these sentences as a
class.
D
R
Description: Ask learners to read the first extract
from When the Mountains Roared, including the
introductory paragraph that explains the novel’s
context. Afterwards, read through Activities 1
and 2 as a class. Explain that writers use language
in particular ways to help readers understand a
situation and how it changes. They also communicate
their attitudes and feelings through their use of
language – this is the tone of a piece of writing. Read
out the definition of tone in the Learner’s Book.
Ask learners if they can identify a similarity in what
they are asked to analyse in part a of Activity 1 and
part b of Activity 2. Use wait time after you have
asked this question (count at least three seconds in
your head). Briefly discuss learners’ responses, then
point out that answers to both part a of Activity 1
and part b of Activity 2 require readers to reflect
on the writer’s attitude about setting, character or
events. Both are linked to tone.
Learners should then complete Activities 1 and 2
in pairs, making notes on specific words, phrases,
•Past: He threw the glass. It splintered against the
wall.
•Present: He throws the glass. It splinters against the
wall.
Put learners into small groups and ask them to
discuss the following questions:
1Which words have changed their form or
spelling?
2Which sentences describe events that are happening
now?
3Which version of each sentence makes the
reader feel closer to the story being told?
After 15 minutes of discussion, ask groups to share
their answers with the class. Write the following on
the board:
•Now (telling the story) then (when the story
events happened)
There I was on the pitch when she ran over and
grabbed the ball.
23
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
•Now (telling the story) then seems like now
(when the story events are happening)
Here I am on the pitch as she runs over and grabs
the ball.
Explain that the second example uses a similar
technique to a sports commentary, which narrates
events as they are happening – for example: Ronaldo
dodges the last defender and strikes . . . it’s in the goal!
Differentiation ideas:
•Support: To help learners focus on the effect of
the present tense verbs, encourage them to ask
themselves what the difference in effect might be if
the past tense had been used instead – for example:
Praveen spotted the remains of a camp fire instead
of Praveen spots the remains of a camp fire.
Ask: What do these words show about the animal
they are describing? Get several responses – learners
should suggest that the words show the animal is
wounded and in danger. Emphasise that the writer
has chosen these words deliberately to express this.
Now, ask learners to read Extract 2 of When
the Mountains Roared carefully, including the
introductory paragraph. Allow time for them to
read the extract several times, then direct them
to Activity 4. For each bullet point, they should
explain:
•
how it helps the writer to tell the story
•how it helps the writer to dramatise the
opposition between figures or characters
•
how it effects the reader.
When they have finished writing, direct learners to
Activity 5. Remind them that in their discussion
they should take turns to speak and be polite,
explore and build on each other’s points and
explore where they agree or disagree so they learn
something from the discussion.
A
•Challenge: Ask learners to write three or four
sentences of their own in the past/present
format with a focus on choosing powerful verbs
for a specific effect.
Assessment ideas: As learners are sharing their
answers as a class, assess whether they have
identified the words that change form and that
change a reader’s sense of the story time.
Using language and structure for effect
(45 minutes)
R
3
Write the following words from the extract on the
board: cornered, stained with blood, limp.
FT
Ask learners to read Extract 1 again several times,
focusing on the writer’s use of verbs in the present
tense. Before they write their paragraph for Activity
3, remind them that they need to comment on the
effect of these present tense verbs on the reader.
Events can also be linked by theme – the main topic
of a book or film. Point out that one of the themes
of When the Mountains Roared is how human
actions can harm the natural world.
Learning intentions: Explore how a writer combines
structural and language techniques. Discuss what
might happen next in a story.
D
Resources: Learner’s Book, Session 1.1, When the
Mountains Roared Extract 2, Activities 4 and 5
Description: Explain that, in a story, structure can
refer to how the plot and events are linked and how
characters are portrayed to create drama or conflict.
For example, a villain might be set up to oppose
a hero, or a detective might be set up to oppose a
criminal. Point out that plots are linked by cause and
effect – for example: The boy missed the bus so was
late for school and then missed an exam so became
frustrated and then . . .
Differentiation ideas:
•Support: Prompt learners to see a connection
between the meaning of victims and villains
and hunters and the hunted by pointing out
that these could be paired as victims/hunted
and villains/hunters. In exploring the link
between the narrator (Ruby) and the leopard,
ask learners to think about who and what is
hiding, and from whom.
•Challenge: Ask learners to write one or two
sentences explaining both the literal and
potentially symbolic meaning of the leopard’s
‘black rosettes’ (Possible answer: black rosettes
are sometimes worn by people in mourning).
Assessment ideas: Read learners’ answers to
Activity 4 and look for evidence they have identified
words from the extract that show the beauty of the
leopard.
24
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1 NATURE AND HUMANS
Plenary idea
CROSS-CURRICULAR LINK
Commenting on text structure and
language (10 minutes)
Biology (habitats and ecosystems, populations
and factors affecting populations): When the
Mountains Roared is set in India, home to the
Indian leopard subspecies. The habitat and
population of Indian leopards has reduced in
recent years. Learners could research why this is.
Resources: Answers to Activity 4
Homework idea
Learners should complete Workbook Session 1.1.
FT
Description: Tell learners to look back at their answers
to Activity 4. Direct them to the Reflection questions
and allow five minutes for learners to make notes in
response. Finish with a class discussion. Ask learners:
How might you improve your skills at writing about
structure and language? Assess whether learners’ answers
show they can think of ways to improve the quality of
their work or set goals for their learning activities.
1.2 The mysterious figure
LEARNING PLAN
Learning intentions
Success criteria
8Rv.01, 8Rs.01, 8Ri.01, 8Ri.04,
8Ri.08, 8Ra.01, 8Ra.02,
8Ws.02, 8Wc.01, 8Wc.03,
8SLm.04, 8SLp.01, 8SLp.03
Learners will:
Learners can:
• perform a section of dialogue
from a story
• use voice and gesture
to convey a character in
dialogue
A
Learning objectives
• write an audioscript based on
a prose text
R
• work out the meaning of
unfamiliar words
D
• give a reasoned response to
a text using references.
• write an audioscript based on
a prose text, incorporating
information from the narrative
• use context to work out the
meaning of unfamiliar words
• respond to a task, giving their
own view and using references
to support it.
LANGUAGE SUPPORT
In this session, learners write an audioscript. Scripts
like this often contain abbreviations — such as FX,
meaning special effects. Learners will also come
across abbreviations in many other text types,
including dictionaries, letters, formal invitations
and textbooks. Point out to learners that some
abbreviations are considered informal, such as
those used in internet slang or in text messaging.
Emphasise that in formal writing they should avoid
abbreviations unless they are well established, such
as etc. or i.e. If an abbreviation is well established
then these can be used in formal writing.
Common abbreviations in English include:
• etc. – et cetera (Latin) meaning ‘and the rest’
•
e.g. – exempli gratia (Latin) meaning ‘for
example’
•
i.e. – id est (Latin) meaning ‘that is’
25
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
CONTINUED
•
Mr – Mister
•
km – kilometres
•
Dr – Doctor
•
kg – kilograms
•
UK – United Kingdom
•
•
EU – European Union
RSVP – répondez, s’il vous plait (French)
meaning ‘please reply’
•
UAE – United Arab Emirates
•
•
cm – centimetres
FAQ – frequently asked questions (often used
on websites).
FT
Starter idea
Comparing prose and drama texts
(10 minutes)
Resources: Learner’s Book, Session 1.2, Getting started
activity
Prose
Description: Write the following example on the board.
Point out that it shows the same scene in two different
forms: prose and drama script.
Ask learners to use this as a guide during their
discussion in response to the Getting started activity.
Drama script
Anya is lying on a sofa and John is standing in front of
a window.
A
Anya frowned in concern and looked at John, ‘What’s
so fascinating out there today?
‘I’ve decided to stop studying for my degree,’ he
replied.
R
Anya stretched herself out on the sofa and sighed.
Main teaching ideas
Acting out a dramatic scene
(40 minutes)
D
1
Learning intention: Perform a section of dialogue
from a story.
Resources: Learner’s Book, Session 1.2, When the
Mountains Roared Extract 3, Activity 1
Note: This extract and the extract used in the endof-unit test contain some violence and relates to the
topic of poaching which some learners may find
distressing. Please review the content to check it is
appropriate for your learners before sharing it with
your class
Description: Organise learners into groups of three
and read through the instructions for Activity 1
Anya: (With concern) What’s so fascinating out there
today?
John: I’ve decided to stop studying for my degree.
Anya: (Sighs)
as a class. Read the Speaking tip and make sure
everyone understands how to identify the context of
their character. In their groups, learners should then
allocate parts and rehearse the scene.
After rehearsals, groups should perform their
dramatic scene to the class. When everyone has
performed, have a class discussion on how tone
of voice, facial expressions and gestures helped to
communicate the emotions of different characters
as well as the drama of the scene.
Differentiation ideas:
•Support: Spend time directing learners as
they rehearse. Demonstrate how they can use
different tones of voice by saying some of the
lines yourself in different ways – for example,
by saying You killed it. You coward. in an angry
tone and then in a sad tone.
26
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1 NATURE AND HUMANS
example, Ruby: Get back, etc. – leaving spaces
between the lines of dialogue. Then, ask them
to fill in the spaces with either descriptions of
sound effects or new dialogue. Emphasise that
the sound effects or new dialogue should express
what is happening to the listening audience.
•Challenge: Ask learners to rehearse the scene in
two different ways. First, they should emphasise
the strong emotions and tensions in the scene
with loud voices and dramatic physical action.
Second, learners should underplay or understate
the emotions and actions with quieter voices and
smaller, more subtle physical actions. Afterwards,
ask learners which they thought was best and why.
•Challenge: If learners are confident writing this
audioscript, extend the activity by asking them
to turn Extract 2 of the story (in Session 1.1)
into an audioscript too.
Assessment ideas: Assess how well learners adapt
their tone of voice when performing dialogue and
how confidently they comment on tone of voice in the
class discussion. Use both of these to determine how
well learners have understood that character can be
expressed through tone of voice in a dramatic scene.
FT
2
Assessment ideas: Ask learners to complete the
Peer assessment in the Learner’s Book. Note
whether learners mention the use of sound effects
and additional dialogue to communicate key actions
or the thoughts and feelings of characters to enable
their listening audience to follow the action.
Write an audio drama (45 minutes)
Learning intention: Write an audioscript based on a
prose text.
Resources: Learner’s Book, Session 1.2, When the
Mountains Roared Extract 3, Activity 2
Context, meaning and themes
(40 minutes)
Learning intentions: Work out the meaning of
unfamiliar words. Give a reasoned response to a text
using references.
Resources: Learner’s Book, Session 1.2, When the
Mountains Roared Extract 4, Activities 3 and 4;
dictionaries
R
A
Description: Working in small groups, ask
learners to write a list of problems a writer might
face when adapting a film script into a radio
script or podcast. Suggest action and science
fiction films to help learners imagine the problems
and how they could be solved. For example, an
action film might show car chases and explosions,
and a science fiction film might show a rocket
taking off. How would learners communicate
these actions when their audience can only hear,
not see, what is going on? When learners have
written their lists, come together and share both
problems and solutions as a class.
3
Read Activity 2 with the class and explain that they
are now going to turn the extract into an audioscript.
Remind them that they can add dialogue or include
sound effects to dramatise the action for listeners. Tell
learners they can indicate sounds effects in the script
by using the FX (special effects) abbreviation. Write
the following example on the board:
Description: Organise learners into pairs and ask
them to read Extract 4 of the story twice through.
Then read the explanation in Activity 3 about
working out unfamiliar words using context and
ensure that all learners understand this method.
Learners should then reread the two paragraphs
containing the words foliage and cradle and
complete the activity. If possible, give them access
to dictionaries to check their definitions.
Praveen
Differentiation ideas:
D
Ruby I’m glad we brought this with us.
Ask learners to move on to Activity 4. They will
need to reread Extract 2 of the story in Session 1.1.
Remind them to use their scanning skills to search
for the key words that will help them answer this
question (mountain, roar) in the extracts. When they
have found the references, they should discuss the
two bullet points. Encourage them to explain how
the references align with the two ideas mentioned in
the bullet points for Activity 4.
FX A soothing pop song plays from a
portable radio then it fades out
Why?
Ruby Makes me feel less lonely out here.
Differentiation ideas:
•Support: Tell learners to first write out all the
lines of dialogue from Extract 3 in the correct
sequence and against the correct character – for
•Support: Prompt learners to look for specific
references containing the words mountain and
roar in Extracts 2 and 4, but suggest they also
look for synonyms and antonyms (words with
opposite meanings). When they have found
these, ask learners: How does the writer describe
27
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
the narrator’s feelings towards the tiny cub? How
does the writer describe nature’s response to the
death of the leopard? What are the effects of
both of these on the reader?
•Challenge: Ask learners to write a paragraph
explaining the main points of their discussion
from Activity 4. They should explain how the
writer has used references to the title to suggest
themes such as those in the bullet points.
Assessment ideas: Listen to the pairs’ discussions
and assess whether learners are able to explain how
the textual references (and title) suggest the novel’s
themes.
Homework ideas
Ask learners to complete Activity 5 in the Learner’s
Book and the Challenge section from Workbook
Session 1.2. Remind learners that in completing
Activity 5 they should reflect on whether the story
‘shows the worst of human attitudes to the natural
world’. Remind them to use short quotations from
and references to Extracts 1–4 of When the Mountains
Roared to support their views.
FT
Plenary idea
Description: Ask learners to read the instructions for the
first two sections of the Workbook and check if they
have any questions. Point out that the Focus section is
getting them to closely examine the punctuation rules
for prose dialogue, and that the Practice section is
about verbs used in describing how dialogue is spoken.
Emphasise that ‘he said’ and ‘she said’ are common and
acceptable, but that there are many more descriptive
alternatives they can use, such as shouted, whispered,
moaned, squealed.
Dialogue and verbs in prose (15 minutes)
Resources: Workbook, Session 1.2, Focus and Practice
sections
LEARNING PLAN
A
1.3 The wildness of eagles
Learning intentions
Success criteria
8Rv.02, 8Rv.03, 8Ri.01, 8Ri.02,
8Ri.06, 8Ri.08, 8Ri.09, 8Ri.11,
8Ra.01, 8Ra.02, 8Ra.03,
8Ra.04, 8SLm.02, 8SLm.03,
8SLs.01, 8SLg.01, 8SLg.02,
8SLg.03, 8SLg.04, 8SLr.011
Learners will:
Learners can:
• identify figurative language in
a poem
•
• summarise information from
two texts
identify and explore the
effects of figurative language
in a poem
•
• explore the ways language
is used in different texts on a
similar topic
summarise information from
two texts concisely and
accurately
•
compare the language used
in fiction and non-fiction
texts on a similar theme
•
work well in a group,
taking turns and listening
effectively.
D
R
Learning objectives
• organise and take part in a
group discussion.
28
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1 NATURE AND HUMANS
LANGUAGE SUPPORT
Misconception
How to identify
How to overcome
A
Common misconceptions
alliteration (as I travel from place to place; coat
cuddles).
Remind learners of the definitions of different
figurative language techniques:
• Metaphors and similes both compare two
things, but similes use ‘like’ or ‘as’.
• Personification describes an object as if it has
human characteristics.
• Alliteration is the use of the same sound,
especially consonants, at the beginning of
several close-together words.
Learners should understand that poetry and fiction
use a wide range of figurative techniques, but even
non-fiction texts often contain figurative language.
FT
In this session, learners examine figurative
language and explore how language is used across
very different kinds of texts: poetry and non-fiction
articles. One way of clarifying uses of figurative
language is to compare plain and decorated
(ornate) styles of writing. For example:
• Plain style: I have on my favourite old coat,
which I wear every day.
ecorated (ornate) style: Scruffy but loved, my
• D
coat cuddles and shields my body as I travel
from place to place.
The ornate style makes use of the figurative
language techniques of personification (cuddles),
metaphor (shields). It also makes use of rhythm and
An argument only refers to people
having a disagreement.
Write these two sentences on the
board:
Explain that the second meaning
of argument is to give reasons for
someone to believe something
that they do not already believe. If
someone does not already agree
with an idea, they may need to be
persuaded with reasons to change
their view. Those reasons are the
arguments.
Ask learners to explain the
meaning of argument in each
of the sentences. Discuss
explanations of argument in the
second sentence.
Finish by pointing out that
arguments can be good or bad,
which refers to whether the
reasons make sense rather than
whether the reader or listener
ends up changing their viewpoint.
My brother and sister had an
argument and are not speaking to
each other now.
D
R
I listened to each side of the
debate and then voted for the
argument that persuaded me the
most.
Starter idea
Figurative language game (10–15 minutes)
Description: This activity could be used as an alternative
to the Getting started activity if there is not time for
both. Write the following words in a circle on the board
(or use your own words): book, car, tree, chair, heart,
desolate, lonely, frightening, wise, intelligent.
Organise learners into pairs and ask them to make
as many figurative phrases as they can by combining
any of the words in the circle. Encourage them to try
unusual or poetic combinations – for example, instead
of an intelligent book (predictable) they could write a
lonely book (interesting) or the wise car (strange idea),
or a frightening, desolate tree (poetic image). Learners
could also create their own list of ten random words and
write their combinations from these. Share the figurative
expressions as a class if there is time.
29
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
Main teaching ideas
1
•
Patterns of imagery in a poem
(30 minutes)
Assessment ideas: Read through learners’
responses to Activity 2 to assess whether they have
been able to identify figurative language in the poem
and whether they have commented effectively on its
effect on the reader.
Learning intention: Identify figurative language in
a poem.
Resources: Learner’s Book, Session 1.3, ‘The Eagle’,
Activities 1 and 2
2
Comparing texts (45 minutes)
Learning intention: Explore the ways language is
used in different texts on a similar topic.
Resources: Learner’s Book, Session 1.3, ‘The Eagle’,
Higher into the Hills Extracts 1 and 2, Activities 3–5
FT
Description: Read the figurative language definitions
in the Learner’s Book and ensure that all learners
understand them. Then ask for a volunteer to read
the poem ‘The Eagle’ aloud, or read it yourself.
What rhymes do learners notice? They may identify
the end-rhyme hands-lands-stands and crawls-wallsfalls (a-a-a-b-b-b) and the alliteration clasps-cragcrooked. Point out that alliteration is a type of
rhyme – the repetition of the sound at the beginning
of words. Explain that the rhyme and rhythm of
the poem create a regular beat that might reflect the
ordered picture of nature that the poet presents –
the eagle fulfilling its role as a top predator in the
natural world.
Challenge: Ask learners to write an additional
paragraph that comments on the poet’s use of
rhyme and the effects this has on the reader.
Text
Language
used to
describe
appearance
Language
used to
describe
movement
or action
‘The Eagle’
R
A
Move on to explain that when reading poetry, we
can also look for patterns in the use of figurative
language to help work out its meaning. For example,
Activity 1 asks ‘What impression of the eagle does
the poet create?’ This ‘impression’ will be created
from the pattern of the figurative language in the
poem – for example, the alliteration in the line He
clasps the crag with crooked hands draws the reader’s
attention to words with important connotations for
the eagle’s claws: clasps emphasises a powerful grip;
crag gives an impression of the harsh, rocky setting;
and crooked hands creates the image of the eagle’s
curled, clawed and grabbing feet.
Description: Draw the following table on the board
and ask learners to copy it. The boxes should be
large enough for them to add their own notes.
D
Learners should work on their own to complete
Activities 1 and 2. Remind them that in part b of
Activity 2 they need to consider the effect of the
language on the reader.
Differentiation ideas:
•
Support: Help learners with Activity 2 by
pointing out the use of natural images in
the poem: azure world, wrinkled sea, like a
thunderbolt, etc. Ask learners: What is ‘like a
thunderbolt’? (the eagle) and What do you think
the thunderbolt falls on and what does that mean?
Encourage learners to write down their thoughts
about how these images help the writer create an
impression of the eagle.
Higher into the
Hills
Organise learners into pairs and ask them to read the
first extract of Higher into the Hills several times. They
should then reread their answers to Activities 1 and 2
and make notes in the table in response to Activity 3. If
necessary, give an example of the type of information
they should record in each column – for example:
•
language used to describe appearance: twometre wingspan, crooked hands
•
language used to describe movement or action:
can fly at speeds of 180 kilometres per hour, like
a thunderbolt he falls.
When learners have completed the table, they
should use the examples they have collected to
help them write their paragraph for Activity 4
individually. Explain that when they have finished
their paragraphs, they should read Extract 2 of the
article and then discuss Activity 5 with the same
30
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1 NATURE AND HUMANS
partner, deciding which of the texts they would read
for different purposes.
•
One speaker from each team then has two
minutes to summarise the key arguments.
Differentiation ideas:
•
The rest of the class votes on which team’s
argument was most convincing.
•
•
Support: Fill in some additional information in
the table. For example, point out that the article
focuses the reader’s attention on the eagle’s claws
– as the poem does – but with less figurative
language – razor-sharp talons (article) compared
to clasps the crag with crooked hands (poem).
Allow 15–20 minutes for each team to prepare their
arguments (they can make notes and use them in the
debate). While the debate teams are preparing, ask
the rest of the class to write down any arguments
they can think of for and against the motion.
Challenge: Ask learners to write a longer
analysis (two or three paragraphs) of the two
texts, based on the notes from their tables.
After the debate, all learners should write a
paragraph evaluating the most persuasive
arguments.
•
Support: Prepare a list of 3–5 arguments, each
for and against the motion. Give one of the
arguments on your list to any speaker who
needs help preparing to speak in the debate.
•
Challenge: Before the debate, find out if any
learners already know if they are for or against
the motion, then put them on the team that is
the opposite of their current view.
Assessment ideas: After the debate, ask learners
to remain in their groups to complete the Peer
assessment exercise.
Holding a formal debate (45 minutes)
A
3
Differentiation ideas:
FT
Assessment ideas: Activity 5 asks learners to
consider different purposes of texts, and their own
and others’ reading preferences. You could develop
this into a whole-class activity and ask learners
which text they preferred and why. As you listen
to learners’ answers, follow up by asking for two
reasons that support their choice. Assess whether
learners are able to use some criteria or principles
in deciding which texts could be read for different
reasons.
Learning intention: Organise and take part in a
group discussion.
Plenary idea
Description: Here is an alternative way of doing
Activity 6, by setting it up as a formal debate on one
motion instead of a group discussion on two views.
Choose which set-up works best for your class.
Discuss rather than debate (10–15 minutes)
R
Resources: Learner’s Book, Session 1.3, Activity 6
D
Use the Common misconception feature at the
start of the session to explain debate arguments
to learners. Create two teams of 3–5 learners; the
rest of the class will be the audience who will listen
to the debate and vote for the winner. Explain the
following procedure:
•
•
•
•
There is one motion: Humans should never try
to control, tame or kill animals at all.
One debate team will argue for the motion and
the other will argue against it.
Each speaker gets three minutes to give their
argument (depending on the size of teams, this
means each team will have 9–15 minutes in total).
The debate begins with the first speaker
arguing for the motion. This is followed by the
first speaker arguing against the motion. Then
the for and against speakers on each team keep
alternating until they have all spoken.
Description: Have a class discussion on the same
view: Humans should never try to control, tame or kill
animals at all. Encourage as many learners as possible
to contribute. In the last five minutes, ask learners to
explain specifically how the discussion was different
from the debate. Point out that there is no right answer –
both discussion and debate can be useful and enjoyable!
They may come up with some of the following ideas:
•
In a formal debate there are two opposing sides of
a motion or issue, whereas in a discussion there can
be many sides, and speakers do not have to stick to
a side (or team).
•
In a formal debate there is a winner, whereas in a
discussion it may not be clear if there is a winner or
even if ‘winning’ is relevant.
•
We can learn from both, but a debate is more of a
contest whereas a discussion is often more about
sharing views.
Finish by pointing out that oral debates and discussions
have their equivalents in writing, such as in writing
31
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
to argue and to discuss. The techniques for these are
slightly different. Writing to argue means to write either
for or against a topic or issue; writing to discuss involves
considering multiple views of a topic or issue.
CROSS-CURRICULAR LINK
Maths (speed, distance and time): In Extract 1
of Higher into the Hills, the writer explains how
fast an eagle can fly. Learners could be asked to
find the formula for doing this (speed = distance
÷ time). Learners could then be given specific
calculations and be asked to use the formula to
calculate the answer, for example A car travels
100 miles in 2 hours. What is its average speed?
Homework idea
Learners should complete Workbook Session 1.3.
LEARNING PLAN
FT
1.4 The poetry of Tu Fu
Learning intentions
Success criteria
8Rv.02, 8Rv.04, 8Rg.01, 8Rs.01,
8Ri.01, 8Ri.04, 8Ri.06, 8Ri.07,
8Ri.08, 8Ri.09, 8Ri.11, 8Wg.04,
8Wp.01, 8SLs.01, 8SLg.03,
8SLp.01
Learners will:
Learners can:
•
identify the main and
subsidiary points in an audio
text
•
make clear notes identifying
a range of points from an
audio text
•
explore the structural
features of poetry
•
•
consider how a theme is
presented in a range of
poems
understand some key
structural features of poetry
and comment on their effect
•
explain how a poet presents
a particular theme in a range
of poems
•
analyse how a poet uses
language techniques to
present theme.
R
A
Learning objectives
D
•
analyse how a poet uses
language to present theme.
LANGUAGE SUPPORT
The Language focus in this session deals with
punctuation unique to poetry: end-stopping,
enjambment and caesura. It is worth noting,
however, that traditional punctuation is also used in
all writing to create different meanings and effects.
Commas have many uses but one of their most
important is in joining and separating words and
phrases. This helps in clarifying meaning and
removing ambiguity:
I had chocolate cake and sweets.
I had chocolate, cake and sweets.
He liked Mr Smith, who played violin better
than Mr Brown.
He liked Mr Smith, who played violin, better
than Mr Brown.
Semi-colons also have several uses, but one of
their important functions is to provide a pause and
a contrast.
32
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1 NATURE AND HUMANS
CONTINUED
For example, these two sentences express a similar
idea but the use of a semi-colon in the second
adds emphasis to the contrast:
I thought his speech was good but his joke was
a bit rude.
I liked the speech; shame about the joke.
Starter idea
Differentiation ideas:
From simple to complex (10 minutes)
Main teaching ideas
1
Tu Fu podcast (30 minutes)
•
Challenge: As soon as you have finished playing
the podcast, ask learners to create two more
sets of notes using the two note-taking methods
they did not use the first time around. When
they have tried all three methods, ask if they
would use a different one next time and why.
Assessment ideas: Look at learners’ notes and
assess whether the method they have used has
allowed them to clearly indicate key dates and events.
Also, assess whether learners’ notes show why key
dates and events are significant. For example, the
activity asks learners to divide their notes into main
and subsidiary points, so check if learners have
listed significant events under main headings and
subheadings – and whether less significant events
are listed under minor headings and subheadings.
A
08
Support: Ensure that learners understand the
difference between the three note-taking methods.
Ask what the advantages and disadvantages
of each method might be, then establish which
method they will use in Activity 1 and why.
FT
Description: Explain that many poems take nature as
their theme. They may start with something easy and
simple for the reader to imagine, such as snow on trees,
raindrops on a window, or a bird flying. These poems
may go on to express a more complex idea or feeling by
their end. Ask learners to write one sentence describing
a simple, natural thing, then to write a few more lines
that develop their poem into something different from
the original scene. To inspire their first sentence, learners
could imagine seeing something natural out of a
window at home, school or elsewhere.
•
Learning intention: Identify the main and subsidiary
points in an audio text.
Resources: Learner’s Book, Session 1.4, Activity 1
R
Download the audioscript for Activity 1 from
Cambridge GO (Track 08).
2
Exploring the poems ‘Loneliness’ and
‘Visitors’ (40 minutes)
Learning intentions: Explore the structural features
of poetry. Consider how theme is presented in a
range of poems.
•
writing down key words, headings,
subheadings or sentences
Resources: Learner’s Book, Session 1.4, ‘Loneliness’,
‘Visitors’, Activities 2–4
using visual methods such as spider diagrams
(mind maps), columns or outline numbering.
Description: Explain that poems can be explored
using the STEMS approach:
D
Description: Explain that you are going to play
learners a podcast and that they will need to make
notes as they listen to it. Good note-taking means:
•
Tell learners they should experiment with the
different forms until they find one that helps them
recall the information most accurately. Draw some
quick examples on the board to illustrate the
different approaches.
Read through Activity 1 and remind learners to
focus their note-taking on significant dates and
events. Then, play the podcast and ask learners to
use one of the suggested three methods to take notes.
•
Story: Does the poem tell a story?
•
Themes: What ideas or feelings are expressed?
•
Emotions: What emotional uses of language
are there?
•
Metaphors: How is figurative language used?
•
Sounds: How does rhyme or rhythm create
effects and patterns?
33
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
•
Learners can begin their exploration of the two
poems using the STEMS approach and then move
on to a closer focus on themes and punctuation as
follows.
Assessment ideas: Read learners’ answers to
Activity 3. Look for sentences that explain the poet’s
comparison of birds and spiders with humans. Assess
whether learners explain links between the writer’s use
of language to an intended meaning. For example,
do they explain the metaphorical comparison of
the predatory behaviour of spiders with greed
or aggression in humans? Or do they explain the
metaphoric comparison of Birds who foolishly drift
with the current to people who behave like everybody
else around them instead of being an individual?
FT
Read through Activities 2 and 3 to the class. Point
out that Activity 2 asks them to comment on
individual lines in ‘Loneliness’ and Activity 3 requires
comment on symbolism. Explain that when exploring
the features of a poem, they need to discuss the
meaning of lines, figurative language and symbols, as
well as explaining how they as the reader are affected
by the poem. Remind learners that a symbol is a
thing that represents or stands for something else,
so when they write their answers to Activity 3 they
should explain how nature can symbolise human
behaviour and what this means to them. For example,
point out that the poem ‘Loneliness’ describes the
behaviour of birds and spiders and then compares
this with humans – they are being asked what these
comparisons mean to them.
Challenge: After learners have discussed Activity
4 in pairs, ask them to write a paragraph
summarising the points of their discussion.
Comparing poems (30 minutes)
Learning intention: Consider how a theme is
presented in a range of poems.
Resources: Learner’s Book, Session 1.4, Activities 5
and 6
Description: Tell learners they will be working in
pairs to compare and contrast two poems. Poems
can be compared by following three key steps:
1.
Find examples of key words, phrases or
figurative language that stand out in both
poems (learners can note these down,
underline or circle them).
2.
Compare the examples and think about both
similarities and differences in the language.
3.
Explore how the reader is affected by the
language examples from both poems.
D
R
A
When learners have completed Activities 2 and 3,
come back together as a class and go through
the Language focus information and Activity 4.
Explain that when reading poems, there will be
parts where the sound of the language flows
continuously and places where there are pauses. The
parts that flow may be within lines but also across
lines (enjambment). Pauses may be at the end of
lines (end-stopping) or within lines, and it is the
pauses within lines where the poet may have used
punctuation such as a full stop or comma. Emphasise
that when analysing features such as end-stopping
or enjambment, they should try and explain how the
structure/punctuation affects meaning and the effect
on the reader. As examples, suggest that a poem about
a waterfall could use enjambment across all its lines
to suggest flowing water and a poem about someone
hammering could use lots of punctuation to suggest
the disconnected sounds of banging. The poem
‘Visitors’ uses both enjambment and punctuation to
create pauses. Learners should read the poem several
times alone, then complete Activity 4 in pairs.
3
Differentiation ideas:
•
Support: For part a of Activity 2, ask learners
to think of some synonyms for foolishly, such
as stupidly, thoughtlessly, unwisely. Then ask
them to write about what the poet might mean
by that line of poetry.
Activities 5 and 6 ask learners to consider nature as
a theme, so for step 1 they should find examples that
are relevant to the theme of nature. They are also
asked to consider the voice of the poems. Explain
that the concepts of voice, tone and mood are
related, but there are some distinctions:
•
•
•
Voice: the personality of the writer, expressed
through their overall use of language.
Tone: the writer’s attitude towards a subject,
communicated through word choices, etc.
Mood: the atmosphere created in a text – for
example, descriptions that create the sense of a
happy, sad or scary scene.
Organise learners into pairs and ask them to
complete Activities 5 and 6 together. Remind them
to read each poem several times.
34
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1 NATURE AND HUMANS
Differentiation ideas:
Suggest to learners that they focus on the natural
objects or sights mentioned in the poem and examine
how the language used appeals to one of these senses.
Give some examples, such as chopping wood (sound),
streams are still icy (touch/sight) and sunset (sight).
Learners should link the sensory imagery in the
poem to its mood, showing how the imagery appeals
to the reader’s senses and creates the impression and
atmosphere of a natural setting. Learners should
then complete the activity on their own.
Differentiation ideas:
•
Support: Ask learners to underline words such
as sound, see and others suggesting movement
or touch in the poem, and comment on
whether these are the parts of the poem that
use aural, tactile or visual images. What effects
do these have on them as readers?
Challenge: Ask learners to write another 150
words (around 300 in total) in their analysis. They
should support their points with short quotations.
Assessment ideas: Some of the sensory imagery
in the poem is clear (chopping wood, for example).
However, some imagery is more complex and needs
further interpretation – for example: You can see the
aura of gold / And silver ore all around you. Assess
whether learners have attempted to explain more
challenging imagery in their writing.
•
A
•
Support: Read out (or write on the board) some
suggested short quotations from both poems as
language examples that could be compared as
part of step 1. Then, ask learners to focus on
these for steps 2 and 3 and as they compare how
nature and the poet’s voice is presented through
these examples. Quotations might include:
•
‘Loneliness’: hawk hovers; gulls float on the
stream; Birds . . . foolishly drift with the
current; dew sparkles in the grass; spider’s
web waits for its prey; nature resembles
the business of men; I stand alone with ten
thousand sorrows.
•
‘Visitors’: asthma for a Long time; house
by the river . . . is quiet; No crowds Bother
me; I am brighter / And more rested; I am
happy; my thatched hut; my straw hat; fresh
vegetables; given in friendship.
Challenge: Ask learners to write two
paragraphs explaining how nature is presented
in both poems. They should use short
quotations to support the points they make in
the explanations.
FT
•
imagery are: images that appeal to the senses of
sight, touch and sound.
4
R
Assessment ideas: Poetry can be enjoyable to read,
but analysing it can demand a lot of mental effort
from learners. When they have completed Activities
5 and 6, ask learners to spend five minutes thinking
about the questions in the Reflection box and then
write one or two sentences about what they found
challenging and how they would advise someone
facing those challenges.
Written response to a poem
(30 minutes)
D
Learning intention: Analyse how a poet uses
language to present theme.
Resources: Learner’s Book, Session 1.4, ‘Written on
the Wall at Chang’s Hermitage’, Activity 7
Description: Explain that when commenting on
voice, tone or mood, learners should find specific
examples of language and explain their effects.
Emphasise that mood is about the atmosphere
in the text and how the reader responds to the
language. Go through the instructions for Activity
7, then read the definitions of aural, tactile and
visual images from the Learner’s Book and make
sure everyone understands what these forms of
Plenary idea
What do I like about poetry? (10 minutes)
Description: Explain to learners that the poet Billy
Collins describes several pleasures of poetry:
•
•
•
the pleasure of dance (the rhythm of a poem)
the pleasure of sound (the sounds of the words)
the pleasure of using your imagination (allowing a
poem to transport us to different places)
• the pleasure of metaphor (surprises, and new ideas
and feelings the poem gives us).
In pairs, ask learners to discuss the four pleasures Billy
Collins describes and which of them they enjoy when
they read poems.
Homework idea
Learners should complete Workbook Session 1.4.
35
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
1.5 Destroying the planet
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
8Rv.02, 8Rg.02, 8Rg.05,
8Rs.03, 8Ri.02, 8Ri.03, 8Ri.06,
8Ri.11, 8Wv.01, 8Wg.01,
8Wg.02, 8Wg.05, 8Ws.01,
8Ws.02, 8Ws.03, 8Wc.03,
8Wp.02
Learners will:
Learners can:
• identify and summarise the
main points in more than
one text
• compare how two texts are
structured and developed
• explain the purpose of
connectives at the start of
sentences
• understand and use the
features of formal and
informal language.
•
•
FT
•
•
A
LANGUAGE SUPPORT
summarise information from
two argument texts
compare how two texts are
structured and developed
explore how writers use
connectives
identify and use formal and
informal language.
D
R
Texts that develop an argument link ideas both
within and across sentences and paragraphs using
connectives. Connectives is a general term for words
that join other words, phrases and clauses together.
Connectives are also sometimes called ‘linking words’.
More specifically, connectives can be defined as:
• coordinating conjunctions (for example: and, but)
• subordinating conjunctions (for example: that,
whether)
• linking adverbials (for example: however,
moreover, nevertheless, in addition, meanwhile).
The two ideas in a compound sentence are equal in
importance and emphasis. They are formed when
two equal clauses are joined with a conjunction.
The main coordinating conjunctions are:
• and: adds another clause
• but: introduces a contradiction
• or: introduces a choice or alternative
• so: gives a reason (the first clause is a reason
for the second – for example, The rope
snapped so I fell).
The ideas in a complex sentence are unequal in
importance and emphasis. They are formed when
a main clause is joined to a subordinate clause
using a subordinating conjunction. There are many
subordinating conjunctions, but some common
ones are:
• because: explains a cause (He jumped because
there was a loud noise)
• when: expresses a relationship of time (I played
football when I got home)
• where: expresses a relationship of place (The
gym is where she trains)
• if: states a condition (I will do well if I work hard)
• although: expresses a contrast (His speech was
good although it went on too long).
Compound-complex sentences are just compound
and complex sentence joined together with
another conjunction.
36
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1 NATURE AND HUMANS
Starter idea
Pause occasionally to ask if they would include
what you have just read in their notes. Ask
them to explain why – is it a main point or
subsidiary information? What makes it a main
point?
Using formal and informal language
(10 minutes)
Resources: Learner’s Book, Session 1.5, Getting
started activity
•
Description: Ask learners to imagine how they would use
language differently in the following situations:
•
texting a friend
writing a letter to apply for a job
giving a televised speech to the United Nations
General Assembly
chatting to their best friend.
Organise learners into pairs and ask them to discuss the
Getting started activity. Remind them to focus on the
specific factors that would make them speak or write
formally, informally or somewhere in between.
Main teaching ideas
1
Assessment ideas: Ask learners to swap their
notes with a partner. Ask: If you had to rely on your
partner’s notes, what would you find helpful and what
could be improved? Learners should then give each
other feedback.
FT
•
•
•
Challenge: Ask learners to make two sets of
notes using two different note-taking methods.
Which note-taking method did they find most
effective for this activity?
Analysing structure in information texts
(60 minutes)
Exploring sentence structures
(30 minutes)
Learning intention: Explore how writers use
connectives.
Resources: Learner’s Book, Session 1.5, Activity 3;
Differentiated worksheets 1A, 1B and 1C
Description: Start by explaining that a text
containing a written argument is not like having a
disagreement with a friend or relative. The purpose
of a written argument is to provide points and views
for or against an issue. An effective technique is to
present several points of view in a logical sequence
as you try to convince the reader why the side you
favour is the best one. Key features of written
arguments include (write these on the board):
D
R
A
Learning intention: Summarise information from
two argument texts.
Resources: Learner’s Book, Session 1.5, ‘Climate
change: a natural process’, ‘We’re destroying our
home’, Activities 1 and 2
Description: Ask learners to read the two articles
(allow enough time for them to read each article
twice). Then, remind them of the different note-taking
methods they looked at in Session 1.4 and ask them
to choose one to make notes in response to Activity 1,
identifying the explicit information in the articles.
After 30–40 minutes, ask learners to examine their
notes on both articles.
Next, read Activity 2 to learners. Point out that the
three bullet points can be phrased as three questions
about both articles:
1 Where are the main ideas expressed in each article?
2
2
How do the two articles use headings,
subheadings and bullet points differently?
3
Which text did you find more appealing and why?
Then, ask learners to write answers to these three
questions for Activity 2 on their own.
Differentiation ideas:
•
Support: Read through the articles with
learners before they start making their notes.
•
a first paragraph explaining what the argument
is and whether you are for or against it
•
a series of paragraphs that present different
arguments but which lead to why your
argument is the most convincing
•
connectives that show links between ideas in
the paragraphs
•
a convincing concluding paragraph that states
the strongest point from each side of the
argument, but which restates your own view as
the best argument.
Write some examples of connectives on the board
(however, although, alternatively, in contrast, whereas,
on the other hand, similarly, equally) and ask learners
to copy them down. Emphasise that connectives
can be single words or phrases and have different
purposes (introducing a new part of the argument,
making a contrasting point, concluding the
argument). Now ask learners to copy the table from
37
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
Activity 3. Ask: How do these connective phrases help
the writer to make the arguments in the text? Get several
responses and discuss learners’ answers. They then
complete the table.
To consolidate their learning here, ask learners to
complete one of the Differentiated worksheets.
Differentiation ideas:
Support: Give learners additional examples of
connectives matched to explanations of how they
help develop a written argument. For example:
new part of argument: first, secondly,
•
further, furthermore, finally
contrasting point: although, rather,
•
however, instead, alternatively
conclusion: therefore, as a result
•
•
Challenge: Ask learners to think of more
connectives to add to their notes. For example,
they could come up with words used for
summarising points (overall, to sum up) or
for expressing the same meaning (namely, for
instance).
Assessment ideas: Examine learners’ completed
tables and assess whether they have identified the
purposes of the connectives correctly. Also, ask
learners to compare their completed tables in groups
of three. Ask them to check if they identified the
same purposes for the examples and to discuss any
differences if they have not.
Formal (for example,
exam essay)
Informal (for
example, text to a
friend)
correct punctuation
incorrect or no
punctuation
FT
•
Read through the Language focus information and
all the key word definitions in the Learner’s Book
and resolve any uncertainty learners may have about
vocabulary, sentence types and punctuation. Explain
that they should consider all these language features
when analysing the formality of the two texts in
Activity 4. Remind learners to use connectives to
structure their writing in Activity 5. They should then
complete these activities on their own.
standard English
vocabulary (i.e.
words in an English
dictionary)
colloquial (slang)
words
a variety of
grammatically correct
sentences (simple,
compound, complex,
compound-complex)
minor sentences (for
example, Hello. Hey!
Aww. Great!)
A
misspellings and
abbreviations
Differentiation ideas:
•
Support: Read the article ‘We’re destroying our
home’ to learners. As you read, pause and point
out language features that show more informal
language use. For example, colloquial (slang)
words (OK, Wow!) and frequent use of minor
sentences (repeated uses and capitalisation of
FACT). Explain that learners could copy some of
these techniques in their writing for Activity 5.
•
Challenge: After completing Activity 5, ask
learners to also rewrite the article ‘We’re
destroying our home’ in a more formal style.
Formal and informal language
(60 minutes)
R
3
correct spelling
Learning intention: Identify and use formal and
informal language.
D
Resources: Learner’s Book, Session 1.5, Activities 4
and 5
Description: Draw the following diagram on the
board and remind learners that formal and informal
uses of language exist on a scale.
On a different part of the board, create two columns:
Formal and Informal. Ask learners to list
the differences in formality between an exam essay
and a text message to a friend. Write key words
from learners’ answers on the board in the relevant
column. You might end up with something like:
Talking with
peers
Speaking with
a teacher
Politician’s
speech
Letter to
a relative
Exam essay
informal
Mobile phone text
to a friend
Assessment ideas: Read learners’ answers to
Activity 5. Assess whether they have used connectives
and whether they have written in a more informal style
than the original article.
formal
38
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1 NATURE AND HUMANS
Next, write these examples on the board:
Specific points to consider include:
•
Have learners changed ‘although’ to ‘but’?
•
•
Have learners changed ‘the result of’ to
‘because’?
Formal: Patrons are requested to refrain from
antagonising the animals.
•
Informal: Please don’t tease the animals.
•
Have learners used a full stop instead of a
semi-colon in first paragraph?
Plenary idea
Organise learners into pairs and ask them to discuss
what changes have been made to the formal sentence to
make it sound less formal.
Formal speech and writing (10 minutes)
CROSS-CURRICULAR LINK
Description: Point out that formal speech and writing:
Science (respiration – the enhanced greenhouse
effect): This session discusses climate change, so
learners could be asked to research the details
of the greenhouse effect. For example, they
could draw and label a diagram that shows the
main gases and interactions that make up the
greenhouse effect.
has more complicated grammar – for example:
frequent subordination
•
has unusual, foreign or ‘difficult’ vocabulary – for
example: domicile instead of home
•
avoids using contractions – for example: can’t, won’t
•
avoids using colloquialisms (slang) – for example: I
ain’t doing that.
FT
•
Homework idea
Learners should complete Workbook Session 1.5.
A
Emphasise that formal and informal language is on a
scale and that a particular example of language will not
always have obvious features that show it is formal or
informal.
1.6 Creating suspense
R
LEARNING PLAN
Learning intentions
Success criteria
8Rv.01, 8Rg.03, 8Rs.01, 8Ri.02,
8Ri.07, 8Wv.01, 8Wv.02,
8Wv.03, 8Wg.01, 8Wg.03,
8Wp.04
Learners will:
Learners can:
•
use different strategies to
work out the meaning of
unfamiliar words
•
use a variety of strategies
effectively to work out the
meaning of unfamiliar words
•
use sources to extend
vocabulary about feelings
and emotions
•
use precise vocabulary
to describe feelings and
emotions related to events
•
consider how a writer makes
grammatical choices for
effect
•
comment on how a writer
creates detail and effects
through grammatical choices
•
choose language, grammar
and punctuation to create
different effects.
•
create different meanings
through choice of language,
grammar and punctuation.
D
Learning objectives
39
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
LANGUAGE SUPPORT
•
antonyms: words with opposite meanings
(big/small, awake/asleep, buying/selling)
•
•
homonyms (homophones): different words
that are pronounced in the same way (tale/tail,
flower/flour, to/two/too)
knowledge of antonyms can help in
understanding new words that are opposites of
words you already know
•
knowledge of homonyms can help with finding
rhymes for poetry or in making jokes
metonyms: words used in place of others to
express the same meaning (heart is a metonym
•
knowledge of metonyms can help in
understanding or writing figurative language.
Resources: Learner’s Book, Session 1.6, ‘Tsunami
witness’, Activity 1
A
Starter idea
FT
These definitions all relate to words and their
meanings (semantics) and that they can help in
understanding new words and in selecting specific
words to achieve effects. For example:
• knowledge of synonyms can help if you need
to replace a word with one with a similar
meaning
•
Work out the meaning of unfamiliar words
English (10 minutes)
Resources: Learner’s Book, Session 1.6, Getting started
activity
R
Description: Write the following text on the board:
The climate research conference is a biennial event. There
will be a seminal paper delivered by one of the many
luminaries present. (Keep this on the board for Main
teaching idea 1.)
D
Organise learners into pairs and ask them to look at
the Getting started activity. They should discuss their
ideas for working out unfamiliar words, then try out
some of these methods to work out the difficult words
in the example text. Finish by using a dictionary to read
out (or write on the board) the definitions of pandemic,
biennial, seminal, luminaries.
Main teaching ideas
1
for love or emotion – I give my heart to you;
crown is a metonym for the monarchy – the
crown was displeased with the newspaper
reports).
This session focuses on words in a variety of ways,
including strategies to understand unfamiliar
words, the use of emotive words and achieving
effects through specific word choices. As
background to this, learners may find it useful to
understand that words can be related to each other
in various ways.
Write the following four definitions and examples
on the board:
• synonyms: words that have the same or nearly
the same meaning (annoy, irritate, bother)
Context versus morphology versus
etymology (35 minutes)
Learning intention: Use different strategies to work
out the meaning of unfamiliar words.
Description: Read the Language focus information
to learners. As you do, write the words context,
etymology and morphology on the board to remind
them of these key points as they work through
this session. Refer learners to the example on the
board from the Starter idea. Ask: How did you work
out the meanings of the words in the example? Get
several responses and encourage learners to explain
how they did this. Learners may use either context,
morphology or etymology, or a mixture of these
strategies (or their own strategies), to understand
the unfamiliar words. Encourage them to explain
their methods. Emphasise that all the strategies
listed in the Language focus are useful and that
learners should try to use them when figuring out
new and unfamiliar words. Point out that some
English words do not offer many clues to their
meaning in their spelling and that in these cases,
learners should focus on context as a way of
working them out.
If necessary, use the following diagram to
consolidate learners’ understanding of the different
strategies.
40
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1 NATURE AND HUMANS
Morphology
Prefix. ‘bi’ means ‘two’
Suffix. ‘ennial’ means ‘years’
The pandemic research conference is a biennial event. There will be a seminal paper
delivered by one of the many luminaries present.
Ask learners to read the ‘Tsunami witness’ article
and complete Activity 1 on their own.
Differentiation ideas:
Challenge: Ask learners to draw an annotated
diagram, like the one provided, to illustrate the
strategies that could be used to understand
the words in the following extract:
R
•
Support: Give learners 20 minutes to write as
many definitions as they can for their glossary.
Then allow them to use dictionaries to check
their glossaries and to fill in the definitions for
any words they struggled with.
And then we evacuated the house on foot to the
community’s designated secure zone – a hill less
than a kilometre from the town that’s about 20
metres above sea level.
D
Assessment ideas: Ask learners to swap their
glossaries with a partner and assess which
definitions in their partner’s glossary are the most
useful and why, and which definitions are less useful
and how they could be improved.
2
For example:
7.55 pm
at home
7.55 pm
at home
A
•
Context
Conference/event– happens at regular times
e.g. annually so ‘biennial’ could be two-yearly
Why single out a paper? Could ‘seminal’ mean
‘important’?
People attend conferences … also, the paper is
delivered by a ‘luminary’ so this must be a
certain kind of person … if the paper is important
maybe the luminary is well-known or famous for
their pandemic research
FT
Etymology
French. luminarie
Latin. lumen, lumin – ‘light’
Ask learners to reread the article and then work in
pairs to complete their timelines. After 15 minutes,
read Activity 3 to the class and ask learners to
discuss in pairs the narrator’s emotions at different
points in the timeline. They should write key words
describing these emotions on their timelines.
Hand out dictionaries and thesauruses and allow
access to the internet if possible. Ask learners to
look up the key words they have written and to
add any new descriptive words they find to their
timelines in a different colour.
Differentiation ideas:
•
Support: Write down the six basic emotions
on the board: anger, disgust, fear, happiness,
sadness, surprise. Ask learners to note down
one or two synonyms for each of these words.
Next, ask learners to use a thesaurus to find
further synonyms for each of these new words
they have written down. They can then use any
of these words on their timelines if appropriate.
•
Challenge: After learners have finished Activity
2, ask them to write a list of antonyms for
each of the words they used on their timeline.
They should then use a thesaurus to research a
further list of antonyms for each of those words.
Creating an ‘emotive’ timeline
(40 minutes)
Learning intention: Use sources to extend
vocabulary about feelings and emotions.
Resources: Learner’s Book, Session 1.6, ‘Tsunami
witness’, Activities 2 and 3; dictionaries, thesauruses
and internet access
Description: Direct learners to Activity 2. Explain
that they could use a linear timeline or a vertical list
with columns for this activity.
41
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: TEACHER’S RESOURCE
Assessment ideas: Examine the timelines learners
have created. Assess whether they have added at
least one newly researched word for each of their
own key words they added. If they have not found
any new words, prompt learners to identify a word
on their timeline to look up in a thesaurus. Then,
ask them to add one or two synonyms for that word
next to it on their timelines.
3
Achieving effects through word choice
and grammar (50 minutes)
Learning intentions: Consider how a writer makes
grammatical choices for effect. Choose language,
grammar and punctuation to create different effects.
Description: Explain that a writer achieves specific
effects by choosing or changing words in four main
ways:
1
D It was cold and dark after the power cut.
When the power was cut the house was
plunged into a malevolent, cold darkness.
The shadows seemed alive with menace and
crept over my skin like freezing water.
Explain that in A, individual words are changed
or figurative language added. In B, noun and
verb phrases are expanded or reduced. In C, the
same words are used but phrases and clauses are
reordered with different punctuation. In D, the
second sentence completely rewrites the first.
FT
Resources: Learner’s Book, Session 1.6, Activities
4–6; Language worksheet 1.2
When he didn’t arrive at the town he was
not missed as he spent much time alone.
Nobody worried.
choosing words to start with, including using
figurative language, when writing a first draft
of a sentence, paragraph or page
changing, adding or removing words to expand
or reduce phrases and clauses
3
changing the order of phrases and clauses,
including changing punctuation
4
completely rewriting if needed to change the
style of what was originally written, or adding
new sentences and paragraphs to an
original draft.
To consolidate learners’ understanding of the effect
of changing the position of clauses in sentences,
they could complete Language worksheet 1.2 before
moving on to the Learner’s Book activities.
R
A
2
For each example, ask learners how they would
describe the different effects created. Point out
that some differences are easy to notice (A, B and
D), whereas the changes in C are more subtle. Ask
learners which of the sentences in C they would find
most interesting and why.
Write the following examples on the board:
A Her hair was black. / Her hair was
dark. / Her hair was black as ebony.
Organise learners into pairs and ask them to
complete Activities 4 and 5 together. They should
then complete Activity 6 on their own. Emphasise
they should create new sentences or paragraphs to
completely rewrite the final paragraph of the article.
Differentiation ideas:
•
Support: For Activity 6, tell learners to first
spend a few minutes imagining they are
Jocelyn from the article – awake at night in
a town with no electricity and crumbling
buildings.
•
Challenge: Ask learners to completely rewrite
the article and create more fear and tension
by experimenting with word choice, use of
punctuation and grammar.
D
B The house stood on the hill. / The old,
abandoned house stood on the lonely hill.
The excited man ran quickly to his car. /
The man ran to his car.
C As he spent much time alone, he was not
missed, nobody worried when he didn’t
arrive at the town.
He was not missed when he didn’t arrive
at the town; as he spent much time alone
nobody worried.
Nobody worried, as he spent much time
alone, when he didn’t arrive at the town.
He was not missed.
Assessment ideas: Read the paragraphs learners
wrote for Activity 6. Assess whether they have
added new sentences or paragraphs and if these
changes have created more tension or fear for the
reader by word choice, use of punctuation and
grammar.
42
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1 NATURE AND HUMANS
Plenary idea
Best words in the best order (15 minutes)
Description: Write the following quotation by Samuel
Taylor Coleridge on the board: Prose = words in their
best order; poetry = the best words in the best order.
Ask learners if they agree with this statement and discuss
their thoughts for a few minutes. Then, ask learners to
work on their own completing the Self-assessment task
relating to Activity 6 in the Learner’s Book.
Assessment ideas: Read learners’ re-drafted paragraphs
and assess whether the changes they have made have
created more fear or tension for the reader.
Homework idea
Learners should complete Workbook Session 1.6.
PROJECT GUIDANCE
When writing down text, learners can also use
colour as well as font size and style to present
the text in a visually appealing way. Tell learners
to also collect images that they can cut out from
newspapers or magazines or print out from the
internet. They can also draw images themselves.
Explain that learners can experiment with arranging
these images into a collage or other type of
presentation such as a scrapbook, poster, or
within presentation software on a computer. After
experimenting for some time learners will then
need to commit to a final layout.
FT
You could follow this sequence to support learners
in this project:
1 you – inspire learners with the idea
2 learners – thinking and reflecting
3 learners – collecting, collating and arranging
4 learners – preparing to present
5 learners – presenting.
Learners – preparing to present
With their final layout completed, learners should
then prepare a short talk of up to five minutes
in which they can explain the ideas behind their
presentation. This could be written up as a script or
just be a series of notes they will use when giving
their talk.
A
You – inspire learners with the idea
Remind learners of the poetry of Tu Fu and Ruby’s
adventure with the leopard, as well as other
stimulating texts they read in this unit. Inspire
learners with the idea that humans have a profound
relationship with nature – in good and bad ways – and
that learners can dramatise this with a presentation.
R
Learners – thinking and reflecting
Tell learners to spend some time reflecting on the
unit and also reading (books, poems, articles) about
nature and the environment, as well as watching
films, TV or news that cover environmental themes.
During this stage, learners could make some rough
notes to capture their ideas for their presentation.
D
Learners – collecting, collating and arranging
Explain that learners can cut out or write down
interesting bits of text for their presentation.
Learners – presenting
Ask learners to bring their presentations to class
and give their talks. They should use gestures and
vary their tone of voice to engage their listeners
and create enthusiasm. Remind them to use eye
contact with their audience and to not just read
looking down at their script if they have one.
43
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